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Virginia’s Early Childhood Development Alignment Project

Competencies for Early Childhood Professionals


Virginia’s Early Childhood Development Alignment Project

COPYRIGHT 2008

Office of Early Childhood DevelopmentVirginia Department of Social Services

We encourage replication and use of these materials for non-profit purposes.

Office of Early Childhood DevelopmentVirginia Department of Social Services

7 North Eighth StreetRichmond, Virginia 23219

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

I. Health, Safety, and Nutrition Practices . . . . . . . . . . . 1

1. Policies, Practices, and Procedures . . . . . . . . . . . . . . . . . . 31.1 General Policies/Procedures1.2 Control of Communicable Disease1.3 Routine Oral Hygiene1.4 Reduction of Environmental Hazards1.5 Sanitation Procedures1.6 Prevention of Injuries1.7 Immediate Response to Injuries1.8 Follow-Up Response to Injuries1.9 Emergency Preparedness

2. Abuse/Neglect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102.1 Suspected Abuse/Neglect

3.Nutrition and Dietary Practices . . . . . . . . . . . . . . . . . . . . . 103.1 Nutrition3.2 Food Selection and Preparation3.3 Mealtime Behaviors3.4 Response to Food Preferences

4. Communication with Families . . . . . . . . . . . . . . . . . . . . . 124.1 Respect4.2 Communication Regarding Policies4.3 Communication Regarding Special Needs4.4 Communication Regarding Nutrition and Food

5.Health Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135.1 Basic Health Practices5.2 Nutrition Education5.3 Safety Education5.4 Education for Healthy Self-Care5.5 Health and Safety Resources

II. Understanding Child Growth andDevelopment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

1. Basic Child Development . . . . . . . . . . . . . . . . . . . . . . . . . 191.1 Developmental Patterns and Principles1.2 Adaptation of Practices as Development Proceeds1.3 Developmental Domains1.4 Interconnectedness of Domains1.5 Stages Versus Continuous Development1.6 Variability in Developmental Milestones

2. Typical and Atypical Development. . . . . . . . . . . . . . . . . . 212.1 Recognizing Variation as Typical2.2 Recognizing Atypical Development2.3 Adapting the Learning Environment2.4 Indicators of Risk2.5 Individualized Family Service Plans (IFSPs) and

Individualized Educational Programs (IEPs)2.6 Recognizing and Respecting Developmental Challenges

3. Individual Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223.1 Respecting Personality Differences

4. Influences on Development . . . . . . . . . . . . . . . . . . . . . . . 224.1 Influences on Development4.2 Family as Primary Environment4.3 Stress as Environmental Factor4.4 Variation in Cultural Practices

Table of Contents

5. Strategic Facilitation of Development. . . . . . . . . . . . . . . . 235.1 Role of Relationships5.2 Role of Experience5.3 Role of Play5.4 Principles of Play5.5 Role of Adults in Play

6. Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246.1 Collaboration on Behalf of Children6.2 Collaboration with Adults

III. Appropriate Child Observation andAssessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

1. Assessment Plan and Procedures . . . . . . . . . . . . . . . . . . . 291.1 Assessment Planning1.2 Assessment Procedures1.3 Individualized Family Service Plans (IFSPs) and

Individualized Educational Programs (IEPs)1.4 Responsive Use of Assessment Data1.5 Multidisciplinary Teams

2. Communication with Families . . . . . . . . . . . . . . . . . . . . . 312.1 Listening to and Learning from Families2.2 Sharing Assessment Results

3. Confidentiality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323.1 Maintaining Confidentiality3.2 Avoiding Negative Labeling

IV. Partnering with Families and Community . . . . . . . 33

1. Knowing and Respecting Families . . . . . . . . . . . . . . . . . . 371.1 Mutual Respect1.2 Respect for All Families1.3 Welcoming Environment1.4 Positive Relationships

2. Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 382.1 Listening to Families2.2 Involving Families2.3 Communicating Regarding Child's Activities2.4 Communicating Regarding Child's Progress2.5 Communicating Regarding Atypical Development or

Special Needs2.6 Communicating in Ways Families Can Understand2.7 Maintaining Confidentiality2.8 Recognizing Symptoms of Stress2.9 Nurturing Families in Rearing Children2.10 Arranging Opportunities for Collaboration and Support2.11 Involving Families in Policy Decisions

3. Collaborative Community Partnerships. . . . . . . . . . . . . . . 413.1 Facilitating Education and Awareness of Community

Resources3.2 Facilitating Linkages Between Families and Community

Resources3.3 Facilitating Access to Community Resources3.4 Agreements with Community Agencies, Organizations,

and Businesses3.5 Participating as Citizen in Community-at-Large

Table of Contents (continued)

4.Nurturing Families as Advocates . . . . . . . . . . . . . . . . . . . 424.1 Transitions4.2 Service Acquisition4.3 Consent to Share Information

V. Learning Environment . . . . . . . . . . . . . . . . . . . . . . . . . . 43

1.Overall Learning Environment . . . . . . . . . . . . . . . . . . . . . 471.1 Components of Learning Environment1.2 Appropriate and Responsive Teaching1.3 Continuity of Care

2. Learning Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 482.1 Effective Learning Strategies2.2 Encouraging Participation2.3 Facilitating Curiosity, Exploration, and Play2.4 Articulating the Rationale for

Play-Based Learning Strategies2.5 Creating a Context that Supports Curiosity,

Exploration, and Play2.6 Sequential Patterns of Development in

Exploration and Play2.7 Adapting Learning Environments to Support Learners

with Atypical Developmental Patterns

3. Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 503.1 Curriculum Philosophy3.2 Curriculum Framework3.3 Social and Emotional Development3.4 Approaches to Learning3.5 Language and Literacy3.6 Learning about Mathematical Concepts3.7 Learning about the World (Scientific Knowledge,

Scientific Inquiry and Exploration)3.8 Learning about Families and Communities3.9 Fine Arts3.10 Physical Development and Health

4. Schedules, Routines, and Transitions . . . . . . . . . . . . . . . . 554.1 Predictable and Flexible Schedules and Transitions4.2 Balanced Schedules

5. Physical Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 565.1 Environments That Nurture Development5.2 Monitoring Physical Environment5.3 Current Trends in Environmental Design

6. Materials and Equipment . . . . . . . . . . . . . . . . . . . . . . . . . 576.1 Materials Appropriate to Age and Ability6.2 Culturally Responsive Materials and Equipment6.3 Variety in Materials and Equipment

7. Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 587.1 Collaborating with Peers to Improve Learning

Environment7.2 Collaborating with Community to Improve Learning

Environment

VI. Effective Interactions(Teacher/Student and Student/Student) . . . . . . . . . 59

1. Relationships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 631.1 Respect1.2 Psychological Safety and Attachment1.3 Respectful Voice Tones1.4 Building Trust1.5 Establishing a Calm, Unhurried Environment1.6 Respecting Diversity1.7 Accepting Individual Differences


2. Interactions with Persons of Various AgesAcross the Lifespan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 652.1 Mixed-age Children's Groups2.2 Intergenerational Activities

3.Group Interactions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 653.1 Group Process and Structure3.2 Managing Group Behaviors

4. Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 664.1 Engaging in Various Forms of Communication4.2 Basic Listening4.3 Listening for Feelings4.4 Verbal and Non-Verbal Expression4.5 Communication Frequency4.6 Vocal Communication Strategies4.7 Variation in Communication Strategies

5.Guidance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 685.1 Behavioral Expectations5.2 Expectations for Respectful Interactions5.3 Nurturing Autonomy and Self-Regulation5.4 Logical Consequences5.5 Prosocial Behavior5.6 Managing Change5.7 Prevention of Behavioral Problems5.8 Challenging Behaviors5.9 Conflict Resolution

6. Family Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 716.1 Positive Communication6.2 Respecting Family Values6.3 Collaborative Guidance6.4 Resources for Behavioral Interventions

VII. Program Management. . . . . . . . . . . . . . . . . . . . . . . . . 73

1. Regulatory Standards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 781.1 Required Legal Standards1.2 Regulations from Other Agencies1.3 Voluntary Compliance with Quality Standards1.4 Record Keeping1.5 Display of License or Certificate1.6 Planning for Emergencies

2. Physical Facility. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 802.1 Facilities Management2.2 Environmental Monitoring2.3 Responsibility for Environment2.4 Space

3. Budget Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 823.1 Budget Management3.2 Budget Planning3.3 Budget Monitoring3.4 Resource Acquisition3.5 Marketing3.6 Technology3.7 Accounting3.8 Insurance3.9 Risk Reduction3.10 Emergency Drills


4.Human Resources Management. . . . . . . . . . . . . . . . . . . . 844.1 Human Resources Policies4.2 Internal Communication4.3 Schedule4.4 Employee Satisfaction4.5 Employee Recognition4.6 Compensation4.7 Benefits4.8 Advocacy4.9 Collegiality4.10 Professional Development4.11 Staff Assessment4.12 Assessment of Program Director

5. Program Planning and Evaluation. . . . . . . . . . . . . . . . . . . 885.1 Planning the Learning Environment5.2 Mission, Goals, Philosophy5.3 Program Evaluation5.4 Support of Learning

6. Families and Community. . . . . . . . . . . . . . . . . . . . . . . . . . 896.1 Family Communication

VIII. Teacher Qualifications and ProfessionalDevelopment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

1. Commitment to Quality . . . . . . . . . . . . . . . . . . . . . . . . . . 951.1 Regulatory Standards1.2 Quality Improvement

2. Professional Development . . . . . . . . . . . . . . . . . . . . . . . . 962.1 Content Knowledge2.2 Use of Resources (Materials, Time, Space)2.3 Hygiene and Appropriate Dress2.4 Professional Attitude2.5 Positive Relationships with Colleagues2.6 Professional Work Habits2.7 Supporting Program Goals2.8 Continuous Updating of Knowledge2.9 Participating in Reflective Practice and Research/Inquiry2.10 Philosophy of Early Childhood Practice2.11 Foundations of Early Childhood Practice2.12 Balancing Work and Personal Growth2.13 Continuous Professional Development

3. Advocacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 983.1 Communicating with the Broader Community3.2 Understanding Professional Advocacy

4. Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 994.1 Ethics in Communications and Interactions4.2 Ethics Pertaining to Confidentiality4.3 Commitment to Other Professionals

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Documents Reviewed. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103


IntroductionWithout a doubt, the early years – from birth to kindergarten –comprise the most extraordinary period of development in a child’slifetime.

Learning begins in infancy when a child’s development ofknowledge, skills, and attitudes toward learning serves as the basisfor healthy development and lifelong achievement. Infants andyoung children are by nature avid learners – enthusiastic, creativescientists who observe, explore, experiment, and practice skills untilthey are mastered, and then continue to the next challenge.

Although they learn much through independent exploration,infants and young children need competent adult guides to providethe critical elements of high quality learning environments atoptimal times. Skillful adults – whether parents, grandparents, childcare providers or teachers - provide the safety and security, bothphysical and emotional, that support young learners throughadventures of discovery and mastery. Skillful adults provide morethan affectionate relationships that support and foster confidence;they structure the environment to provide challenges, coach thelearning process by providing feedback, and offer interpretation toconfirm and to inspire. These skillful adults become learningpartners who mentor young children as they explore the world inwhich they live.

It is vital that we support Virginia’s young children as theyprepare for school and life success. The Alignment Projectdocuments serve as guides to assist adults in their importantroles with young children.

Guiding PrinciplesThe Alignment Project documents reflect a set of guiding principlesthat have served as a valuable compass in developing theseresources:

1. Families are the first and most influential teachers of youngchildren.

2. Every child develops at an individual rate, possesses uniquecharacteristics, and exhibits an array of talents and interestsregardless of family background, culture, special need,experience, or ability.

3. Optimal learning occurs when we recognize that all aspects of achild’s development (i.e., social and emotional, approaches tolearning, language and literacy, cognitive, and physical) areinextricably interrelated and nurtured through a combination ofactive exploration, play, social interaction, and thoughtfullyplanned activities that capitalize on children's natural tendency toseek ever higher levels of challenge to master.

4. Early learning experiences draw upon and enhance theconnections between families, early childhood programs andservices, schools, and the community.

5. Quality early learning experiences for children are guided byresearch-based knowledge and practice.

6. All children are capable and competent learners, and they learnbest when they are included with their peers.

Virginia’s Alignment Project

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Developing theAlignment Project DocumentsThese frameworks were developed through a comprehensive andcollaborative process involving many sources of information,expertise, and guidance.

The process began in February, 2006, through an intensive initiativeknown as the Alignment Project. Though spearheaded by theVirginia Department of Social Services, the Alignment Project teamis comprised of dedicated professionals from many agencies andorganizations, both public and private. Each of the team membersbrought insight and wisdom reflecting years of experience,expertise, and commitment.

Following the development of the original draft documents, criticalreviews were conducted by numerous early childhood professionalswho provided feedback and suggestions for improvement. Inaddition, six focus groups were held in six different regions acrossthe Commonwealth to gather broad feedback on the Alignmentwork, as well as specific feedback concerning draft documents. Theparticipating individuals represented various relevant constituentgroups, selected to offer a full range of perspectives, therebyensuring inclusion and integration of varied needs, programs, andcultures to the greatest extent possible. Working within a tighttimeframe, the reviewers provided valuable edits and additions,contributing substantively to the final products.

Finally, the Alignment Project benefited in significant ways byreviewing and incorporating guidelines and competencies gleanedfrom early childhood initiatives from numerous states and localcoalitions. Thanks to the graciousness and generosity of keyrepresentatives from each state and locality in granting permissionfor the team to learn from their respective processes and products,the Alignment Team feels assured that Virginia’s frameworks reflectbest practices across the nation.

AcknowledgementsThe Alignment Project Team wishes to express gratitude to thefollowing individuals who contributed to the development ofVirginia’s Milestones of Child Development:

Alignment Project TeamMark Allan, Virginia Department of EducationZelda Boyd, Virginia Department of Social ServicesTanya High Brooks, United Way Success by 6*Elizabeth Crawford, 2006 Governor’s FellowKathy Gillikin, Virginia Department of Social ServicesKathy Glazer, Virginia Department of Social Services andSecretariat of Education*Teresa Harris, James Madison UniversityCori Hill, Partnership for People with DisabilitiesArlene Kasper, Virginia Department of Social ServicesAleta Lawson, Virginia Department of Social ServicesKathy Massie, Virginia Head Start AssociationDavid Mills, Virginia Department of Mental Health,Mental Retardation and Substance Abuse ServicesPhyllis Mondak, Virginia Department of EducationHelen O’Beirne, 2006 Governor’s FellowDebra O’Neill, Virginia Department of Social Services*Cosby Steele Rogers, Virginia Polytechnic Institute andState UniversityKaren Schulman, National Women’s Law CenterCarolynne Stevens, Virginia Department of Social ServicesCheryl Strobel, Virginia Department of EducationBarbara Tayman, National Child Care Information CenterMary Jo Thomas, Virginia Department of Social ServicesCarole Whitener, Tidewater Community College

*Special thanks to Elizabeth Crawford, Teresa Harris, and CosbyRogers, who contributed the lion’s share of the writing anddeveloping of drafts for the team.

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Independent ReviewersMartha Ann Bell, Virginia Polytechnic Institute and State UniversityBarbara F. Boyd, Radford UniversityJudy Apostolico-Buck, Arlington Public SchoolsGail Bjorklund, Fairfax County Office for ChildrenIsabel Bradburn, Virginia Polytechnic Institute and State UniversityRosemary Burton,MinnielandToni Cacace-Beshears, Virginia Association forEarly Childhood EducationLori Connors-Tadros, National Child Care Information CenterBrenda Cubero, Family Child Care Provider and motherMary Margaret Gardner, Virginia Association forEarly Childhood EducationKim Gregory, Virginia Western Community CollegePat Henry, Early Head Start, TAP RoanokeKathryn A. Hoover, Radford UniversityJohnnie Humphrey, John Tyler Community CollegeCathy Jacobs, Virginia Polytechnic Institute and State UniversitySusan Jakob, Virginia Western Community CollegeDianne Koontz Lowman, Region 5 T/TAC atJames Madison UniversitySarah LeMoine, National Child Care Information CenterPatsy Moon, Virginia Commonwealth University,MCV Child Care ServicesRobin Panneton, Virginia Polytechnic Institute and State UniversityAnnie Papero, James Madison UniversityBoyoung Park, Radford UniversityJanet K. Sawyers, Virginia Polytechnic Institute and State UniversityRachel Schumacher, Center for Law and Social PolicyKristi Snyder, Rainbow RidersMarshann Snyder, Fairfax County, Office for Children,Institute for Early LearningKarla Sprouse, Early Head Start,Child Development Resources, WilliamsburgEdyth Wheeler, Virginia Association for Early Childhood Education

Penny White, Training & Curriculum Specialist, Fort LeeJay Wilkins, Virginia Polytechnic Institute and State University

Thanks also to the following colleagues for their valued contributionsto the Alignment Project initiative:Katherine Kersey, Old Dominion UniversityMarcia Kraft-Sayre, University of VirginiaJennifer Locasale-Crouch, University of VirginiaMarie Masterson, Old Dominion UniversityAmelia Kable Moody, University of VirginiaLori Morris, Virginia Early Childhood FoundationBob Pianta, University of Virginia

Focus Group ParticipantsMore than one hundred parents, teachers, directors, child careresource and referral agency staff, and other interested partnersattended the focus groups in Abingdon, Fairfax, Harrisonburg,Richmond, Roanoke, and South Hampton Roads.

An additional focus group comprised of early childhood educatorsDebra Daily, Renee Dino, Regina Ihsane, Claudia Knapp, andRowena Seaman from Williamsburg-James City County offeredimportant feedback concerning the content and format of theCompetencies for Early Childhood Professionals.

We are grateful for the contribution of all focus group participants tothis project in providing valuable feedback and guidance.

Finally, the Alignment Project Team wishes to express gratitude tothe following for encouragement and support:The Honorable Thomas R. Morris, Secretary of EducationThe Honorable Marilyn B. Tavenner, Secretary of Health andHuman ResourcesJudy Heiman, Deputy Secretary of EducationGail Jaspen, Deputy Secretary of Health and Human ResourcesAnthony Conyers, Commissioner of Virginia Department ofSocial ServicesEleanor Saslaw, Board of Education Pre-K Committee

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Welcome to Virginia’s Competencies for Early ChildhoodProfessionals!

This document is a comprehensive resource for those who workwith and care about young children. We hope you will find thisdocument valuable and that you will share it with others.

Purpose and GoalsIn order to support optimal learning and achievement for youngchildren, Virginia must have a highly skilled early childhoodeducation professional workforce that embraces a spirit of life-longlearning and continuous quality improvement. To articulate the skillsand competencies desired in that workforce, Virginia’sCompetencies for Early Childhood Professionals outline standardsfor competent practice, identifying what early childhoodprofessionals must know, be able to do, and care about to providequality early care and education.

Because these competencies can be measured or demonstrated,Virginia’s Competencies for Early Childhood Professionals can serveas a guide for improving teaching and learning. They are intendedto support improvement of quality in early childhood programs byclearly articulating best practices for adults who are supporting thegrowth and development of children from birth to kindergarten. Inessence, the professional development system itself is never afinished product and should continually evolve based on the mostrecent research and be refined to best meet the needs of thepopulation it serves. To that end, early childhood practitioners needopportunities to learn and grow to become more effective in theirprofession.

Virginia’s Competencies for Early Childhood Professionals may beused by adults working in various capacities with young childrenand by related organizations or agencies, including:

• Providers, practitioners, and teachers to assess their level ofknowledge and skill in various content areas and to identifyspecific areas of need for future professional development (e.g.,training/education);

• Directors and program administrators to specifytraining/education requirements for staff job descriptions, todevelop staff training/education plans and policies, and toestablish a salary scale based on staff educational achievement;

• Trainers and training organizations to plan and to organizetraining/education and to promote training/educationopportunities;

• Higher education faculty, staff, and administrators to assesscurrent program content to determine course development andto coordinate and design course content to facilitate transfer andarticulation agreements;

• Federal, state, and local agencies to develop and implementpolicies that will enhance professionalism in the field; and for

• Professional development efforts to create the framework for acareer development system that allows professionals to achieverecognition in the field, provides access to competency-basedtraining/education, and promotes compensation commensuratewith educational achievement.


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Presentation of Content Areas and LevelsVirginia’s Competencies for Early Childhood Professionals arepresented in specific core areas of competency that correspond totraditional curricular areas in early childhood education. Further, thecore competencies address best practices for a safe and optimallearning environment for young children, effective relationships andinteractions with children and their families, and strong programmanagement for early childhood administrators. Each areadescribes the knowledge and skills professionals need in order tosupport optimal growth and learning of children from birth tokindergarten.

The eight core areas of competency used to organize Virginia’sCompetencies for Early Childhood Professionals are:

• Health, Safety, and Nutritional Practices;

• Understanding Child Growth and Development;

• Appropriate Classroom Observation and Assessment;

• Partnering with Families and Communities;

• Learning Environment;

• Effective Interactions;

• Program Management; and

• Teacher Qualifications and Professional Development.

Importantly, all early childhood professionals working with childrenfrom birth to kindergarten, regardless of role or setting, need tomaster a core body of knowledge. However, professionals mayapply the knowledge differently depending on their roles andsettings. For example, infant-toddler professionals need to developcompetency in supporting beginning language development, andpreschool professionals need to develop competency in supportingspecific language skills such as speaking in more complex sentencesand following multi-step directions. Program directors, schooladministrators and supervisors need skills in supervision to ensurethat staff demonstrate competency in supporting developmentallyappropriate language acquisition. These variations require differentapplications of knowledge. For this reason, the content area ofProgram Management applies to directors and administrators aswell as to family care providers who have responsibility for programmanagement.

Within each content area, four competency levels are presented toestablish a continuum from preliminary skills to an advanced levelof academic preparation and varied experience. Professionalsprogress from one level to another through various paths includingformal study, training, mentoring and coaching, and reflection onpractice. Importantly, levels are defined for early childhoodprofessionals serving varying roles. Advancement does not implyadministrative promotion resulting in little or no direct interactionwith children. Rather, as all professionals develop, they participatein continuous quality improvement by acquiring new skills, refiningpreviously developed skills, promoting skill development amongothers, adding to the knowledge base of the field of earlychildhood education through research and reflective inquiry, andworking with others to advocate policies and quality programs thatnurture the development of all children. Early childhoodprofessionals are encouraged to advance their knowledge and skillsets across content areas.

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Competency LevelsProfessionals at…

• Level I: implement practices according to program guidelines andpolicies.

• Level II: demonstrate the skills present at the previous level. Inaddition, they work independently and take initiative in designingenvironments to facilitate development.

• Level III: demonstrate the skills present at the previous levels. Inaddition, they design, assess, and modify the learning environmentto meet children's changing needs. They also model excellentpractices and encourage others to develop proficiency in skills.

• Level IV: demonstrate the skills present at the previous levels. Inaddition, they provide leadership for planning, implementing,assessing, and modifying the program to ensure continuousimprovement. They conduct inquiry to advance the understandingof best practices for their communities.

The four levels are intended to be cumulative; a professionalworking at Level IV has knowledge and skills to meet thecompetencies at Levels I, II, and III. At all levels, adults who supportthe growth and learning of young children continue theirparticipation in professional development activities and increasetheir knowledge and skills within each of the content areas.

Core Competency Content AreasEach of the eight content areas includes a rationale, or anexplanation for the inclusion of each competency area. Followingthis rationale is the related knowledge base outlining the keyresearch-based indicators in which the competency area isgrounded. Finally, a set of practices based on knowledge isincluded to provide specific approaches and strategies to fosterchildren’s healthy growth and development.

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The Competencies for Early Childhood Professionals project was supported by the Virginia Department of Social Services with the federalChild Care Development Fund provided through the Administration for Children and Families, U.S. Department of Health and Human

Services. Points of view contained in this document do not necessarily represent the official position or policies of the U.S. Department ofHealth and Human Services.

An electronic version of this document is available at http://www.dss.virginia.gov/family/cc/index.html .

For more information on the Competencies for Early Childhood Professionals, contact the Office of Early Childhood Development,Virginia Department of Social Services, 7 North Eighth Street, Richmond, VA 23219.

Competencies for Early ChildhoodProfessionals Area I:

Health, Safety and Nutrition Practices

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Competencies for Early Childhood Professionals Area I: Health, Safety and Nutrition Practices

Rationale:Children’s growth and development, learning, and overall well-being aredependent on safe and healthy physical and psychological environments and onsound nutrition. Competent early childhood professionals, therefore, know theirresponsibilities under applicable laws and regulations, and they develop policiesand procedures to ensure healthy practices that are sensitive to families, employteaching practices that support children as they become increasinglyindependent, and work collaboratively with other professionals to makecommunity resources available to children and their families.

Knowledge:Children thrive when their most basic needs of health, safety, and nutrition aremet.• Health, safety and nutrition practices match children’s developmental stagesand individual needs.• Healthy, safe environments respect both the physical and social-emotionalwell-being of young children from birth to kindergarten by addressingissues of sanitation, hand washing, use of universal precautions andappropriate responses to emergency care situations that respect childrenand their diverse reactions to people, places, and situations.• Early childhood professionals maintain the confidentiality of health recordsand health information.

Threats to health and safety such as diseases or physical, sexual, and psycho-logical abuse or neglect are often manifested in observable physical, emotional,or behavioral symptoms.

Families hold values and concerns regarding health, safety, and nutrition for theirchildren that reflect their personal and cultural beliefs.• Families participate with early childhood professionals in developing health,safety, and nutrition policies and practices.• Families share information about their individual children’s health needs(particularly for children who are medically fragile or who have disabilities)and work collaboratively with early childhood professionals to ensure thattheir children’s needs are met.• Families share information about their children’sfood preferences, allergies, and culturalpractices.

Children engage in active learning experiences todevelop health-promoting self-help skills and toconstruct an understanding of health, safety, andnutrition.• Children make choices among activities anduse a variety of materials and equipment insafe, but challenging, environments both insideand outside.• Children know and rehearse evacuation and other safety procedures withguidance from early childhood professionals.• Children develop self-help skills as they dress for the weather, wash theirhands, serve themselves snacks and meals, assist in preparing foods, selecttoys and participate in clean-up activities.• Children engage in activities that allow them to be active and quiet.

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Community resources and health support services are available for children andtheir families through early childhood programs.• Health screenings are available for young children.• Information on community and health resources is made available tofamilies.• Provision of needed services to medically fragile children and to those withspecial needs is facilitated.

Practices Based on Knowledge:Sound health, safety, and nutritional practices provide the foundation fordevelopment and learning. Competent early childhood professionals, therefore,demonstrate knowledge related to:

1. Policies, Practices, and ProceduresEnsure that children's basic needs of health, safety, and nutrition are met byimplementing health policies, practices, and procedures that support childrenand their families in maintaining healthy lives, preventing injuries andpreparing them to respond appropriately to emergencies or injuries;

2. Abuse/Neglect

Are alert to indicators of possible illness and to child abuse or neglect and areprepared to respond appropriately if such indicators are observed;

3. Nutrition and Dietary Practices

Implement dietary practices that support healthy growth and developmentwhile remaining sensitive to family preferences;

4. Communication with Families

Communicate with families about health and dietary concerns as well asabout community resources that support healthy living for children and theirfamilies; and

5. Health Education

Implement practices that allow children to become independent andknowledgeable about healthy living.

Early childhood professionalsat ALL LEVELS haveknowledge related to:

Professionals at Level Iimplement practices accordingto program guidelines andpolicies.They:

Professionals at Level IIdemonstrate the skills presentat the previous level. Inaddition, they workindependently and takeinitiative in designingenvironments to facilitatedevelopment.They:

Professionals at Level IIIdemonstrate the skills presentat the previous levels. Inaddition, they design, assess,and modify the learningenvironment to meetchildren's changing needs.They also model excellentpractices and encourageothers to develop proficiencyin skills.They:

Professionals at Level IVdemonstrate the skills presentat the previous levels. Inaddition, they provideleadership for planning,implementing, assessing, andmodifying the program toensure continuousimprovement. They conductinquiry to advance theunderstanding of bestpractices for theircommunities.They:

1. Policies, Practices, and Procedures

1.1 General Policies/Procedures Follow laws, regulations, policies,and procedures for health, safety,and nutrition such as:• Performing a daily health check• Documenting health information• Monitoring for up-to-dateimmunizations and routine healthscreenings as recommended bythe American Academy ofPediatrics, the Centers for DiseaseControl of the United States PublicHealth Service (CDC-USPHS), andthe Academy of Family Practice,taking action to ensure that theservices are obtained as acondition for entry or continuedenrollment

• Maintaining emergency contactinformation

• Identifying and delineatinginstructions for child's healthneeds (e.g., allergies or chronicillness)

Implement:• Policies regarding confidentiality,health, safety, and nutrition

• Health assessments of children• Arrangement for advice fromhealth consultant (as needed)

Implement:• Health assessments• Recommend referral and ongoingfollow-up to community health andsocial service agencies

Analyze, evaluate, and apply currenttheory and research related tohealth, safety, and nutrition policiesand procedures.

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Competency Level I Level II Level III Level IV

1.2 Control of CommunicableDisease

Routinely wash hands (adults andchildren) according to bestpractices recommended by theAmerican Academy of Pediatrics.Examples include, but are notlimited to:• Before and after eating/handlingfood, administering medication,and playing with water used bymore than one person

• After diapering, toileting, handlingbodily fluids, handling pets oranimals, and playing in sand boxes

• Before and after feeding a child• After arrival at center or whenmoving from one group of childrento another

• When leaving the center for theday

• After handling garbage, raw meator cleaning

• Sanitize toys, surfaces, and otheritems that come in contact withbody fluids after each child's use(e.g., after child puts toy in mouth)

• Clean table and counter surfacesdaily (additionally when needed)

• Weekly clean toys not in contactwith body fluids (additionally asneeded)

• Use universal precautions toavoid/control blood-bornepathogens (e.g., where bodilyfluids come in contact withsurfaces used by others such as inthe diapering area, food servicearea)

(continued)

Assess each child’s health statusdaily, objectively document and, ifsigns of communicable disease areobserved:• Notify authorized person• Isolate the child from contact withothers until picked up by anauthorized person

Maintain current knowledgeregarding health, safety, andnutrition concerns in the communityin order to inform families and todevelop or to update procedures

Provide leadership for developingand implementing procedures toprevent the spread ofcommunicable disease, including:• Develop plan for sharinginformation with families

• Inform others when it is necessaryto secure services of healthconsultant

• Establish plan for interim care ofchildren who show symptoms ofcommunicable disease and mustbe isolated until picked up

• Arrange an agreement with healthconsultant for ongoing consultationto prevent spread of disease

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1.2 Control of CommunicableDisease (continued)

• Isolate or exclude individuals withsymptoms of communicabledisease

• Use appropriate procedures fordiapering or changing clothes incase of toileting accidents

• Use appropriate procedures forhandling food

• Separate food preparation andconsumption areas from diaperingor toileting areas

• Communicate with families ofchildren exposed to communicabledisease

• Monitor water used for activities toprevent spread of disease (e.g.,water must be clean, children donot drink water used for play,children with hand sores may notparticipate in water play)

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1.3 Routine Oral Hygiene Implement guidelines for preventingtooth decay and spread of germsthrough:• Proper cleaning of the mouths ofinfants who do not yet have teeth

• Appropriate feeding practices(e.g., not using bottle containingmilk or juice as a pacifier)

• Good nutrition• Routine tooth brushing• Proper storage of toothbrushes• Plaque removal (flossing isrecommended after gaps betweenteeth have closed)

Conduct oral health screenings foreach child

Create playful ways to engagechildren in oral hygiene routines

Provide guidance to staff and familymembers about oral health topicssuch as:• Prevention of tooth decay throughtooth brushing

• Appropriate feeding practices toprevent tooth decay

• Causes of tooth decay and howadult dental health affects child'sdental health

• Recommendations regarding theuse of fluoride

• Recommendations regarding theuse of tooth sealants

• When to begin dental visits andthe importance of finding a dentalhome

Maintain current knowledge ofevidence-based best practices inoral health and provide leadershipfor implementing practices, andsharing information based on thatknowledge with children, families,and staff

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1.6 Prevention of Injuries Prevent injuries by practices suchas, but not limited to, the following:• Maintaining clutter-free space forchildren to play

• Inspecting physical environmentand equipment and removingsafety hazards

• Supervising children by sight andsound

• Establishing and maintainingprocedures that children follow inorder to promote safe use ofequipment

• Arranging safe entry/exit areas,with special attention to motorvehicle traffic and fall hazards

• Maintaining safe travel conditions(if responsible for transportingchildren)

Ensure that safety equipment, suchas smoke alarms and fireextinguishers, child safety seats,helmets, and gun safety locks are inworking condition, know how to usethem, and understand that modifi-cations are made (when needed)for children with special healthneeds and/or physical challenges

Design and monitor the learningenvironment to reduce the risk ofpreventable injuries and otheremergencies (e.g., check for safetyrecalls on supplies, toys orequipment and follow guidance toeliminate the hazard; monitorcompliance with any asbestosmanagement plan; monitorhousekeeping and maintenanceroutines, etc.)

Plan, implement, assess, and modifypolicies and procedures designedto eliminate preventable injuries andemergencies (e.g., assess anddevelop hazard management plans;traffic, transportation andpedestrian safety; injury preventionby types, such as burns, falls,drowning, poisoning, shock;environmental hazards such aslead, asbestos, etc.)

1.4 Reduction ofEnvironmental Hazards

Monitor the environment forhazards such as, but not limited to:• Allergens and asthma-inducingsubstances

• Toxic chemicals or gases• Mold• Improper or broken equipment• Extreme heat, cold, or sun• Insect-borne disease• Vehicle traffic• Safe storage and administration ofmedications

• Animals (program or visiting pets)without proper immunizations orunsuitable for children

Implement systematic proceduresto monitor environmental hazards

Develop and implement (in consul-tation with appropriate agenciesand consultants) both initial andongoing methods to monitor thefacility and premises for safe indoorand environmental air quality andwater purity, unless on a publicsupply (e.g., radon, carbonmonoxide, hidden sources of moldspores, improper venting, etc.)

Maintain current knowledge andinform others about environmentalhazards

Maintain current knowledge ofidentifiable environmental hazardsand risks, and establish proceduresfor reducing the risk of occurrence

1.5 Sanitation Procedures Implement guidelines for adheringto laws/regulations and recommen-dations by the American Academyof Pediatrics for SanitationProcedures

Plan routine implementation andmonitoring of approved sanitationprocedures

Model and help others implementbest practices for sanitationprocedures

Oversee the program staff,assistants, or substitutes to ensurethat sanitation procedures arefollowed

1.7 Immediate Response to Injuries Attend to injuries according topediatric first aid training andreporting requirements

Possess the skill and knowledge foradministering cardiopulmonaryresuscitation (CPR)

Monitor response to injuries andmake suggestions for improvement

Develop policies and proceduresfor:• Responding to, reporting, anddocumenting injuries

• Analyzing injuries, near-injuryincidents, and identified hazards todecrease risks (e.g., through re-engineering program methods andfurther training of staff andchildren)

• Responding to emergencies for allchildren and staff, including thosewho have been identified ashaving special health needs orphysical challenges that may needspecialized intervention

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1.9 Emergency Preparedness Know and practice procedures forappropriate response (includingemotional support) in the event ofan emergency such as fire, severeweather, or an act of violence

Use various strategies to helpchildren understand emergencyprocedures and the nature of plansto ensure their safety and care inthe event of an emergency

Plan and inform others ofappropriate response procedures(including emotional support) in theevent of emergencies such as fire,severe weather, or an act ofviolence

Know and use communityresources available for post-eventgrief and recovery counseling orother assistance that may beneeded in especially severesituations (e.g., serious injury ordeath of a child or staff, posttraumatic stress following natural ormanmade disasters, etc.)

Establish disaster preparednesspolicies/procedures and emergencyresponse plans, includingagreements with communityresources for emergencyassistance


1.8 Follow-Up Response to Injuries Follow policies for:• Documenting and reportinginjuries

• Communicating with familymembers about an injury

• Assuring the comfort and care ofother children while injuredpersons are receiving attention

Maintain an accessible current listof phone numbers for contactingparents and community services inthe event of an injury

Model for and help others acquireskills for appropriately responding toinjuries

Maintain current knowledge ofcorrect procedures for respondingto emergencies and fears, andshare this information with others

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2. Abuse/Neglect

2.1 Suspected Abuse/Neglect Recognize signs of possibleemotional distress, abuse, neglector exploitation, and followestablished procedures fordocumenting and reporting possibleoccurrences in an immediate andresponsive way

Help others learn to recognize signsof possible emotional distress,abuse, neglect or exploitation, andfollow established procedures fordocumenting and reporting possibleoccurrences in an immediate andresponsive way

Stay up-to-date and share withothers information related torecognizing, documenting, andreporting possible abuse, neglect, orexploitation

Establish procedures fordocumenting and reportingsuspected abuse, neglect, orexploitation and include this in stafftraining

3.1 Nutrition Recognize dietary needs associatedwith age-related development andappropriate foods for special needsof children. If food is served, it isfrom a menu provided by a profes-sional who understands the dietaryneeds of young children.

Plan or provide input to ensure theprovision of nutritious meals (ifmeals are served) that meet therequired guidelines from the U. S.Department of Agriculture (USDA),Virginia Department of Health (VDH)and Child and Adult Care FoodProgram (CACFP)

Plan and evaluate menus (if mealsare served) or provide input toensure that they meet guidelines forsound nutrition including specialdietary concerns

Ensure that nutritional componentsof the program (if any) are planned,implemented, and assessed on anongoing basis

3.2 Food Selection and Preparation Provide clean drinking water, and, iffood is served:• Offer a variety of nutritious foods• Exercise strict attention to thesafety of all children with foodallergies

• Serve only foods that reduce thehazard of choking and other healthrisks

• Follow regulations regarding anyfood brought from home

• Provide age-appropriate opportu-nities for children to participate inmealtime preparation or serving

Plan and serve nutritious meals(if food is served) that meet therequired guidelines (per USDA, VDH,and CACFP) and that have beenprepared using methods to maintainmaximum nutrition

Model and help others acquire skillsneeded for meeting USDA, VDH,and CACFP guidelines (if responsi-bilities include food selection and/orpreparation)

Oversee the program to ensure that,if food is served, it is safe andnutritious and that all applicableguidelines are followed andmonitored to continuousimprovement


3. Nutrition And Dietary Practices

3.3 Mealtime Behaviors Model eating behaviors for childrenthat are conducive to healthy livingincluding:• Creating a setting that is safe,relaxed, and conducive to conver-sation

• Gradually introducing new foods inways that enable children to enjoya variety of nutritious foods

Implement these practices:• Provide eating utensils, servingequipment, tables and chairs thatare the size that can be usedcomfortably by children

• Incorporate family style meals tohelp children be comfortableduring mealtimes and to assistchildren in learning self-help skills

• Divide responsibility at mealtimebetween the adult (provide foodand encouragement) and the child(decide what to eat, how muchand whether to eat)

Model and share with others waysto create a mealtime atmospherethat facilitates the development ofhealthy eating practices

Oversee program to maintainnutrition and mealtime as anintegrated part of the program bydeveloping and evaluating mealtimepolicies that outline expectations ofstaff, assistants, or substitutes, andchildren (according to age) formealtime

Review curricula and programpractices to integrate food anddining with appropriate opportu-nities to learn about food’s role inculture and social customs, foodproduction and preparation, andhealth and nutrition

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3.4 Response to Food Preferences Encourage children to eat foodsbeing served while remainingsensitive to preferences

Observe children during mealtimesto become familiar with theirindividual eating behaviors, patternsand skills

Plan food-related activities thatrespect family and cultural beliefsand practices

Maintain and share with otherscurrent evidence-based researchon activities and practices related tofood preferences, beliefs, andpractices


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4.1 Respect Demonstrate respect in communi-cating with parents regardingparental concerns for theirchildren’s health, safety, andnutrition

Recognize and accept culturalhealth, safety, and nutritionpractices while maintainingregulatory and science-basedstandards

Model and help others acquire skillsto recognize and to accept culturalhealth, safety, and nutritionpractices while maintainingregulatory and science-basedstandards

Work with families to developnutritional menus that respecthealth and nutrition of their children,while maintaining regulatory andscience-based standards

4.3 Communication RegardingSpecial Needs

Stay informed of health, safety, andnutritional needs of individualchildren in the program

Strategically adapt various aspectsof the learning environment,curriculum activities, andinteractions with others to meetspecial health-related needs ofchildren

Communicate knowledge ofresources for meeting specialhealth-related needs (e.g., helpfamilies learn proper use of adaptiveequipment)

Design, implement, assess, andimprove systems for communicatingwith families regarding specialneeds of individual children


4.4 Communication RegardingNutrition and Food

Communicate with familiesregarding the children’s eatingpatterns, mealtime skills, foodneeds, and food preferences

Coordinate with families to helpensure the program practices meettheir children’s needs

Consult with families about theirchildren’s special nutritional needsor food allergies and ensure thatprogram adaptations are developedand implemented when necessary

Maintain and share knowledge ofcurrent theory and research oncommunicating with familiesconcerning food-related issues

4.2 Communication RegardingPolicies

Follow policies for informing familiesof current health concerns in theprogram

Identify the need for changes and/ornew policies for informing familiesof current health concerns in theprogram

Plan procedures and help othersdevelop strategies for communi-cating health policies and concerns

Work with families to develop,implement, and evaluate policiesrelated to children’s health, safety,and nutrition

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5. Health Education

5.1 Basic Health Practices Teach and support children ineffective use of hand washingprocedures, and use personalhealth and safety practices knownto enhance well-being

Facilitate children's understandingof:• Basic health concepts• Importance of good health• Behaviors that contribute to goodhealth

Design, implement, and evaluatecurriculum activities emphasizinghealthy bodies, healthy behaviors,and healthy environment

Analyze, evaluate, and apply currenttheory and research to health,safety, nutrition curriculum andteaching practices


5.3 Safety Education Teach children simple safety rulesand practices, enforcing themconsistently, including limits relatedto the use of equipment and space

Plan and practice emergency andsafety procedures for emergenciessuch as fire, natural or manmadedisaster

Facilitate children's understandingof:• Meaning of safety• Practices that contribute to safetyat home and in the learningenvironment

• Specific safety procedures

Share information with staff andfamilies about resources, includingcurricula and ways to facilitatechildren’s understanding and use ofsafety practices

Oversee the program to promotecontinuous improvement inplanning, developing, implementing,assessing, and improving learningexperiences related to safety

5.2 Nutrition Education Provide mealtime experiences thatestablish healthy eating habits

Use a variety of strategies (e.g.,posters, displays, play experiences,cooking, demonstrations, children'sstories) to facilitate children'sunderstanding of basic nutritionconcepts and healthy eatingpatterns

Plan and guide learning experiencesthat nurture healthy food choices(i.e., provide nutrition education aspart of the curriculum)

Oversee the program to promotecontinuous improvement inplanning, implementing, andassessing learning experiencesrelated to healthy eating patterns

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5.4 Education for Healthy Self-Care Talk about healthy behaviors as theyare carried out during daily routines(e.g., brushing teeth, eatingnutritious food, exercising)

Model behaviors that reflectrespectful care of one's own body,including but not limited to:• Personal safety• Handwashing• Health-promoting eating behaviorsand food choices

• Oral health education (i.e., goodhygiene, control of plaque, howdental caries develop, preventionof dental caries)

• Taking medications• Passenger safety• Importance of rest and sleep• Dialing 911 for emergency help

Capitalize on children's interest inbodies to teach healthy self-care

Seek and use health educationmaterials from various sources suchas health departments, healthconsultants, and nutrition councils

Integrate learning experiences onhealthy lifestyles as a part of dailyroutines

Model and encourage others todevelop proficient skills in contentand methods of early childhoodeducation for healthy self-care

Oversee the program to promotecontinuous improvement inplanning, implementing, evaluatingand improving learning self-carelearning experiences

5.5 Health and Safety Resources Awareness of community health,safety, and emergency resources

Use community health and safetyresources for benefit of children andfamilies

Use services of health consultantand, if food is served, the servicesof a dietitian, and/or public healthnutritionist

Advocate for health, safety, andnutrition policies that will positivelyimpact all children in the community

Collaborate with community groupsand agencies (e.g., Department ofHealth, Department of HomelandSecurity) to identify health, safety,and nutrition issues or concerns

Develop plans and policies foraddressing those concerns; provideeducational opportunities andinformation; and facilitate serviceprovisions to families and theirchildren


Competencies for Early ChildhoodProfessionals Area II:

Understanding Child Growth and Development

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Rationale:Child development is the foundation upon which early childhood practice isbased. Because the psychomotor, socioemotional, cognitive, and linguisticdevelopmental domains are inter-related, early childhood professionals in alltypes of programs (e.g., family child care homes, early childhood educationcenters) must comprehend both the processes of development and the adult’srole in supporting each child’s growth, development, and learning.

Knowledge:Human growth, development, and learning become progressively complex overtime and are influenced through a variety of experiences and interactions.• Growth, development, and learning proceed in predictable patternsreflecting increasingly complex levels of organization across the lifespan.• Each developmental stage has distinctive characteristics; however,progression occurs over time, building from the experiences of earlierstages.• The psychomotor, socioemotional, cognitive and linguistic domains ofdevelopment are integrated within the child so that as one area is affected,other areas are also affected.• Development proceeds at varying rates from child-to-child, as well asacross developmental domains for individual children, reflecting the uniquenature of each child.• Development and learning are lifelong processes that must be nurtured inthe adults who care for children.• Parents and family members grow and develop in their understandings oftheir children as learners and as members of communities outside thehome.• Community members grow in their ability to implement programs andpractices that meet the developmental and learning needs of youngchildren.• Early childhood professionals recognize that as members of the profession,they interact with other early childhood professionals as lifelong learners.

Because growth and development are generally predictable, early childhoodprofessionals can recognize milestones of healthy development and signs ofpotential delay or disability.

Children express their developing abilities, interests, and learning in a variety ofways; therefore, assessment must reflect this diversity of expression.• Because growth, development, and learning occur in a variety of ways,documentation and assessment tools and strategies must capture thisvariety.• Early childhood professionals must be able to comprehend the patterns oftypical and atypical development as they observe and interpret children’sdevelopmental progress.• Information gathered on children’s growth,development, and learning is shared withearly childhood professionals and withparents/guardians to provide ongoing supportfor continued progress or intervention.

Child development theories and research guidepractice for early childhood professionals.• Developmental theories and ongoing researchon human development and learning informprofessional practices in the field of earlychildhood development and education.• Research in human development, learning,and teaching young children serves as a guide to planning, implementing,and reflecting on practices employed by early childhood professionals.• Based on current research on typical and atypical development, earlychildhood professionals implement inclusive practices that support andmaximize development and learning for all children.

Competencies for Early Childhood Professionals Area II: Understanding Child Growth and Development

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Children are active learners who draw on their direct physical/sensory and socialexperiences to construct their own understandings of the world around them.• Children develop a sense of competence and the ability to interacteffectively in social contexts as they live and play in environments charac-terized by mutual respect.• Children construct knowledge about the world in which they live throughchild-initiated and teacher-supported play.• Children develop small and large motor skills through playful activity withpeers and caring adults.• Children develop communication skills as they interact with other childrenand with adults who play and talk with them.• Children develop the ability to think and solve problems as they play withmaterials, ideas, people, and with various components of the naturalenvironment.• Children develop abilities to think about and respond in creative ways to theworld in which they live as they use their imaginations to create newpossibilities through playful activity with materials and other people.

Children are best understood within the contexts of family, culture, and society.• Although children are unique individuals, their interactions with familymembers influence their development, dispositions, and learning even aschildren impact their families.• Families also interact within environments and cultures, influencing andbeing influenced through multiple interactions.• Early childhood professionals are aware that families and communitymembers are vital members of the broader learning community whocontribute to children’s healthy growth, development, and learning.• Society serves as a broad context in which children and their families live,providing resources and limitations that support healthy growth anddevelopment.

Practices Based on Knowledge:Based on current theories and ongoing research in the areas of human growth,development, and learning, early childhood professionals in various care andeducation settings (e.g., child care centers, family child care homes) must:

1. Basic Child Development

Demonstrate knowledge of the principles and patterns of child development.

2. Typical and Atypical Development

Use knowledge of child development and learning to identify the strengthsand challenges of children with typical and atypical development.

3. Individual Differences

Use practices that are responsive to theunique abilities, temperaments, learningstyles, and genetic influences on youngchildren as individuals.

4. Influences on Development

Demonstrate knowledge of the impact offamily, environment, culture, and society inthe development and learning of youngchildren.

5. Strategic Facilitation of DevelopmentStrategically facilitate development bynurturing children's active engagement inlearning through playful activities.

6. Collaboration

Collaborate with other professionals, families, and community members toenhance the development and learning of all children.






1. Basic Child Development

1.1 Developmental Patterns andPrinciples

Recognize basic patterns ofdevelopment that characterize agegroups (e.g., 0-3 mo., 4-6 mo., 6-9mo., 9-12 mo. 12-18 mo., 18-24 mo.,24-36 mo., 3-year-olds, 4-year-olds,5-year-olds), while alsounderstanding that individualchildren do not follow these generalpatterns precisely

Identify physical, motor, cognitive,linguistic, social, and emotionalmilestones of development

Share information on child growthand development with other profes-sionals and family members

Communicate major theories,research, and issues relevant tochild growth, development, andlearning to early childhood staff orassistants, families, and communitystakeholders

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1.2 Adaptation of Practices asDevelopment Proceeds

Are aware that children of differentages and developmental levelsrequire different methods of care,education, and guidance

Adapt practices for nurturingchildren as development progresses

Model for others how to adapteducational practices to facilitatedevelopment at increasinglycomplex and challenging levels

Share knowledge with othersregarding current theories,research, and policies that enhancedevelopment and learning from birthto kindergarten

1.3 Developmental Domains Demonstrate awareness thatdevelopment occurs in differentdomains (e.g., physical, cognitive,linguistic, social, emotional)

Describe the different domains ofdevelopment

Demonstrate awareness thatdevelopment can progress atvarious rates in different domains

Help others understand howdevelopment occurs in differentdomains and that development canprogress at various rates in differentdomains

Nurture ability in others tocomprehend that rates ofdevelopment vary across domains

1.4 Interconnectedness of Domains Recognize that areas ofdevelopment are interconnected

Understand that active learningexperiences can facilitatedevelopment in more than onedomain simultaneously

Use knowledge of interconnect-edness of domains to:• Design holistic learningexperiences that capitalize on theinterconnectedness of domains topromote development

• Explain the behaviors of childrenbased on development acrossdifferent domains

Share with others (e.g., familymembers, assistants, staff) currenttheories and research that explainhow development is interconnectedacross domains and how thisinformation can be applied in facili-tating early childhood development

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1.5 Stages Versus ContinuousDevelopment

Demonstrate awareness thatdevelopment can be described interms of broad stages within whichdevelopment proceeds graduallyand continuously

Explain how continuous incrementalchanges are related to broaddevelopmental stages

Help others comprehend theeducational implications of viewingdevelopment as continuous versusstage-dependent

Advocate to others practices thatfoster continuous developmentalprogression while using stages orbenchmarks to guide expectationsand plan curriculum


1.6 Variability in DevelopmentalMilestones

Recognize that the age ranges inwhich development typically occursare broad and overlap

Use observations, work samples,and other assessment tools todetermine a child’s current skillsand abilities

Communicate to others howdevelopment is assessed and theimplications of assessment forcurriculum development

Stay up-to-date on best practices(derived from evidence-basedresearch) for assessing develop-mental status, make resourcesavailable to staff for ongoingdevelopmental assessments, andanalyze date collected

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2. Typical and Atypical Development

2.1 Recognizing Variation AsTypical

Demonstrate awareness thatdevelopmental variations andchallenges occur in both typical andatypical development

Describe the normal range ofvariation in typical development

Identify the unique patterns ofbehavior that distinguish typicalfrom atypical development

Help inform others of current theoryand research on the range ofvariation in developmental patternsand timelines

2.3 Adapting the LearningEnvironment

Recognize that the learningenvironment needs to be structuredto support children who havespecial needs due to advanced ordelayed development

Modify the learning environment toaccommodate children’s individual,unique, and special needs

Have knowledge of evidence-basedbest practices related to inclusion,including how to locate resourcesand services for children withspecial needs

Ensure that staff, assistants,families, and community membersare informed of current trends ineducating and nurturing childrenwith special needs


2.6 Recognizing and RespectingDevelopmental Challenges

Recognize and respect develop-mental differences associated withphysical, cognitive, emotional orsocial challenges

Demonstrate awareness thatdevelopmental variations anddisabilities have an impact ondevelopmental rates and patterns

Inform others about individualdifferences in development andlearning and how such differencesinfluence development

Share with others current researchand theory on developmentalvariations associated with physical,cognitive, or emotional delays orchallenges

2.2 Recognizing AtypicalDevelopment

Recognize skill levels that suggestchildren’s development is atypical,whether being advanced or delayedin comparison to the average childof the same age

Compare children’s developmentallevels with typical milestones toidentify whether a child’s skills,behavior, and development aresimilar to those of most children ofthe same age

Know how to use observations,work samples, and otherassessment tools to appropriatelydetermine and to address currentskills and abilities

Oversee the program (i.e., schools,center or family child care home),secure resources and services fordevelopmental assessment

2.4 Indicators of Risk Demonstrate awareness thatcertain genetic and environmentalfactors increase the likelihood ofdevelopmental delays or disabilities

Recognize risk factors, delays ordisabilities that may indicate a needfor special services

Use knowledge of specific develop-mental delays, developmentaldisabilities, and risk factors to referchildren for specialized services

Assist others in securingconsultants to assist withassessments and curriculumadaptations for children with specialneeds

2.5 Individualized Family ServicePlans (IFSPs) and IndividualizedEducational Programs (IEPs)

With help, can integrate goals fromIFSPs and IEPs into daily activitiesand routines

Integrate goals from IFSPs and IEPsinto daily activities and routines

Participate in evaluation andassessment coupled withformulation of IFSPs and IEPs

Take responsibility for planning,implementing, evaluating, andmodifying policies and proceduresfor IFSPs and IEPs

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3. Individual Differences

3.1 Respecting PersonalityDifferences

Recognize that children havedifferent personalities andbehavioral styles, and respect thesedifferences

Recognize that individualdifferences in temperament andpersonality have an impact ondevelopment and require differentapproaches from caregivers

Plan and implement learningexperiences based on knowledge ofchild development and observationsof individual children’s particularskills, interests and abilities

Take responsibility for planning,implementing, assessing, andimproving program practices thatare responsive to individualdifferences in personality, interests,and abilities

4. Influences on Development

4.2 Family as Primary Environment Recognize that the family is theprimary source of environmentalinfluences on development

Recognize that early childhoodprofessionals can provide support tofamilies within the boundaries ofbest practices

Create environments andexperiences that are sensitive tothe values and goals of the child'sfamily

Help inform others of currentevidence-based research onpractices that enhance thedevelopment and learning of youngchildren from birth to kindergarten


4.4 Variation in Cultural Practices Demonstrate awareness thatcultural practices vary from family-to-family

Describe teaching and learningstrategies that are responsive tochildren’s cultural and linguisticdiversity

Create and maintain a culturally andlinguistically responsive learningenvironment

Critically analyze currentknowledge, theories, and bestpractice recommendations tosupport each child’s developmentand learning while being responsiveto diverse families and cultures

4.1 Influences on Development Recognize that development isaffected by genetic and environ-mental (including biological andcultural) factors

Demonstrate awareness thatbiological, maturational, andenvironmental factors interact toinfluence development

Have knowledge of current theoriesand research on how biological andenvironmental factors are related tospecific developmental delays,developmental disabilities, and riskfactors

Analyze and use current knowledgeof biological and environmentalfactors to inform others about theeffects of biological and environ-mental factors on the developmentof children

4.3 Stress as Environmental Factor Recognize that behavior anddevelopment are affected whenchildren experience stressfulenvironmental situations

Appreciate the fact that familystress and trauma have develop-mental consequences and thatsupportive relationships play acrucial role as children cope

Identify community resources andservices for families and childrenunder stress and make referralswhen needed

Take responsibility for obtainingconsultation services and securingcollaborative agreements withcommunity resources for familiesand children under stress

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5. Strategic Facilitation of Development

5.1 Role of Relationships Are aware of the importance ofengaging in safe, secure, caring,and responsive relationships witheach child to promote optimaldevelopment

Create an environment that can:• Nurture emotional well-being• Serve as a secure base forchildren

• Respond to children's needs,abilities, and interests

Facilitate initiative and self-reliantexploration, of learning materialsand participation in curriculumexperiencesUse cooperative peer learningexperiences (for children who aredevelopmentally ready)Facilitate appropriate emotionalexpression and emotionalintelligence (e.g., helping childrendevelop social skills and empathy)

Model and help others developcompetencies for nurturingrelationships that enable children tobe optimally ready for learning

Help inform others of currentevidence-based research onpractices that enhance thedevelopment and learning of youngchildren from birth to kindergarten


5.2 Role of Experience Know that young children learnthrough direct experiences

Offer a variety of learningexperiences that:• Capitalize on children's naturalcuriosity and desire to acquirenew skills that are challenging butnot overly difficult

• Are matched to the child's currentskill levels that have been notedthrough observation, child'squestions, misunderstandings, etc.

• Apply theories of development andexperiential learning to earlychildhood practices from birth tokindergarten

Demonstrate awareness of thecauses of developmental change(facilitation, induction, maintenance)and that some behaviors cannot orshould not be induced prior to theappropriate time for developmentdue to biological, emotional, social,or cognitive reasons

Maintain and share with othersknowledge of current theory andresearch on:• Strategies for facilitating optimaldevelopment

• Finding an optimal match betweentheory and practical application

5.3 Role of Play Acknowledge that play provides theoptimal mode for facilitatingphysical, cognitive, social, andemotional development by activelyengaging the whole child

Describe appropriate time forplayful activity versus time for adult-directed and controlled activity (e.g.,safety procedures)

Articulate to parents and others whyplay is important to the developmentof young children, and assist themto understand, to provide suitableequipment and opportunities, and tosupport age-appropriate anddifferent types of play that areimportant to development

Take responsibility for helpingothers organize and assess learningenvironments that facilitatedevelopment through a balance ofchild-centered play and adult-guided activities

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5.4 Principles of Play Know the importance of providingchildren with the time and materialsto engage in playful activity

Know how to organize the physicaland psychological environment topromote play, thereby, creating anenvironment that facilitates andenhances development

Plan and implement a variety ofcurricular activities that apply theprinciples of play in promotingdevelopment.

Advocate for excellence inprograms serving young childrenfrom birth to kindergarten

6. Collaboration

6.1 Collaboration on Behalf ofChildren

Know how to follow guidelines forimplementing IFSPs and IEPs asprovided by supervisor orconsultants

Collaborate with consultants andparents in planning learningexperiences to meet children’sindividual needs and interests

Work with families, communitymembers, and early childhoodprofessionals to advocate policiesthat nurture the development of allchildren

Analyze and use current knowledgeand theories about specific develop-mental delays, developmentaldisabilities, and risk factors toadvocate on behalf of youngchildren with developmental delaysand disabilities


6.2 Collaboration with Adults Know how to work with colleagueson behalf of young children

Collaborate with others (e.g., profes-sionals, family members, businessleaders) to share reflections onstrategies for enhancing thelearning environment

Collaborate with peers, families,community members, businessleaders, and other professionals topromote optimal developmentaloutcomes

Apply the principles of humandevelopment and psychology thathave implications for working withfamilies, community members,business leaders, and other profes-sionals to promote optimaldevelopmental outcomes

5.5 Role of Adults in Play Recognize that adults have animportant role in facilitatingdevelopment by engaging childrenin playful activities

Facilitate play by:• Setting the context (i.e., materials,time, space)

• When appropriate, following thelead of the child

• Supporting a playful attitude (e.g.,make-believe, choice, flexiblerules)

Plan and implement curriculumbased on a balance of child-initiatedand adult-guided experiences andon the interests of children andadults

Infuse routines and requiredactivities with an element ofplayfulness when possible

Provide opportunities for staff,family day care home assistants,and families to learn evidence-based best practices related to theuse of playful modes of learning andhow to play constructively withchildren

Competencies for Early ChildhoodProfessionals Area III:

Appropriate Child Observation and Assessment

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Rationale:Assessments of children, personnel, and programs are conducted through avariety of formal and informal procedures to document and evaluate growthand progress; to design instruction that is informed by children's developmentalabilities; to make decisions about interventions, accommodations, and referrals;to identify teaching strategies that are best suited to facilitate development andcurriculum; and to make decisions related to personnel and programeffectiveness. Because assessment data guide decisions that affect individualchildren, staff members, and program plans, early childhood professionals mustidentify the purposes of assessment, use reliable and valid assessmentprocedures and instruments, and implement various methods of interpreting andsharing assessment data.

Knowledge:Assessment and evaluation practices must be valid, reliable, and sensitive to thecultural and linguistic background of the child. They must also be appropriate forthe developmental behavior being assessed.• These practices include observing children in natural situations anddocumenting observations through a variety of strategies that includeanecdotal records and observational checklists; work samples such asdrawings, writing samples or dictations; and photographs or videotapes ofchildren’s behaviors, creative constructions and playful activity throughoutthe day.• Families share information about their children’s interests, activities,behaviors, developmental progress, health, and prior experiences.

Assessment procedures must be planned in accordance with up-to-dateinformation on appropriate methods, sensitivity to individual and culturaldifferences, and with regard to the overall purpose of assessment.• Informal assessments and initial screenings are used to determine whetheradditional assessment and/or consultation are needed.• Formal standardized assessment data are used with informal assessmentdata to assist in screening and serving children who may need medical oreducational interventions.• Observation, documentation, and assessment procedures are used to meetthe unique needs of children.• Observational strategies are used to identify children’s interests, abilities, andareas for growth.• Observations are documented in a variety ofways and used to modify the curriculum inresponse to observational data.

Two-way communication with families allowsearly childhood professionals to plan for andimplement assessments, while families benefitfrom being informed of assessment results thatwill guide the child’s growth and development.• The influences of family, environment, cultureand language, and diverse ways of learning arerecognized and used to present information ina positive, non-threatening, and constructive manner when interpretingassessment results.• Families are involved in the development and implementation of IndividualFamily Service Plans (IFSPs) and Individualized Educational Programs (IEPs).• A variety of professionals collaborate in the development and implemen-tation of IFSPs and IEPs.• Observations are shared with families to celebrate growth and workcollaboratively to address concerns and challenges.

Confidentiality of assessment results must be maintained in accordance withlegal and ethical considerations.

Competencies for Early Childhood Professionals Area III: Appropriate Child Observation and Assessment

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Practices Based on Knowledge:Grounded in knowledge and comprehension of typical and atypical childdevelopment, early childhood professionals in all types of settings must:

1. Assessment Plan and Procedures

Plan assessment procedures that:• Use formal and informal methods to identify and document children’sinterests, strengths and challenges.• Employ assessment theories used for decision making and curriculumplanning.• Implement assessment practices and interpret results with sensitivity toindividual differences in children's ability levels as well as families' cultures,languages, and environmental factors.• Reflect the overall purpose of assessment and articulate the limits of norm-referenced standardized assessments.


Communicate with families to share assessment plans and information as wellas to plan follow-up services and developmental learning experiences basedon assessment.

3. Confidentiality

Maintain confidentiality of assessment results in accordance with ethical andlegal considerations, including the importance of avoiding negative labeling ofchildren.






1. Assessment Plan and Procedures

1.1 Assessment Planning Follow instructions for implementingassessment plans by:• Maintaining records aboutoccurrences (e.g., food intake,accidents, health indicators,interests, skills)

• Collecting and filing work samples• Providing clear, accurate, andobjective information aboutinteractions with individualchildren to families and otherprofessionals according toprogram policies and guidelines

• Recording frequency and durationof specific child behaviorsaccording to instructions

Identify sources of assessment data(e.g., naturalistic observations,anecdotal records, work samples,parental interviews) and plan avariety of methods to documentbehaviors and interests on a regularschedule

Create systematic plans andprocedures for ongoing assessmentof individual children using bothformal and informal assessmentprocedures. This includes:• Selecting assessment tools thatare valid, reliable, and sensitive tocultural and linguistic backgroundsof children

• Creating a schedule for ongoingand periodic collection ofassessment data

• Planning how results will be used• Planning methods for communi-cating with families aboutassessment results

Plan, implement, and evaluatesystems for ongoing assessment ofindividual children in all areas ofdevelopment and behavior in orderto identify:• Interests• Needs• Developmental progress• Possible need for diagnostictesting

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1.2 Assessment Procedures Observe and gather other forms ofinformation on children's:• Needs• Interests• Health status• Approaches to learning• Progress in developmental areas:• Cognitive• Social- emotional• Physical• Linguistic

Use various methods for recordingdevelopment on an ongoing basis totrack progress of individualchildren. Examples include, but arenot limited to:• Observation• Checklists• Rating scales• Work sampling

Select and schedule procedures forscreening for health and develop-mental progress using formal and/orinformal procedures that:• Help measure progress towardcurriculum goals

• Are reliable and valid• Provide information that helps plancurriculum

• Are sensitive to needs of English-language learners

• Are sensitive to children withspecial needs

Oversee the program's assessmentprocedures by planning,implementing, evaluating, andrevising assessment programs withattention to:• Necessary staff training• Regular assessments• Sensitivity to cultural and linguisticbackgrounds

• Periodic screening for healthstatus, and developmentalmilestones

• Follow-up with norm-referencedassessment when indicated byscreening

• Adaptation of curriculum based onassessment data

• Procedures for follow-upintervention, if needed

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1.3 Individualized Family ServicePlans (IFSPs) and IndividualizedEducational Programs (IEPs)

Demonstrate awareness of the roleof assessment data in writing IFSPsand IEPs

Use assessment data to constructIFSPs and IEPs

Integrate assessment data from avariety of sources to make decisionsand to create IFSPs and IEPs

Oversee the program's use ofassessment data to construct IFSPsand IEPs

1.5 Multidisciplinary Teams Provide information about any childas needed and requested by amultidisciplinary assessment team

Participate as a member of amultidisciplinary assessment teamwhen needed

Initiate request for multidisciplinaryassessment as needed andparticipate as a team member whenappropriate

Make arrangements for multidisci-plinary assessment when needed


1.4 Responsive Use ofAssessment Data

Stay aware of actions needed toimplement an IEP, IFSP, or, fordevelopmentally advanced children,an individually designed enrichmentprogram for any child identified asin need of tailored approaches

Design learning environment andplan activities based on assessedskills and behaviors of individualchildren

Identify relevant environmental riskfactors that impact developmentalprogress and make referrals whenappropriate for diagnostic testingand/or follow-up for specialservices

Provide support for programassistants and/or staff to facilitate:• Implementation of curricula basedon assessed interests, skills andbehaviors of individual children

• Consultative services neededwhen making referrals fordiagnostic testing or implemen-tation of recommendations forindividual children

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2.1 Listening to and Learning fromFamilies

Listen attentively to family membersas they share observations of childbehavior or skills and record theinformation to inform others ofimportant considerations in planningactivities

Use systematic procedures toobtain from family memberspertinent information regardingchild's interests, strengths, andchallenges in order to plan thelearning environment and curricularactivities

Model for others and help othersdevelop competency in usingsystematic procedures to obtaininformation from family membersregarding child's developmentalskills, interests, and needs

Involve families in devisingsystematic methods for familymembers and professionals to shareobservations and/or assessments ofchildren's interests, behaviors, andabilities


2.2 Sharing Assessment Results Share results of informalobservations with family membersregarding:• Achievement of new develop-mental milestones

• Areas of concern or specialstrengths and opportunities

• Child's interests

Use a variety of formal (e.g.,conferences) and informal ways(e.g., conversation) to shareassessment results with familymembers, keeping in mind thatinformation must be shared in a waythat is sensitive to family values andbackground

Share with families on a regularbasis (two or three times a year):• Reports of child's progress in away that is sensitive to familyvalues, culture, and the languagespoken in the home

• Information about why and howthe assessment was done andhow the results will be used

Create policies and procedures toguide assistants and/or staffmembers in sharing assessmentinformation with families

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3. Confidentiality

3.2 Avoiding Negative Labeling Avoid negative labeling whensharing assessment information

When referring to a person with adisability, refer to the person firstrather than the disability using“People-first” language (e.g.,person with autism rather thanautistic person)

Consistently use respectfullanguage when referring to aperson with a disability (i.e., refer tothe person first rather than thedisability and help others learn touse “People-first” language)

Share assessment information withfamily members and colleagues in aconstructive manner that leads toplanning that optimizes development

Nurture ability of assistants and/orstaff members to avoid negativelabeling when sharing assessmentinformation with colleagues orfamily members and when makingreference to any person with adisability


3.1 Maintaining Confidentiality Maintain confidentiality in regard toobservations or records of eachchild's behavior and/or develop-mental progress

Share oral and written informationwith families and other profes-sionals (within guidelines forconfidentiality) in order to facilitatecollaborative work on behalf ofchildren

Model and help others understandguidelines and methods ofmaintaining confidentiality

Inform staff or assistants andfamilies of confidentiality guidelinesthat include information on:• Who has access to children'sassessment results

• Laws and regulations regardingfamily members' right to gainaccess to files, with specialattention to legal issues (e.g., tofoster parents, non-custodialparents, or other designatedcare-givers)

• What steps are taken to keeprecords confidential

• How the assessment informationwill be used

Competencies for Early ChildhoodProfessionals Area IV:

Partnering with Families and Community

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RationaleChildren develop in the context of families and communities that are charac-terized by diversity in family composition, languages spoken, environmentalrisks/resources, levels of ability, religious belief systems, and cultural practices.While families serve as the primary context for development, early care andeducation settings comprise a vital context that dramatically impactsdevelopment through the quality of care and education provided. Collaborativepartnerships with the program's families and the community's resources areessential for creating and for maintaining environments in which childrendevelop optimally in all areas of functioning. Moreover, communities thatadequately support parenting as well as early education and care, therebycontributing to the quality of life for all citizens in the community, tend to growand to develop socially and economically.

KnowledgeThe family serves as the primary context for children's development.• Family members are a source of information regarding the family's goalsand values, the child's previous experiences and current living situation, aswell as observations of ongoing development.• Family members contribute greatly to their children's development whenthey are encouraged to communicate openly and honestly about issues,concerns, goals, and values.• Family members should be nurtured in their roles as advocates for theirchildren's development and learning by being invited to serve on boards orcouncils that serve in an advisory capacity to the program.

Children develop in the context of families that differ according to structure,language, ethnicity, belief systems, and cultural practices.• Effective partnerships with family and community are characterized bymutual trust and respect for the values, attitudes, expectations, and culturesof other individuals, willingness to collaborate in problem-solving, and useof language that can be understood by all.

• Children benefit when professionals understand and respect the familyregardless of its composition, internal dynamics, religious beliefs, culturalpractices, languages spoken, socioeconomic status, educational level, abilitylevels, and special interests or goals.• Practitioners know and use a variety of formal and informal communicationstrategies to establish and maintain positive reciprocal relationships withfamilies, including at least rudimentary use of languages spoken in thehomes.• Family diversity is reflected in materials and activities used in the learningenvironment.• Children's development is optimized when there is continuity between thehome and the early education and care environment in terms ofexperiences and expectations.• Practitioners communicate frequently (daily,weekly, or monthly as appropriate to thesituation) about specific experiences such asdevelopmental milestones, changes in physicalcondition, interesting learning opportunities,and emotionally laden experiences so that bothfamily members and early childhood practi-tioners are able to respond appropriately to thechild's needs.• Practitioners collaborate with family membersto solve developmental challenges by givingand receiving information, providing supportivefollow-up to collaborative decisions, and by facilitating access toappropriate community resources.

Early education and care programs benefit from and contribute to thecommunity at large through collaborative partnerships.

Families are best able to rear children when they are adequately prepared toserve as advocates for children.

Competencies for Early Childhood Professionals Area IV: Partnering with Families and Community

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Practices Based on KnowledgeEarly childhood professionals in all types of settings that serve young childrenfacilitate positive reciprocal relationships with families and communities. They:

1. Knowing and Respecting Families

Know and respect families that they serve.

2. Communication

Use various communication strategies to establish a working partnership withfamilies (e.g., share information regarding the family in which the child lives,the child's experiences in care, and the child's developmental progress) and toinvolve family members actively in various components of the program.

3. Collaborative Community Partnerships

Facilitate mutually beneficial linkages among families, agencies, businesses,organizations and other community resources.

4. Nurturing Families as AdvocatesNurture the capacity of family members to serve as advocates for their ownchildren and for children of the larger community.






1. Knowing and Respecting Families

1.1 Mutual Respect Demonstrate awareness of the roleof family as the party having primaryresponsibility for decisionsregarding goals and values for thechild

Communicate with family membersto become familiar with the family'scircumstances, goals, values, andconcerns

Incorporate family values and goalsand concerns when planningcurriculum and making decisionsabout the learning environment

Create program policies that arerespectful of the needs and circum-stances of all families

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1.2 Respect for All Families Demonstrate respect for all familiesregardless of composition, race,income, language, religion, specialneeds, and cultural practices

Use learning activities andcommunication strategies that aresensitive to all families

Design the learning environment sothat curriculum activities,arrangement of physical spaces,selection of materials/equipment,assessment procedures, andscheduling are respectful of allfamilies

Develop a system for monitoringand eliminating practices that areinsensitive to family circumstances

1.3 Welcoming Environment State the importance of creating awelcoming environment for allfamilies

Create an environment thatwelcomes and responds to allfamilies

Help other practitioners find ways tobe welcoming and responsive to allfamilies

Inform others of the importance of awelcoming and inclusiveenvironment for all families

1.4 Positive Relationships State the importance ofestablishing and maintainingpositive relationships with families

Implement strategies forestablishing and maintainingpositive relationships with families

Plan activities in which members ofvarious families form positiverelationships with each other

Mentor assistants and/or staffmembers and colleagues indeveloping skills that promotepositive relationships with families

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2. Communication

2.1 Listening to Families Listen to family members'expressions of values, goals,interests, and concerns in conver-sations

Use various methods to learn aboutfamilies' goals, values, interests,and concerns

Create and implement formal andinformal opportunities for communi-cating with families to learn aboutspecific needs or concernsregarding the child

Design systematic mechanisms forassessing the program's respon-siveness to family values, goals,interests, and concerns

2.3 Communicating RegardingChild's Activities

Communicate with family membersdaily to:• Learn from family members aboutchild's activities, interests, specialneeds, new skills observed athome, upcoming events, and otheractivities that impact the child's life

• Share information about programactivities, achievement of newdevelopmental skills, food intake,guidance issues, or activities ofspecial interest

Adapt plans and routines inresponse to information learnedfrom families

Model for others and assist othersto develop skills for communicatingwith families regarding the child'sactivities

Design systems for staff and familiesto exchange information on dailyroutines, upcoming events, andchildren's responses to activities


2.4 Communicating RegardingChild's Progress

Exchange information aboutcurrent activities, concerns, andaccomplishments on a daily basis

Communicate child's developmentalprogress with sensitivity to parentalvalues/goals and reactions

Communicate formally andinformally, to share and to receiveinformation on child's develop-mental progress and to set goals forfurther development

Develop program policies for earlychildhood professionals and familymembers to share informationregarding children's developmentalprogress

2.2 Involving Families Ask families about special interestsof the child that may help plan dailyactivities in the setting

Welcome family members as visitorsto the program

Invite families to observe and/orparticipate in daily activities and toassist in planning future activities

Model for others and help othersdevelop and refine skills forinvolving families in daily activities,long range plans, and policydecisions

Ensure that family members areinvolved in program-wide activitiesand opportunities that are sensitiveto schedules, values, and culturalpractices of family members

2.5 Communicating RegardingAtypical Development orSpecial Needs

Observe and record children'sdevelopment and share relevantinformation with supervisor

Avoid the use of negative labelswhen sharing information about anindividual with a disability (i.e., referto the person rather than thedisability)

Communicate with families, in asensitive and confidential manner,regarding possible developmentalchallenges, suggest follow-up, andprovide information on resources toaddress the need

Avoid the use of negative labelingwhen referring to a person with adisability

Model skills and encourage othersto communicate with families, in asensitive and confidential manner,regarding possible developmentalchallenges, suggest follow-up, andprovide information on resources toaddress the need

Support other professionals inacquiring skills needed tocommunicate effectively withfamilies regarding suspected delaysor special needs

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2.6 Communicating in WaysFamilies Can Understand

Recognize the importance of usingsome of the family's preferredlanguage when possible

Find ways to communicate via facialexpressions, voice tone, friendlygestures, etc.

Recognize that there may be a needfor translation assistance

Makes an effort to use, at least atthe rudimentary level, the languagespoken in the home

Arrange for translation whenneeded

Structure the learning environmentto incorporate some elements oflanguages spoken in family homes

Mentor other professionals in usinglanguage that is responsive to familypreferences

2.8 Recognizing Symptoms of Stress Recognize signs of family stress Listen to family members' reports ofstressful circumstances andorganize the learning environmentto be responsive to children's needsduring times of unusual stress

Provide information to familymembers about stress managementand relevant community resources

Provide support to other profes-sionals (i.e., assistants, staffmembers, or colleagues) regardingways to be responsive to familiesexperiencing stress


2.7 Maintaining Confidentiality Maintain confidentiality for childrenand family members in regard to:• Specific information about familycircumstances

• Assessment of child's progress

Share information with familiesabout circumstances under whichinformation will be shared withother agencies

Inform family members about:• Who can gain access to therecords kept by the program

•What procedures are used toprotect records from unauthorizeduse

Model and help others develop skillsfor preserving confidentiality ofinformation about child's behaviorsand results of developmentalassessments

Establish policies for implementing,maintaining, and monitoringconfidential information and sharethis information with assistants/staffand family members

2.9 Nurturing Families in RearingChildren

Assist family members to findreliable sources of childrearinginformation

Share information from reliablesources on childrearing topics

Arrange formal and informalopportunities for discussion ofchildrearing topics

Critically review childrearingliterature and resources, and selectrelevant topics and appropriatematerials to share with families

2.10 Arranging Opportunities forCollaboration and Support

Use various types of methods forexchanging information and offeringsupport

Plan and implement a variety ofopportunities for families toexchange information

Plan, implement, and evaluatevarious strategies for exchanginginformation

Ensure that program assistants/staffarrange opportunities for familiesand staff to exchange informationand to provide support for eachother

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2.11 Involving Families in PolicyDecisions

Clearly communicate policies tofamily members and listen whenthey share reactions to policydecisions

Invite family members to commenton policies and be responsive tofamilies' perspectives to the extentpossible within program goals

Model for others and help othersdevelop skills in involving families inpolicy decisions

Provide leadership in developingopportunities for families'perspectives to be represented inprogram policy decisions


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3. Collaborative Community Partnerships

3.1 Facilitating Education andAwareness of CommunityResources

Introduce community resources tothe children

Plan for activities that includecommunity resources

Design curricular activities thatcreate an awareness amongchildren of various basic communityresources (e.g., police, fire, medical)

Ensure that assistants/staff,children, and family members areaware of community resources

3.3 Facilitating Access toCommunity Resources

Demonstrate awareness of theimportance of helping familieslocate community resources

Compile and share information withfamilies regarding access tocommunity resources, and helpfamilies make the initial contact withcommunity organizations oragencies

Use knowledge of and access tocommunity resources to enrich thecurriculum and children's learningexperiences

Promote collaboration amongagencies that serve families


3.2 Facilitating Linkages BetweenFamilies and CommunityResources

Can locate a listing of communityresources

Share information with familiesregarding community resources

Refer a family to a communityresource for assistance and seekout community resources (whenappropriate)

Create and maintain a list of currentcommunity resources and make thelist available to practitioners andfamilies

3.4 Agreements with CommunityAgencies, Organizations, andBusinesses

Demonstrate awareness ofagreements with communityagencies, organizations, andbusinesses

Communicate with representativesfrom various community organi-zations, agencies, and businessesregarding needed services andprocedures for gaining access toservices

Share with others informationrelated to agreements withcommunity organizations, agenciesand businesses

Establish formal and informalagreements with community organi-zations and agencies that servefamilies

3.5 Participating as Citizen inCommunity-at-Large

Participate in community eventsoccasionally to become familiarwith historical and cultural aspectsof the community and to create anawareness among communitymembers of the role of earlychildhood professionals

Participate frequently in communityactivities and actively inform othersof the needs of children and familiesin the community

Arrange opportunities for children toobserve or participate in communityevents

Participate in planning communityevents that welcome all childrenand families

Initiate public awareness about theneeds of children and families andabout the impact of social andeconomic development on thewell-being of children and families

Collaborate with artistic, historical,and other cultural communityresources to further the goals of thelocal community

Take an active role as a communitycitizen by serving in variouscapacities (e.g., board member,advisory council of localgovernment, civic organizations) tosensitize the community to theneeds of children and families andto the importance of promotingchildren's optimum development inorder to strengthen the community

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4. Nurturing Families as Advocates

4.1 Transitions Interact with families regularlyabout routine transitions (dailyarrival and departure) andanticipated major transitions (e.g.,classroom changes, preschool tokindergarten)

Share information with familiesabout programs and services thatmight be helpful to families duringtransitions

Model and help others develop skillsfor nurturing families to navigatedaily and major transitions

Oversee program's strategies forcollaborating with families asprimary decision makers for theirchildren and with other programs orschools to facilitate transitions

4.3 Consent to Share Information Follow guidelines for obtainingfamily consent before sharinginformation with otheragencies/organizations

Follow guidelines for obtainingfamily consent before sharinginformation with otheragencies/organizations and sharethese guidelines withassistants/staff and family members

Plan and implement procedures forobtaining family consent beforesharing information with otheragencies/organizations

Oversee procedures for obtainingconsent from families beforesharing information with otheragencies/organizations


4.2 Service Acquisition Demonstrate awareness ofcommunity services that can benefitchildren and families, and share thatinformation as needed

Nurture family members in theirability to negotiate services onbehalf of their children

Nurture families' abilities to makeprimary decisions about services orspecial accommodations needed forthe children

Oversee program's strategies, forbuilding family members’ skills andconfidence regarding access tocommunity services

Competencies for Early ChildhoodProfessionals Area V:

Learning Environment

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RationalePhysical and psychological components of the learning environment dramaticallyaffect children's cognitive, social, and emotional development during the criticalyears of childhood when attitudes toward self, others, and future learning aremaximally impacted. Research-based knowledge of child development, effectivelearning strategies, and content guides professionals in planning an integratedcurriculum, selecting materials and equipment, planning schedules, andarranging space to create a learning environment that nurtures all areas ofdevelopment. Curriculum is a key component of the learning environment andincludes but is not limited to the arts, literacy, mathematics, physical education,health, social studies, and science. The learning environment is optimallyeffective when it is designed to foster learning through exploration, play, andappropriately challenging experiences in a context that respects diversity inbackgrounds, family structure, and special developmental needs of children.

Knowledge:Building on an understanding of how children grow and develop, earlychildhood practitioners design, implement, and monitor the learningenvironment to support all areas of development. They:

Understand that physical and psychological components of an effective learningenvironment must be carefully planned, implemented, monitored, and revisedon an ongoing basis in order to serve stakeholders in the program (i.e., children,families, practitioners, and the community-at-large) and that effective communi-cation is essential in building respectful relationships among learners, families,and colleagues.

Understand that learning and development is optimized in a nurturingenvironment that offers opportunities for exploration, play, and challengingexperiences that are appropriately matched to the current level of development,interests, and backgrounds of learners.

Understand that curriculum planning for content areas such as, but not limitedto Social and Emotional Development, Approaches to Learning, Language and

Literacy, Cognition and General Knowledge, Fine Arts, and PhysicalDevelopment and Health must be guided by knowledge of content, knowledgeof children's individual needs, and knowledge of effective strategies for facili-tating further development.

Understand that schedule planning is important in order to use time effectivelyand to achieve a balance between active and quiet as well as indoor andoutdoor experiences, and individual as well as group activities (when ageappropriate).

Understand that, in addition to health, safety, and comfort, the physicalenvironment must be arranged carefully to meetchildren's developmental needs for movement andrest, for activity and quiet, and for indoor andoutdoor learning experiences, as well as fornurturing autonomy.

Understand that materials and equipment must beselected carefully to ensure health and safety aswell as to provide experiences that are appropriatefor a variety of developmental levels, individualinterests, and cultural backgrounds.

Understand that children are influenced by multiple contexts, and that the childcare environment serves children best when goals, plans, and changes in theenvironment are designed in collaboration with families and communitystakeholders.

Practices Based on Knowledge:Early childhood professionals, regardless of the type of setting (schools, familychild care, centers, private schools), plan, arrange, implement, and evaluate thephysical and psychological (cognitive, social, affective) aspects of the learningenvironments that support physical, cognitive, linguistic and social development,as well as emotional well-being in children with a broad range of developmentallevels, special needs, individual interests, and cultural backgrounds. They:

Competencies for Early Childhood Professionals Area V: Learning Environment

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1. Overall Learning EnvironmentFacilitate development in all domains by planning, implementing, monitoring,and revising learning environments that are responsive and that:• Are safe, comfortable, challenging, and welcoming to children and theirfamilies;• Support curriculum goals (skills, concepts, attitudes, and dispositions) inareas such as literacy, mathematics, appreciation of the arts, science, andlanguage by planning activities that capitalize on curiosity, exploration, andplay with objects, materials, and artifacts of nature that promote learningabout the physical world;• Integrate curricular areas in ways that are culturally sensitive, intellectuallystimulating, and responsive to children's interests, developmental abilities,and special needs.

2. Learning StrategiesCreate a nurturing environment and utilize learning strategies that stimulatecuriosity, encourage participation in exploration and play, and challengelearners to master new skills.

3. CurriculumPlan curriculum experiences that facilitate the program goals and provideopportunities to acquire concepts and skills that are precursors to academiccontent taught in elementary school. The curriculum is based upon aphilosophical framework that is congruent with the program goals and thatstimulates gradual and continuous development in these domains:• Social and Emotional Development (includes Relationships with Others,Learning about Self, Expression of Feelings and Self-Regulation)• Approaches to Learning (includes Persistence, Initiative and Curiosity,Creativity and Inventiveness, and Reasoning and Problem Solving)• Language and Literacy (includes Listening and Speaking, PhonologicalAwareness and Alphabetic Knowledge, Print Awareness and Concepts,Comprehension, and Early Writing)• Cognition and General Knowledge (includes Learning about MathematicalConcepts, Learning about the World, and Learning about Families andCommunities)

• Fine Arts (includes Dance, Music, Theatre, Visual and Performing Arts, andCrafts)• Physical Development and Health (includes Gross Motor Development, FineMotor Development, and Health and Well-Being)

4. Schedules, Routines, and TransitionsOrganize the schedule so that routines are both predictable and flexible, withextended periods of time for uninterrupted exploration, play, and projectdevelopment.

5. Physical EnvironmentArrange and monitor the physical environment to provide an aestheticallypleasing space, maintain safety, promote health, support the curriculum, andutilize up-to-date information on environmental impacts on health andlearning.

6. Materials And EquipmentSelect materials/equipment, arrange physical space, and planschedules/routines to stimulate and nurture development in all curricularcontent areas by selecting and making available:• A wide variety of safe, clean, challenging, and stimulating materials andequipment that foster curiosity, exploration, play, critical thinking, andproblem solving skills.• A wide variety of materials and activities that reflect respect for the dignityof all people, regardless of race, ethnicity, social class, family composition,geographic origin, or cultural background.• A wide variety of experiences, materials/equipment, and teaching strategiesto accommodate a broad range of individual differences in prior experience,maturation rates, learning styles, special needs, cultural practices, andinterests.

7. CollaborationCollaborate with families, colleagues, and members of the broadercommunity to construct learning environments that promote a spirit of unity,respect, and service in the interest of the common good.






1. Overall Learning Environment

1.1 Components of LearningEnvironment

Demonstrate an awareness thatphysical and psychologicalcomponents of the learningenvironment have dramatic effectson all areas of development,including:• Learning• Social competence• Autonomy and responsibility• Motor skills• Emotional well-being

Create indoor and outdoorenvironments that support andintegrate all developmental domains

Model and help others createindoor and outdoor environmentsthat support and integrate alldevelopmental domains

Stay informed of current theory andresearch on integrated curriculumin early childhood learningenvironments and share thatknowledge with others

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1.2 Appropriate and ResponsiveTeaching

Follow program guidelines thatcreate an appropriate andresponsive learning environment.They:• Interact positively with children• Encourage children to participatein activities

• Provide social and emotionalsupport for children to feelcomfortable and safe

Use knowledge of the effects ofvarious components of the learningenvironment to plan activities, setbehavioral guidelines, organize thephysical environment, and planschedules that are appropriate for:• Individual levels of development• Specific needs• Interests• Cultural backgrounds

Model strategies for and help othersunderstand methods for creatingappropriate learning environmentsthat are responsive to needs ofchildren

Develop systematic plans forcreating, implementing, assessing,and modifying learningenvironments that are safe,appropriate for the developmentallevels of the children, andresponsive to the children, families,and community

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2. Learning Strategies

2.3 Facilitating Curiosity,Exploration, and Play

Support child-centered curiosity,exploration and play as primarylearning strategies

Use a variety of strategies to createexperiences that stimulate curiosity,exploration, and play that isappropriate to the child's age andability level

Model and nurture others' skills increating experiences that stimulatecuriosity, exploration, and play thatis appropriate to the child's age andability level

Stay informed of, and share withothers, current research and theoryregarding strategic facilitation ofcuriosity, exploration, play, andcreative expression

2.2 Encouraging Participation Recognize the importance ofencouraging children to participatein a variety of activities whileremaining sensitive to individualpreferences and choices

Actively encourage children toparticipate in activities, while alsodemonstrating sensitivity tochildren's preferences and choicesabout whether to participate and towhat extent the participation will be(i.e., honoring children's desire tonot participate in every activity)

Model various strategies forencouraging children to participatein activities while honoringpreferences and choice

Plan, implement, assess, and modifypractices to nurture skills forsensitive encouragement of partici-pation


2.1 Effective Learning Strategies Use a variety of learning strategies,including:• Play• Small group projects• Open-ended questioning• Conversation• Problem solving• Cooperative learning• Methods of inquiry

Demonstrate skills for:• Storytelling• Implementing music and artexperiences

• Planning and conducting field trips• Leading group activities forchildren who are developmentallyready

Model and help others acquire skillsin a variety of teaching and learningstrategies

Encourage assistants, colleaguesand other staff members to practiceeffective teaching and learningstrategies by sharing up-to-dateinformation on best practicesderived from evidence-basedresearch

1.3 Continuity of Care Provide continuity of care (i.e., samecaregiver with child) over anextended period, when providingcare for children from birth to threein order to nurture secureattachment relationships andemotional well-being

Provide continuity of care forchildren from birth to three andarticulate to family members theimportance of continuity

Help others understand theimportance of continuity of care forinfants and toddlers from birth tothree

Ensure continuity of care whenworking with infants and toddlersfrom birth to three

2.4 Articulating the Rationale forPlay-based Learning Strategies

Describe how curiosity, exploration,and play contribute to all domains ofdevelopment

Articulate to family members andothers how curiosity, exploration,and play facilitate learning anddevelopment

Model and help others acquire skillsfor explaining how curiosity,exploration, and play facilitatelearning and development

Help families and other communitymembers and organizations toappreciate the important role ofcuriosity, exploration, and play inchildren's development, andadvocate for support of playenvironments (e.g., playgrounds andmuseums)

2.5 Creating a Context that SupportsCuriosity, Exploration, and Play

Follow guidelines for creating thephysical and psychological contextfor curiosity, exploration, and playbehaviors related to these areas ofdevelopment:• Physical and motor skills• Cognitive development• Social engagement• Emotional expression• Linguistic development

Structure the environment toprovide a supportive context forexploration and play through suchstrategies as:• Mutually engaging interaction• Reciprocal exchange ofactions/words

• Turn-taking

Model proficiency in and helpothers to develop skills in creatingenvironments for optimal facilitationof learning and developmentthrough curiosity, exploration, andplay

Plan for continuous improvement ofprogram environment in order tofacilitate curiosity, exploration andplay

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2.6 Sequential Patterns ofDevelopment inExploration and Play

Recognize that children exhibitdifferent types of physical, cognitive,social, and emotional behaviors interms of their individualdevelopment

Describe the changes in playbehaviors that typically occur asdevelopment proceeds

Help others understand thedevelopmental progression ofexploration and play behaviors thatcharacterize children with typicaldevelopment

Stay informed of current trends inresearch and theory related to thedevelopment of exploration and playand share this information withothers


2.7 Adapting LearningEnvironments to SupportLearners with AtypicalDevelopmental Patterns

Follow instructions to modify thelearning environment to supportcuriosity, exploration, and playamong children with atypicalpatterns of development

Adapt the learning environment tosupport curiosity, exploration, andplay among children with atypicalpatterns of development

Model and help others learn waysto adapt the environment to provideoptimal support for curiosity,exploration, and play amongchildren with atypical patterns ofdevelopment

Plan, carry-out, evaluate, andmodify environmental factors thatprovide adaptive support forcuriosity, exploration, and playamong learners with atypicaldevelopment

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3. Curriculum

3.1 Curriculum Philosophy Describe basic ideas that guidecurriculum development

Articulate how philosophical ideasaffect curriculum

Have a written philosophicalstatement that guides curriculumdevelopment and help othersdevelop a philosophical statement

Provide leadership for developingcurriculum philosophy

3.3 Social and EmotionalDevelopment

Use attentive, responsive methodsto help children acquire skills in:• Developing appropriate andpositive relationships with othersof various ages across the lifespan

• Learning about the "self" (e.g., howto manage or regulate one'sbehavior)

• Learning to both express feelingsand to inhibit unacceptablebehaviors when also assertingone's independence

Use a variety of attentive,responsive methods to facilitatechildren's social-emotional skills,and plan experiences, based onassessment of child's progress, tofacilitate gradual and continuousmastery of these skills

Create opportunities for children toengage in caring behaviors for otherliving things (e.g., people of all ages,domesticated animals, wildlife,plants)

Model and help others acquireproficient skills to facilitatechildren's social-emotional skills

Model and assist others inmastering the planning of social-emotional growth experiences forchildren, based on the child’sprogress

Facilitate continuous improvementof social-emotional curriculum usingbest practices derived fromevidenced-based research


3.2 Curriculum Framework Use a curriculum framework toimplement activities that:• Nurture all domains ofdevelopment

• Are responsive to families• Are responsive to needs oflearners of diverse ability levels

Use assessment of children'sprogress to adapt curriculum tonurture gradual and continuousacquisition and integration of newskills among learners

Model and helps others improveskills in adapting curriculum tonurture gradual and continuousacquisition and integration of skillsamong learners

Provide leadership for curriculumdevelopment and implementation

3.4 Approaches to Learning Provide opportunities for children todevelop:• Persistence• Initiative and curiosity• Creativity and inventiveness• Reasoning and problem solving

Use a variety of research-basedstrategies to facilitate children'sadaptive approaches to learning

Model and help others to acquireproficient skills in nurturingchildren's adaptive approaches inlearning

Facilitate continuous improvementof curriculum goals that facilitateadaptive approaches to learningamong young children

3.5 Language and Literacy Provide opportunities through suchactivities as conversation, field trips,books, and expressive arts, forchildren to acquire skills in:• Listening and speaking• Phonological awareness andalphabetic knowledge

• Print awareness and concepts• Comprehension• Early writing

Have a wide range of skills forpromoting language and literacy thatare sensitive to the language spokenin the child's home and that meetthe needs of individual learners

Model skills that promote languageand literacy development

Use assessment data to createlearning opportunities that areadapted to the developmental leveland learning abilities of individuallearners

Facilitate continuous programimprovement in language andliteracy curriculum

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3.7 Learning about the World(Scientific Knowledge andScientific Inquiry andExploration)

Provide opportunities for exploration,experimentation, play, and creativeexpression related to cognitiveunderstanding of the world incontent areas that include, but arenot limited to:• Scientific Knowledge (e.g., livingthings, weather, life cycles)

• Scientific Inquiry and Exploration(e.g., asking questions, suggestingexplanations, collecting anddescribing information)

Have a wide range of skills for:planning and facilitating play-basedscience activities that are:• Appropriate to the child's age andstage

• Culturally responsive• Adapted for children with specialneeds

• Integrated with other curriculumcontent areas and across domains

• Based on assessment tools suchas work samples, or observations

• Facilitate gradual and continuousdevelopment of scientific concepts

Model and help others develop awide range of skills for planning andfacilitating play-based scienceactivities that are:• Appropriate to the child's age andstage




• Facilitate gradual and continuousdevelopment of scientific concepts

Facilitate continuous programimprovement by using up-to-dateevidence-based research on bestpractices for planning andimplementing science curriculum


3.6 Learning aboutMathematical Concepts

Provide opportunities for children toexplore and play with activitiesrelated to:• Numbers and operations• Measurement• Patterns and relationships• Shapes• Spatial sense• Data collection and analysis• Time and sequence

Have a wide range of skills for:• Planning and facilitating play-based mathematics activities thatare developmentally appropriate,culturally responsive, and adaptedfor children with special needs

• Integrating with other curriculumcontent areas and across domains

• Using observations, work samples,or other assessment tools to planexperiences that facilitate gradualand continuous development ofmathematics concepts

Model and help others:• Plan and facilitate playfulcurriculum activities that aredevelopmentally appropriate,culturally responsive, and adaptedfor children with special needs

• Integrate mathematics curriculumwith other content areas andacross domains

• Use assessment of child's progressto plan curriculum experiences thatare matched to individual needs,interests, and ability levels

Facilitate continuous improvementfor mathematics curriculum goalsand activities that are appropriate,culturally responsive, and adaptedfor children with special needs

3.8 Learning about Families andCommunities

Provide opportunities for children tolearn basic concepts and skills thatlay the foundations for conceptstaught in the school-age years(geography, economics, history,government) in ways appropriate forthe child's age and skill levels.Examples:• Sense of oneself as a member ofsocial groups such as the family,early childhood program, orreligious group

• Similarities and differences amongpeople

• Physical characteristics of thelocality, a pre-cursor to geography(e.g., mountains, water)

• Effects on environment (e.g.,recycling, pollution)

• Community social roles (lettercarrier, teacher, religious leader,mechanic)

• Resource exchange, a precursorto economics (e.g., play store, selland trade things)

• Stories, dramas, and artifacts thatconvey history

• Participation in social groups (e.g.,make and obey rules for group)and citizenship

Have a wide range of skills for:planning and facilitating play-basedsocial studies activities that are:• Appropriate to the child's age andstage



• Based on assessment tools suchas work samples or observations

• Facilitate gradual and continuousdevelopment of precursors tosocial studies concepts taught inelementary school

Model and help others develop awide range of skills for planning andfacilitating play-based social studiesactivities that are:• Appropriate to the child's age andstage




• Facilitate gradual and continuousdevelopment of precursors tosocial studies concepts taught inelementary school

Provide opportunities for children todevelop cognitive skills that areprecursors to social studies content,including:• History• Geography• Economics• Families and Communities

Facilitate continuous programimprovement for planning andimplementing families andcommunities (social studies)curriculum based on best practicesderived from evidence-basedresearch

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3.9 Fine Arts Provide opportunities forexploration, play, and expression inareas such as:• Dance• Music (vocal and instrumental)• Theatre arts (e.g., word play,pretense, dramatic play)

• Visual arts (e.g., drawing, cutting,pasting, sculpting, painting)

Provide opportunities for seeing andusing various open-endedexpressive media such as art,music, poetry, dance, and dramathat:• Are appropriate to the child's ageand skill level

• Represent a broad range ofcultures

• Are responsive to families' goalsand values

• Result from playful engagementwith expressive materials

• Expose children to artisticproducts that have beenrecognized as significant byvarious cultures

• Do not focus on copying orreplicating work of others

Have a wide range of skills forplanning and facilitating play-basedfine arts activities that are:• Appropriate to the child's age andstage




• Designed to facilitate gradual andcontinuous development of finearts skills that set the precedentfor life long engagement in thefine arts

Model and help others develop awide range of skills for planning andfacilitating fine arts activities thatare:• Appropriate to the child's age andstage




• Designed to facilitate gradual andcontinuous development of finearts skills that set the precedentfor life long engagement in thefine arts

Facilitate continuous programimprovement in the fine artscurriculum based on best practicesderived from up-to-date evidence-based research

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3.10 Physical Development andHealth

Offer play-based physical and motoractivities that foster skills in theareas of:• Gross motor development• Fine motor development• Health and well-being (includingnutrition and self-care practices)

Provide regular opportunities forchildren to use health and safetypractices such as these:• Eating nutritious foods• Resting• Relaxing• Exercising• Washing hands• Brushing teeth• Preventing accidents• Practicing safety rules• Preventing harm to one's body• Getting routine medical care

Provide opportunities for children tolearn about, ask questions, and usestories and play-based activities toreduce anxiety about medicalconcepts (e.g., immunizations,dentist, hospital)

Have a wide range of skills forplanning and facilitating play-basedphysical and motor activities thatare:• Appropriate to the child's age andstage




• Designed to facilitate gradual andcontinuous development ofphysical and motor skills

Model and help others develop awide range of skills for planning andfacilitating play-based physical andmotor activities that are:• Appropriate to the child's age andstage




• Designed to facilitate gradual andcontinuous development ofphysical and motor skills

Provide leadership for planning andimplementing physical and motorcurriculum based on best practicesderived from up-to-date evidence-based research

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4.2 Balanced Schedules Follow plans that promote learningand creative expression through:• Indoor and outdoor activities• Active and quiet activities• Group (if age appropriate) andindividual experiences

Create and implement plans thatinclude indoor and outdoorexperiences, active and quietactivities, and individual as well asgroup (if age/stage appropriate)opportunities for learning andcreative expressions

Model for others and encourageothers to develop proficiency in thecreation and implementation ofvaried and balanced schedules

Supervise, assess, and informothers of current information tosupport continuous improvement inscheduling and planning variationand balance in activities

4. Schedules, Routines, and Transitions

4.1 Predictable and FlexibleSchedules and Transitions

Demonstrate awareness ofimportance of implementing bothpredictable and flexible schedules,routines, and transitions that areappropriate to children's develop-mental levels

Plan and implement predictable andflexible schedules, routines, andtransitions appropriate to children'sdevelopmental levels

Model for others and encourageothers to develop proficiency in theimplementation of predictable andflexible schedules, routines, andtransitions appropriate to children'sdevelopmental levels

Provide leadership for planning,implementing, and assessingroutines, and transitions, andimplementing changes whenappropriate

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5. Physical Environment


5.2 Monitoring PhysicalEnvironment

With supervision, monitor thephysical environment to ensure it:• Is safe• Has non-obstructed pathways• Permits unobstructed view of allchildren at all times

• Supports a variety of activities tomeet diverse levels ofdevelopment

• Nurtures decision-making,autonomy, and creativity

• Facilitates access to materials andactivities

• Provides storage for personalbelongings

• Minimizes interruptions• Allows active and quiet activities• Supports individual and groupactivities

Independently monitor physicalenvironment for the criteria listed atthe previous level and makeappropriate modifications asneeded

Model and help others developskills to ensure that the physicalenvironment is optimally arrangedto support development

Provide leadership for monitoringphysical aspects of the environmentto ensure safety and to supportprogram goals and objectives

5.1 Environments that NurtureDevelopment

With supervision, can organize,assess and modify the indoor andoutdoor physical environment toensure the presence of theseessential components:• Safety• Comfort• Aesthetically pleasing learningconditions

• Healthy space for free play• Supervision at all times• Available quiet space for individualchildren as needed

Organize, assess, and modify theindoor and outdoor physicalenvironment on an ongoing basis tomeet the criteria for safety, comfort,and aesthetically pleasing learningconditions

Model and help others develop skillsto organize, assess and modify theindoor and outdoor physicalenvironment to ensure safety,comfort, and aesthetically pleasinglearning conditions

Supervise and provide support toothers as they organize the indoorand outdoor environment topromote safety, comfort, andaesthetically pleasing learningconditions and implements changesif deficiencies are identified

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6.2 Culturally Responsive Materialsand Equipment

Use learning materials andequipment that respect diversity indevelopmental abilities, familycomposition, and culturalbackgrounds

Plan and implement learningexperiences that involve materialsand equipment that are respectful ofall people

Model the design and use ofmaterials and equipment that reflectcultural diversity and articulate toothers why this is important

Provide leadership for planning,implementing, assessing, andcontinuously improving theselection and use ofmaterials/equipment that encouragerespectful relationships among allpeople


6.1 Materials Appropriate to Ageand Ability

Use safe, clean, and appropriatelychallenging materials that fostercuriosity, exploration, play, criticalthinking, and problem solving skills

Select, create and use materialsand equipment that foster curiosity,exploration, play, critical thinking,and problem solving skills

Encourage children to find or bringmaterials, screened for safety andappropriateness, and then exploretheir possible uses

Create designs for materials andequipment that foster curiosity,exploration, play, critical thinking,and problem solving skills and helpothers develop skills for creatingappropriate materials

Supervise and provide support toothers for the selection and creationof materials and equipment thatfoster curiosity, exploration, play,critical thinking, and problem solvingskills and promote continuousimprovement in this area

6.3 Variety in Materials andEquipment

Rotate learning materials andequipment that are available toprovide variety in children'sexperiences and to stimulate newinterests

Plan and implement learningexperiences which offer a broadrange of experiences with materialsand equipment

Model the practice of rotatingmaterials in order to challengelearners to acquire new interestsand skills

Provide leadership that encouragesothers to providematerials/equipment on a rotatingbasis

6. Materials And Equipment

5.3 Current Trends inEnvironmental Design

Participate in professionaldevelopment opportunities to learnof current trends in designing thelearning environment

Implement changes in physicalenvironments based on currentinformation related to environmentaldesign

Model for others and shareinformation with others onimplementing current trends increating optimal physicalenvironments for young children,with particular attention to stressreduction through managingacoustic properties for noiseabatement and increasing space orotherwise reducing crowding

Stay informed of current researchand theory that has implications fordesign of the indoor and outdoorlearning environment, and share theinformation with others

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7.2 Collaborating with Communityto Improve LearningEnvironment

Recognize the importance ofestablishing and maintainingpositive relationships with familymembers, colleagues, businesses,and the larger community todevelop an effective learningenvironment

Practice verbal and non-verbalcommunication skills needed toestablish positive workingrelationships with others

Model a variety of strategies toachieve positive workingrelationships with family members,colleagues, businesses, andmembers of the larger community tooptimize the learning environment

Take leadership in establishingpositive relationships with familymembers, colleagues, businesses,and the larger community andpromote continuous improvement tooptimize learning

7.1 Collaborating with Peers toImprove Learning Environment

Recognize that collaboration withother professionals provides avaluable opportunity to learnstrategies for enhancing thelearning environment

Participate in various ways (e.g.,professional meetings, trainingprograms, e-mail listservdiscussions, etc.) in collaboratingwith colleagues to share ideas forenhancing the learning environment

Actively collaborate with colleaguesto create ways (e.g., projects,sharing action research, etc.) toenhance the physical and psycho-logical aspects of the learningenvironment

Support collaborative activities ofstaff members and provideleadership and time for providers toestablish and maintain additionalcollaborative opportunities designedto enhance skills in improvingphysical and psychological aspectsof the learning environment

7. Collaboration

Competencies for Early ChildhoodProfessionals Area VI:

Effective Interactions(Teacher/Student and Student/Student)

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Rationale:Relationships between caring adults and children and among childrenthemselves create the context for healthy social and emotional development.Because children’s relationships with others are based in large measure on theirprior experiences, early childhood professionals, regardless of the type of settingin which they practice, must understand the principles and practices thatpromote an environment that is psychologically safe and secure and thatencourages prosocial behavior, conflict resolution, problem solving, and a senseof community for children and their families.

Knowledge:Developmental stages serve as a guide to understanding children’s behavior andinteractions with others.• Successful attachments serve as the foundation for healthy emotionaldevelopment with other people.• Children develop a positive sense of themselves and their abilities as theyinteract in physically and emotionally safe environments that are responsiveto their unique individual needs, abilities, and temperaments.• Children develop successful relationships with their peers as they haveopportunities to interact with others of similar and different ages.• Children’s interaction styles reflect their families of origin, cultures, linguisticdiversity, and unique abilities and disabilities.• Theories of social and emotional development, interactions and groupdynamics as well as current research related to development, learning, andpractice guide the decisions and actions of early childhood practitioners.

Positive and nurturing relationships support and enhance healthy developmentand foster successful interactions with peers and with persons at various agesacross the lifespan.• Adult actions toward children reflect an understanding of each child’s valueand worth and demonstrate unconditional positive regard, regardless ofgender, temperament, abilities/disabilities, culture, language, race, or homebackground.• Healthy relationships and interactions occur in environments that arephysically and psychologically safe for children and their families.

Communication with children is based on an understanding of the developmentsequences of language acquisition, expression, and reception.• Children’s competence in communication reflects their unique abilities asthey are expressed within their homes.• Children communicate with others linguistically as well as non-linguisticallyusing gestures and signs, adaptive devices, and facial expressions.

Children develop competence in managing their own behaviors and solvingconflicts with one another by observing and interacting with caring adults who:• Provide appropriate opportunities for children to become independent bymaking choices about things that affect them.• Engage in conversations.• Provide support in redirecting and solving socialconflicts.• Support children to learn and practiceappropriate and acceptable behaviors asindividuals and as members of a community.• Provide daily schedules, routines, and activitiesthat are responsive to the developmental needsand interests of the children as well asresponsive to the unique interests and abilitiesof individual children.• Assist children to identify and express theirfeelings in ways that are culturally and sociallyacceptable.• Provide structure and support for resolving conflicts as they occur in waysthat reflect an understanding of children’s developmental abilities.

Competencies for Early Childhood Professionals Area VI: Effective Interactions (Teacher/Student and Student/Student)

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• Understand that challenging behaviors may reflect a variety of contributingfactors such as challenges associated with particular developmental stagesas well as environmental conditions that are not responsive to children’sage/stage of development (e.g., sitting still or waiting in line too long),emotional stress, disabling conditions that impact a child’s ability to adapt,or by not having been taught the behaviors associated with being amember of the learning community.

As children develop socially, they must learn the skills needed to participate as amember of a group; professionals must understand developmental changesrelated to being able to enter a group and play an active contributing role.

Families are active participants in guiding children’s behavior.• Families hold values, ideas and expectations and they employ variousinteraction styles that reflect a variety of values, cultures, and beliefsystems.• Families and early childhood practitioners can work cooperatively tosupport and address the behavior of children at school through theirrespectful interactions with each other and with other professionals whoserve as resources.

Practices Based on Knowledge:Building on an understanding of how children grow and develop, earlychildhood professionals in all types of programs serving young children establishpositive relationships with children and their families. They:

1. RelationshipsCreate positive and nurturing relationships with each child based on respect,trust, calm approaches, respect for diversity and acceptance of individualdifferences in ability levels, temperament, and other characteristics.

2. Interactions with Persons of Various Ages Across the LifespanProvide a variety of opportunities to communicate verbally and non-verballyin playful engagements with people of a variety of ages across the lifespan.

3. Group InteractionsUse various forms of verbal and nonverbal communication frequently withchildren, and respond to children as individuals as well as to the group as awhole.

4. CommunicationUse guidance practices that are respectful, meet the emotional needs ofindividual children, clearly communicate expectations for appropriatebehavior, promote prosocial behaviors,prevent and minimize behavioral problemsthrough careful planning of the learningenvironment, teach conflict resolutionstrategies, and manage challengingbehaviors.

5. GuidanceUse knowledge of group processes anddevelopmental aspects of group behavior toguide the complex challenges required toguide groups of children.

6. Family CollaborationBuild positive partnerships with children’sfamilies with regard to managing behavior and nurturing development.






1. Relationships

1.1 Respect Treat each child with respect andunderstanding

Value each child as an individual,making an effort to recognize eachchild's unique characteristics,temperament, etc. Examplesinclude, but are not limited to:• Allowing children to demonstratepersonal interests through choices

• Interacting responsively withchildren of different temperaments,levels of sociability, shyness, etc.

• Recognizing each child's strengths• Understanding and acceptingindividual limitations

Interact with each child based onthe individual child’s specific andunique characteristics, strengths,interests, and needs

Use knowledge of childdevelopment theory and researchas the basis for creating policies,designing environments andschedules, and working with staffand families to build positiverelationships with each child inways that affirm each child’scultural, linguistic, developmental,and individual identity

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1.3 Respectful Voice Tones Speak to children with calm,respectful tones

Nurture children's abilities to userespectful voice tones

Model and help others acquire skillsfor maintaining an atmospherecharacterized by calm, respectfulvoice tones

Provide support and training to staffand others for achieving thispractice

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1.4 Building Trust Provide consistent, predictableroutines to ensure familiarity andtrust.

Maintain a nurturing emotionalclimate that provides security forchildren. Examples include, but arenot limited to, consistency andpredictability of:• Adults present• Behavioral expectations• Guidance procedures• Daily/weekly routines• Transition activities

Model and help others create andmaintain a nurturing emotionalclimate characterized by trustingrelationships

Provide leadership for continuousmonitoring of the environment forpractices that nurture trustingrelationships and share up-to-dateevidence-based research on bestpractices related to building trust

1.6 Respecting Diversity Demonstrate respect for diversity ofchildren’s culture, language, andreligion in all interactions

Actively nurture respect for diversityin group and individual interactionsthrough modeling, behavioralguidance, and curriculum activitiesthat reflect a welcomingenvironment for all young children

Model for and support others asthey strive to develop skills forinteracting with children andfamilies in ways that respect allpeople

Oversee the program's strategiesfor achieving respect for diversity bystaying up-to-date on evidence-based research that guides bestpractices for interacting in waysthat respect all people


1.5 Establishing a Calm,Unhurried Environment

Lead activities in a positive, calm,and pleasant atmosphere

Have realistic, appropriateexpectations for children's capacityto participate in activities

Model and help others create andmaintain a calm, non-hurriedenvironment

Provide leadership for creating andmaintaining a calm, non-hurriedenvironment; share up-to-date bestpractices derived from evidence-based research on maintaining acalm environment

1.2 Psychological Safety andAttachment

Build trusting relationships withchildren, provide predictability andphysical and emotional security andprotect children from emotionalharm (e.g., unnecessary fear orcriticism)

Provide continuity of care (samecaregiver over an extended period)when working with children frombirth to three years

Build attachment relationships withchildren by being sensitive andresponsive to needs, providingcontinuity of care and predictability,and physical and emotional securityin ways that enhance self-concept,self-regulation, and self-esteem

Model and help others acquire skillsfor establishing secure attachmentrelationships and maintainingchildren's psychological safety

Ensure that the program assistantsand staff members establish andmaintain an emotionally nurturingenvironment

Stay up-to-date on evidence-basedresearch that informs best practicesto facilitate psychological safetyand secure attachments, includingcontinuity of care for infants andtoddlers from birth to age three

Provide continuity of care providersthrough effective and supportiveprogram management

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2.1 Mixed-age Children's Groups Appreciate the importance forchildren of having opportunities tointeract with children that are botholder and younger than oneself

Create opportunities for mixed agepeer-group activities

Model for others successfultechniques for managing mixed-agegroup activities

Provide support to others as theystrive to increase this competencyby staying up-to-date on evidence-based research that informs bestpractices

3.1 Group Process and Structure Understand group processes (i.e.,formation, interaction, dissolution)

Create opportunities forage-appropriate group as well asindividual activities that providechildren choice about participationdepending on readiness for groupexperience

Model for others successfulstrategies for facilitating entry into agroup, establishing group status,assigning roles, and changing groupstructure



2.2 Intergenerational Activities Appreciate the importance forchildren of interacting with personsat different stages across thelifespan (i.e., teens, mature adults,aging persons)

Create opportunities for positiveintergenerational activities

Model for others successfultechniques for managing intergen-erational learning experiences


3.2 Managing Group Behaviors Appreciate the complexity ofinteractions that characterize groupbehaviors (in contrast to individualbehaviors)

Observe group behaviors and planfurther activities in accordance withcurrent status of various groups

Model for others successfulstrategies for managing groupbehaviors


1.7 Accepting IndividualDifferences

Understand and accept individualdifferences in behavior asinfluenced by:• Age and stage of development• Family background• Culture• Ability• Temperament• Individual strengths• Interests

Model acceptance and nurturechildren's abilities to understandand accept differences amongpeers; affirm each child’s cultural,linguistic, developmental, andindividual identity

Model and help others as theydevelop skills to nurture children'sabilities to understand and acceptdifferences among peers and toaffirm each child’s cultural,linguistic, developmental, andindividual identity

Oversee the program's strategiesfor promoting acceptance of allpersons; stay up-to-date onresearch and theory that informsprofessionals' abilities tounderstand and accept individualdifferences and to promote similarunderstanding between and amongchildren

2. Interactions with Persons of Various Ages Across the Lifespan

3. Group Interactions

4.3 Listening for Feelings Listen respectfully to the thoughtsand feelings of others

Actively encourage children tolisten with respect to others'thoughts and feelings by modeling,illustrating, prompting, and coaching

Model and encourage others todevelop proficiency in helpingchildren learn to listen with respectto others' thoughts and feelings

Oversee the program's strategiesfor planning, implementing, andassessing the learning environmentfor appropriate listening skills, andtake steps to mitigate deficiencieswhen identified

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4. Communication

4.1 Engaging inVarious Forms ofCommunication

Engage with children using verbaland non-verbal communication andshow individual attention to eachchild within the group on a regularbasis

Use playful interactions as opportu-nities to build communications skillssuch as turn-taking, reciprocity, andmutual engagement in a topic ofinterest

Communicate respectfully withchildren by listening carefully andresponding sensitively to each childas a participant in conversation


4.4 Verbal and Non-VerbalExpression

Use appropriate and positive verbaland non-verbal skills to expressthoughts and feelings in respectfuland constructive ways

Use appropriate and positive verbaland non-verbal communication to:• Express thoughts and feelings inrespectful and constructive ways

• Nurture children's abilities toexpress thoughts and feelings inconstructive ways

Model and encourage others todevelop proficiency in usingappropriate and positive verbal andnon-verbal communication toexpress thoughts and feelings inrespectful and constructive waysand help others develop proficiencyin nurturing these skills in children

Oversee the program's strategiesfor planning, implementing, andassessing the ongoing use ofappropriate and positive verbal andnon-verbal communication toexpress thoughts and feelings inrespectful and constructive ways,and take steps to mitigatedeficiencies when identified


4.5 Communication Frequency Communicate with childrenfrequently, using both verbal andnon-verbal means and face-to-faceinteractions

Provide multiple opportunities forchildren to converse with oneanother and with adults

Model frequent and effectivecommunications and providesupport to others as they strive toincrease this competency.

Support others as they strive toincrease this competency bystaying up-to-date on evidence-based research that informs bestpractices

4.2 Basic Listening Listen attentively to children, tryingto understand what they want tocommunicate

Respond sensitively to differencesin individual children’s communi-cation styles, use open endedquestions, and active as well aspassive listening

Employ responsive listeningstrategies with children who aretypically developing as well as withchildren who have communicationchallenges to understand the intentof their communication


4.6 Vocal Communication Strategies Articulate sounds and words clearlyand appropriately when communi-cating with children

Use various strategies to nurturedesirable vocal interactionsincluding, but not limited to:• Using open-ended questions• Naming objects• Naming actions• Describing relationships and ideas• Describing plans

Model and encourage children touse these vocal strategies wheninteracting with others

Monitor the learning environmentfor frequency and quality of vocalcommunication and makeadjustments if needed, includingadjustments in the environment’sacoustic properties if necessary toabate interference with communi-cation

Analyze up-to-date information oneffective communication strategiesand styles, model effectivecommunication, and work withothers who strive to support child-child and child-adult conversations.

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4.7 Variation in CommunicationStrategies

Use various strategies to facilitatechildren’s communication including:• Modeling (self-talk)• Using parallel talk• Using physical and verbalprompting

• Using restatements• Expanding statements• Referring one child to another• Interpreting messages betweenchildren

• Using open ended questions

Use various strategies includingmodeling and physical and verbalprompting to facilitate children’scommunication

Skillfully use and model variousstrategies including physical andverbal prompting to facilitatechildren’s interaction in a mannerthat is responsive to the immediatesituation and particular child

Oversee the program's strategiesfor planning, implementing,assessing, and modifying strategiesuse various communicationstrategies


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5. Guidance

5.1 Behavioral Expectations Set and consistently reinforceexpectations that are appropriatefor the ages and stages of childrenand address inappropriatebehaviors rather than labeling thechild

Understand realistic expectationsfor children's behavior (e.g.,attention spans, interests, socialabilities, self-management) atdifferent ages and ability levels

Model and help others achieverealistic expectations for children’sbehaviors at different ages andability levels

Provide leadership for continuousimprovement in the area ofbehavioral expectations by:• Developing written policies forguidance that are age appropriateand inclusive of children withdisabilities

• Staying up-to-date on evidence-based research that informs bestpractices related to behavioralexpectations

5.3 Nurturing Autonomy andSelf-Regulation

Allow children to make simplechoices (e. g., choose between twoacceptable options for food,clothing, or play activities)

Help children develop inner controlsand self-regulation by providingappropriate opportunities forindependence and choice amongactivities and peers and helpingthem understand the relationshipbetween the choices and theoutcomes

Apply theories of child developmentto improve child guidance byemploying practices that take intoaccount children’s personalities andlevels of development and thatdemonstrate knowledge of instruc-tional and guidance procedures forincluding children with and withoutdisabilities

Stay up-to-date on research relatedto the origins of and relationshipsbetween self-regulation and self-assertion and help others to applyup-to-date knowledge in this area


5.4 Logical Consequences Use guidance techniques that allowchild to understand the relationshipbetween choices andconsequences in matters wherehealth and safety are not an issue

Communicate to others theprinciples of guidance through theuse of logical consequences

Model and nurture others' ability touse logical consequences

Plan activities to help assistants,staff members, and family membersto learn the principles of logicalconsequences

5.2 Expectations for RespectfulInteractions

Interact with children in ways thatreflect respect for self and others

Assist children in identifying andexpressing their feelings inculturally and socially acceptableways

Provide opportunities for childrenwho are developmentally ready forgroup work to develop cooperativegroup skills that focus on working insmall groups, learning to achievetasks through cooperation,negotiating, compromising, andproblem solving

Provide support to others as theystrive to refine skills in promotingrespectful interactions

5.5 Prosocial Behavior Model for children and encouragethem to practice sharing, helping,and caring behaviors

Implement guidance practices thatnurture prosocial behaviors

Plan curriculum experiences thatenable children to understand andpractice prosocial behaviors asindividuals and as members ofgroups

Provide leadership for promotingprosocial behavior by staying up-to-date and sharing current researchand theory on prosocial behavior

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5.7 Prevention of BehavioralProblems

Maintain consistent rules for safety,care of materials, and above all forprotection of physical and psycho-logical safety of children

Avoid unnecessary conflict byproviding sufficient quantities ofmaterials and equipment for thenumber of children and byminimizing competition

Recognize rising tension andpromptly redirect the child, group, oractivity

Help individual children to applyanger interruption and calmingtechniques for themselves (asappropriate to age anddevelopment)

Anticipate and defuse disruptivebehavior by avoiding stimuli andcircumstances that lead tochallenging behaviors.

Monitor results of plannedstrategies and adjust the plan foreach child as outcomes dictate.

Adapt the learning environment andcurriculum to engage children,respond to children’s interests,promote cooperative play, anddevelop supportive relationshipswhile minimizing potentiallychallenging behaviors

Assess behavior patterns andidentify the precursors and triggersfor children who have behaviorcontrol issues in order to developindividual plans and strategies foradults to apply in avoiding orchanneling potentially disruptivebehaviors

Design and develop cooperativegroup activities and stay currentresearch and theory related toprevention of behavioral problems


5.6 Managing Change Plan and schedule anticipatedchanges with attention to minimizinganxiety and disruption of learning

Manage unanticipated changecalmly and help children understandthe reasons for the change

Alert children to changes inactivities or routines in advancewhen possible, and plan activities tofacilitate transition from one activityto another

Help children understandunexpected events, using theexperience as a "teachable moment"when possible

Model and assist others as theydevelop skills for managing andincorporating anticipated andunanticipated change

Provide leadership for changemanagement by informing staff ofstrategies for managing change andby reflecting on ways to bettermanage responses to change

5.9 Conflict Resolution Use verbal strategies and listeningskills to obtain information aboutconflicts that occur; describe thethoughts, feelings, and goals ofthose involved; and encouragechildren to find solutions such asturn-taking, sharing, and restitution

Model problem-solving and conflictresolution strategies andmediate/provide support to childrenas they work to resolve their ownconflicts with others

Model and help others learn variousmethods for problem solving andconflict resolution and articulatethese strategies to family membersand peers

Provide leadership and sharecurrent research and theories thatinform conflict resolution practices

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5.8 Challenging Behaviors Consistently enforce behaviorallimits that are appropriate for theage and ability level of children

Differentiate between typical testingof behavioral limits versus behaviorsthat indicate serious adjustmentdifficulties

Use observational and assessmenttools to identify and to respond toindividual behavioral problemsrelated to development, learning,environmental conditions oremotional stress and determineappropriate replacement behaviorsand strategies for instruction andsupport of the child in using thosebehaviors

Develop individual guidance plans,accessing relevant professionals forsupport as needed

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6. Family Collaboration

6.1 Positive Communication Listen to and communicatepositively with families regardingbehavioral expectations andguidance practices used in theprogram

Work with families to enhanceunderstanding of children’s needsand appropriate guidance practices

Collaborate with families to developindividually appropriateexpectations for children’s behaviorand, as needed, refer families toappropriate community and healthresources for support in promotingpositive behavior in young children

Analyze and articulate currentresearch on child guidance, thenshare information on guidancetechniques and healthy social-emotional development with families

6.3 Collaborative Guidance Communicate with family membersabout behavioral expectations,values, and ideas by articulatingexpectations of the program andlistening to concerns of familymembers

Communicate with familiesregarding areas of concern,developing cooperative strategies tomanage problems

Model and help others developstrategies for communicating withfamilies regarding areas of interestand concern, and by developingcooperative strategies to manageproblems

Ensure that the program assistsfamilies to meet their uniquedevelopmental and behavioralinterests/concerns for their childrenand by staying up-to-date onstrategies for collaborativeguidance


6.4 Resources for BehavioralInterventions

Seek information and guidance fromliterature and community agenciesthat can assist with resolvingchallenging behavioral issues

Share publications and communityresources that provide informationand support for responding tochallenging behavioral issues

Provide access to information andresources to assist families withchildren who have unique develop-mental and/or behavioral issues thatsuggest outside intervention and/orsupport

Support others as they developprofessional skills for responding tounusually challenging behavioralproblems

6.2 Respecting Family Values Demonstrate respect for the values,ideas, and expectations of families

Communicate respect for thevalues, ideas and expectations offamilies including differences ininteraction styles and guidancepractices

Use direct and indirect strategies forhelping children and adults developand communicate respect forvalues, ideas, and expectations offamilies without compromising one'sown values.

Share the rationale and research forrecommended changes in behaviormanagement techniques whenencouraging parents to adopt orrevise child-rearing expectationsand interventions

Support others' efforts to create aclimate of respect that allows fordiversity in values, ideas, andexpectations without compromisingone’s own values

Competencies for Early ChildhoodProfessionals Area VII:

Program Management

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Rationale:The quality of early childhood education and care is dramatically affected by thecompetence and leadership of a program leader who plans, assesses, and modifiesthe program on a continuing basis. Successful programs have leaders who designand manage policies, procedures, and systems that comply with governmentalregulations, ensure quality learning experiences for children, and maintain financialsoundness. Because children's emotional well-being and social competency isdependent largely on stable and nurturing relationships with caring adults, effectiveprogram managers foster an organizational climate that is supportive of staff needsso that highly qualified personnel are recruited and retained. Since optimaldevelopment occurs in environments with safe, comfortable, and aestheticallypleasing surroundings that stimulate curiosity and promote active engagementwith learning materials, the manager or administrator also oversees the design,arrangement, and maintenance of the facility in which the program is housed.

Knowledge:Effective managers of early care and education programs understand thefundamentals of management principles, theories, responsibilities, and ethics. Theyunderstand that:• Business/corporate law and regulatory compliance requirements are basic toestablishing and operating a business.• Managerial responsibilities (e.g., planning strategic, tactical, operational, andtransitional models; financing, budgeting, organizing, directing, controllingand monitoring, staffing, marketing) are essential components of successfulbusiness operation.• Problem-solving principles, strategies, and techniques as well as criticalthinking are crucial to the successful operation of a business.• Long range and short term strategies can keep a program viable and able toachieve its mission under changing conditions (e.g., macro-environmentalscanning, trends analyses, cause-targeted problem-solving, and systematicapproaches for continuous quality improvement).• Policies, procedures and systems must be designed and managed inaccordance with the program's mission.• Positive organizational climate fosters trust, creativity, enthusiasticcommitment to the mission, to teamwork, and to inclusion.

The physical facility in which a program is housed has a major impact on allaspects of program functioning and must be safe, comfortable, supportive, andwelcoming to children, staff, and families.

Early childhood professionals understand that local, state, and national regulationsgovern the operation of the program.• Early childhood care and education programs are subject to all laws andgovernmental regulations that affect licensure and operation.• Continuous monitoring is required to ensure that all regulations are met.• Clearly articulated policies and procedures provide a systematic framework fordocumenting and reporting compliance with regulation.• High quality programs achieve standards ofexcellence that exceed standards for licensureand strive continuously to achieve optimallevels of functioning in all components of theprogram.

Fiscal soundness is required for program survival.• Fiscal soundness requires effective budgetplanning, with attention to priorities thatsupport the mission of the program.• Effective financial management involvescompetent use of information and accounting systems.• Appropriate insurance, including liability insurance, is needed for children,staff, and facilities.• Income and expenditures should be reconciled on a regular basis.• Periodic reports on the program's fiscal condition should be made toappropriate stakeholders (e.g., advisory board).

Competencies for Early Childhood Professionals Area VII: Program Management

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Early childhood professionals understand that human resources management isessential to program success.• A supportive organizational climate is essential for establishing andmaintaining employee satisfaction, which is known to affect recruitment andretention of highly qualified professionals.• A supportive work environment fosters the abilities of professionals toperform early care and education functions optimally. The supportive workenvironment includes, but is not limited to the following:• Clearly articulated personnel policies and procedures• Hiring practices that reflect the social and cultural make-up of thecommunity being served• Flexible schedules that accommodate needs of staff members for rest,family responsibilities, activity, planning, and collegial activities• Staff compensation that motivates employees to improve skills andcontinue their employment• A physical facility that is comfortable, clean, safe, and aestheticallypleasing with adequate space for rest, instructional planning, andpreparation of learning materials• Cooperative, inclusive, and mutually supportive collegial relationshipsamong staff members• Policies that comply with federal and state laws related to wages andworking conditions and that include mechanisms for recourse andadjustment• Ongoing professional development opportunities that help retain highlycompetent early care and development professionals• Observation, documentation, and assessment procedures to support theprofessional development of program staff

Effective program leaders establish policies, procedures, and systems to facilitateimplementation of the program's mission, goals, and philosophy. These functionsinclude, but are not limited to the following:• Curriculum planning• Procedures that ensure practice of universal health and safety precautions,including first aid and CPR• Communication with representatives of community organizations, agencies,and resources• Communication with families, in writing and in a manner they canunderstand, regarding the following:• Child's developmental progress• Physical well-being including, but not limited to, food intake, sleeppatterns, signs of illness, and administration ofmedications• Daily routines and plans for special activities• Procedures for addressing issues related toguidance of behavior• Transportation arrangements• Emergency communication and evacuation plans• Policies regarding confidentiality

• Procedures for individualized plans for children withspecial needs• Space allocation for all program functions• Schedules for programming, assessment, facilitymaintenance, employee breaks or vacation• Staff assignments and relief staff roster to ensureample staff to child ratios

Collaborative relationships with community organizations, agencies, and resourcesthat contribute to early childhood care and education are mutually beneficial tochildren, families, and to the larger community.

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Early childhood professionals with leadership responsibilities demonstrateknowledge of a variety of ways to evaluate and modify program goals andactivities. For example,• They develop and use both formative and summative evaluations to compre-hensively ensure continuous quality improvement in the program.• They use both reflective evaluations of their individual practices as well ascollaborative evaluations as part of the ongoing program evaluation.• They involve all stakeholders in program evaluation.

Practices Based on Knowledge:Building on knowledge of sound business practices, effective educationalprogramming, and human resources management, effective administratorsdesign, implement, evaluate and modify policies and procedures that support theorganization's mission to serve children and families. They provide leadership to:

1. Regulatory StandardsImplement the steps needed to ensure compliance with governmental laws andregulations and with professional standards.

2. Physical FacilityDesign and maintain safe, comfortable and supportive physical environmentsfor children, staff, and families.

3. Budget ManagementDesign and implement systems for planning and managing monetary resources.

4. Human Resources ManagementCreate an organizational climate that promotes the recruitment, support,development, and retention of highly qualified staff members.

5. Program Planning and EvaluationOversee the planning, implementation, assessment, and continuousimprovement of the program mission, goals, and philosophy.Utilize data from program evaluations and involve stakeholders to reviseprocedures and plan new program goals.

6. Families and CommunityEstablish and maintain collaborative relationships with community organizationsand resources for the benefit of the children and families served as well as forthe community as a whole.






1.1 Required Legal Standards Understand and comply with allapplicable legal and regulatorystandards

Monitor the environment forcontinuous compliance with:• Staff policies and procedures• Applicable legal and regulatorystandards

Model and help others developways to establish and maintain highquality standards that meet orexceed minimal regulatoryrequirement

Thoroughly analyze incidents ofnon-compliance and develop andmonitor a plan of causal or systemiccorrection to ensure futurecompliance

Develop policies, procedures, andtraining systems to ensurecompliance with governmentalregulations and professionalstandards

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1.2 Regulations from OtherAgencies

Receive training about other agencyrequirements

Assist program leader by keepingrecords to document compliancewith agency regulations

Help others understand and complywith regulations from otheragencies

Ensure that staff members areappropriately trained on policies andinformation from other agencies,keep up-to-date information posted

Develop and review training plans tomeet the requirements from theHealth Department, OSHA (Blood-Borne Pathogens and HazardousMaterials), Hourly Wage, FMLA,ADA, etc.

1. Regulatory Standards

1.3 Voluntary Compliance withQuality Standards

Demonstrate awareness ofstandards of quality advocated byprofessional organizations

Perform some tasks that are beyondthe basic job requirements

Plan ways to meet quality standardsthat may exceed regulatory codes

Often initiate practices that arebeyond the basic requirements

Model and help others implementsteps to meet quality standards thatmay exceed regulatory codes

Assume leadership for voluntarilydeveloping, implementing, andrevising the practices that exceedregulatory codes

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1.4 Record Keeping Keep records of children'sattendance, growth, health status,and developmental achievements inaccordance with program policiesand methods designed to meetregulatory codes

Establish a system for maintainingdaily records required by govern-mental regulations and checkroutinely to ensure that requiredinformation has been recorded

Model and help others understandthe process of establishing recordkeeping systems that documentcompliance with regulatory codes,including systematic monitoringmethods

Develop procedures for recordingand reporting information, and fordocumenting compliance with allrelevant legal requirements andprofessional standards

1.6 Planning for Emergencies Follow program guidelines forresponding to emergencies andshare these with family members

Communicate to family membersthe program’s guidelines forresponding to emergencies andassist program leader by suggestingstrategies for emergency responses

Offer materials to encourage andassist families to develop home andfamily-based plans for response toemergencies

Help others understand and planeffective strategies for facilitatingemergency response plans

Develop and enforce a written planfor responding to emergenciesbased on current recommendationsfrom agencies and organizationsthat specialize in emergencypreparedness


1.5 Display of License or Certificate Indicate where license or certificatecan be viewed

Display license or certificate ofcompliance in a publicly accessibleplace

Encourage families to readcompliance reports available on-siteand online

Model and instruct staffs in thepsychological and monetary valueof the license or certificate andinstill pride in their contributions tothe team achievements thedocument represents

Display license or certificate ofcompliance in a publicly accessibleplace and ensure that staff areaware of this requirement

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2. Physical Facility

2.1 Facilities Management Perform routine tasks thatcontribute to a well-organized,clean, safe, and aestheticallypleasing physical environment, bothinside and outside

Initiate ways to engage children,staff, volunteers, and familymembers in enhancing the physicalenvironment

Plan learning activities that helpchildren appreciate and contributeto the design and maintenance of awell-organized, clean, safe, andaesthetically pleasing physicalenvironment

Support others' efforts to enhancethe program's facility by:• Keeping up to date and informingothers of new theories andresearch on the effect variousaspects of the physicalenvironment on learning anddevelopment, including knowledgeof environmentally friendly facilitymaintenance and operation

• Providing budgetary support forproper maintenance, includingpreventive maintenanceschedules, refurbishment, andenhancement of the physicalfacility


2.2 Environmental Monitoring Monitor the physical environmentcontinuously for evidence ofpotentially hazardous environmentalconditions and promptly report suchoccurrence to a supervisor

Use behavioral guidelines thatnurture children's ability to preservea clean, safe, and well-organizedlearning environment

Model and nurture other profes-sionals as they learn effectivestrategies for arranging andmaintaining a clean, safe, well-organized, and aestheticallypleasing physical environmentconducive to learning anddevelopment

Develop systematic policies andprocedures for:• Monitoring the physicalenvironment for potential health oroccupational hazards

• Reporting possible hazards to thepublic health authorities

• Taking steps to mitigate potentialproblems, once identified

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2.4 Space Maintain personal spaceappropriately and perform routinetasks to manage the use of spacefor various activities

Plan for effective use of space byadults and children

Help others to arrange space inways that enhance playful learning,social skills, community building

Provide for appropriate space forchildren and adults (e.g., stafflounge, meeting space, quiet space,etc.)

2.3 Responsibility for Environment Use practices that contribute to asafe and pleasant learningenvironment

Nurture children's ability to care forthe physical environment (e.g.,watering plants, sharing art work)

Conduct systematic monitoring toensure that the internal and externalenvironments are consistentlymaintained in safe and serviceablecondition

Take steps to arrange and modifythe physical environment to supportlearning and group sharing of acommon space

Nurture other professionals' abilitiesto arrange and improve the physicalcomponents of the learningenvironment

Oversee routine maintenance andenhancement of the physicalenvironment in order to provide anoptimal environment for learningand developing

Establish preventive maintenanceand housekeeping schedulesdesigned to avoid breakdowns

Oversee ordering, storage andinventory of supplies and equipmentfor facility maintenance

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3. Budget Management

3.1 Budget Management Use materials, equipment, and otherresources prudently to avoid wastewithout compromising quality

Keep an ongoing inventory ofsupplies and materials withattention to the use of low-cost,recyclable materials when possible

Continuously update knowledge ofcost-effective materials andactivities that can enhancechildren's learning experiences

Provide information to staffmembers on budgetary matters, andteach them the principles ofprogram-based budgeting

Develop long range and short-termbudget plans designed to facilitateprogrammatic goals. This includes,but is not limited to:• Establishing fees• Developing procedures for staff torequest resources equitably

• Distributing budgetary resourcesequitably

• Compensating staff for profes-sional development and jobperformance

3.3 Budget Monitoring Assist as requested regardingmonitoring of expenditures

Monitor own resource expenditures Help others acquire skills formonitoring resource expenditure

Develop and/or review monthly andquarterly income and expensestatements to determine fiscalstatus

Adjust spending accordingly andreport to appropriate stakeholders(board, funding sources, etc.)


3.4 Resource Acquisition Demonstrate awareness of theresources (financial, human,material) needed to offer a highquality program

Develop strategies for gainingaccess to material and non-materialresources

Provide information or assistancefor securing grants or otherresources

Initiate activities to secureresources (e.g., gifts, grants, in-kindcontributions, volunteer time),including collaboration withcommunity organizations

3.2 Budget Planning Inform supervisor of specificmaterials or supplies needed,providing supervisor with sufficientlead time

Request supplies and materials asneeded in accordance withprescribed procedures

Track and project expenses in orderto advise staff member withfinancial responsibility of potentialshort-falls or surpluses in order touse resources to best advantages

Participate in budget planning Develop a yearly budget to includesufficient resources to achieveprogram goals; seek input fromstakeholders in budget planning

File appropriate reports to entities asrequired (e.g., taxes, licensing, etc.)

Ensure an independent review ofaccounting records

3.5 Marketing Provide information about ongoingactivities and successes that meritpublic awareness

Accurately answer basic questionsabout program structure, philosophy,and affordability for potential clients

Participate in opportunities toincrease public awareness ofservices provided by the program(e.g., news coverage, publicappearances at community events)

Position program in the communityto build awareness and positivereputation

Capitalize on opportunities for publicrecognition of program in thecommunity

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3.6 Technology Demonstrate awareness of and learnto use appropriate technology (e.g.,computers for children's use,internet for research and updatingknowledge)

Utilize available technologyresources for professionaldevelopment and communicatingwith other professionals

Provide assistance with technologyto new staff

Integrate technology in budgetplanning, curriculum, marketing,staffing, continuing education, andcommunicating with other profes-sionals

Develop a technology plan foradministration, staff, and children

3.8 Insurance Demonstrate awareness of theimportance of insurance coverage

Use proper procedures to minimizerisk

Submit appropriate information tothe insurer when a claim is filed

Help others acquire skills forminimizing risk and, when necessary,filing an insurance claim whennecessary

Contract for insurance coverage forchildren, personnel, property andprofessional liability andcommunicate the extent of coverageto staff and family members


3.7 Accounting Make and record simple monetarytransactions

Use the program’s approvedaccounting system to track incomeand expenditures

Develop accounting system usingup-to-date methods and help othersdevelop basic accounting skills

Have an independent review or auditof financial records

3.9 Risk Reduction Follow program guidelines forminimizing risk for injury, propertyloss, or professional liability

Promptly advise management ofnewly detected hazards orweaknesses in the existing riskreduction plan

Plan learning experiences thatreinforce safety procedures (e.g.,evacuation drills)

Continuously monitor environmentfor potential risks

Assist others in minimizing insurancerisks

Provide leadership for developing afacility-wide risk reduction plan andfor training and monitoring staff inorder to minimize risk for injury,property loss, or professional liability

3.10 Emergency Drills Be aware of and participate fully inemergency response drills

Monitor and plan for emergencyresponse drills.

Assist in post-drill evaluations

Develop policies and train staff onemergency preparedness. Assist inthe assessment and revisionprocesses

Perform scheduled monitoring toensure that emergency responsesupplies and equipment are availableand in working condition

Update policies and any changes toemergency preparedness plan,including, but not limited to, childabuse, fire, severe weather storm,intruder, accident and illness

Establish a process to evaluate andas necessary revise plans inresponse to new advisories, drills,rehearsals, and periodic reviews bystaff and safety consultants

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4. Human Resources Management

4.1 Human Resources Policies Review and accept personnelpolicies that describe the terms ofemployment; seek clarification orassistance for any performanceexpectations or terms ofemployment as necessary

Utilize feedback from supervisors toimprove practice

Monitor environment for signs offailure to comply with policies andreport incidences of non-compliance to appropriate authority,if needed

Inform others of your observationwhen incidences of policy violationare noted

Orient new staff to policies and keepothers informed of changes

Provide planned refresher trainingon policies and procedures

Meet with staff member(s)immediately when policies orprocedures need to be corrected

Conduct regular, ongoingobservations of staff and providecoaching to correct undesiredpractices and provide guidancetoward exemplary practices

With input from stakeholdersdevelop written human resourcespolicies that are congruent with theprogram's mission, goals,philosophy, current laws, andevidence-based best practices

Develop and provide staff memberswith a manual or notebook ofstandard operating procedures thatclearly detail expected methods ofperforming duties

Review and update periodically andafter any major incident involvingdeviation from prescribed practices

4.3 Schedule Adhere to work schedule andmaintain attendance

Request personal leave well inadvance and provide helpfulinformation on activities, lessonplans, and status of each child forthe person who will providecoverage

Give maximum notice for anyunscheduled leave (e.g., illness orfamily emergency)

Cooperate with colleagues andsupervisor to create flexibility inscheduling

Develop and model for othersvarious strategies for creatingflexible scheduling and forintegrating persons providingtemporary coverage into theprogram with minimum disruptionfor children and staff

Construct flexible work schedulewhile providing needed consistencyfor children and families

Develop plans and resources toensure suitable coverage when staffare absent because of planned orunplanned leave, to includeappropriate orientation or trainingand oversight of persons providingtemporary coverage


4.2 Internal Communication Attend staff meetings andsupervisory conferences, and readmemos and notices

Initiate internal communication (e.g.,memos, notices, e-mail messages)when needed

Model and support others ininitiating appropriate internalcommunication

Develop methods to communicatewith staff members individually andcollectively (e.g., oral, newsletters,memos, e-mail, bulletin board)

4.4 Employee Satisfaction Participate in assessments of jobsatisfaction

Express satisfaction in nurturingchildren's development as well asappropriately express concernsabout issues related to workingconditions

Express appreciation to other staffmembers for commendable service

Express one's own concerns andlisten to others regarding workconditions and professionalsatisfaction

Articulate, from research and fromexperience, the contributions ofearly care and education to thewell-being of society at all levels(i.e., from neighborhood to interna-tional aspects)

Provide leadership for designing aprogram environment based onresearch and theory aboutemployee satisfaction – bothintrinsic and extrinsic motivators

Design and implement regularassessments of employeesatisfaction and, when appropriate,take steps to reduce factors foundto be contributing to dissatisfaction

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4.6 Compensation Work diligently to fulfill jobrequirements for which compen-sation is given

Seek supervisor’s advice onopportunities to attend training orengage in self-study to increaseknowledge, effectiveness and valueto the organization.

Participate in professionaldevelopment activities that lead toincreased compensation

Encourage others to participate inprofessional development activitiesthat lead to increased compensation

Design pay scale so thatoutstanding performance can becompensated. Consider includingseveral bonus plans to encourageexcellence (e.g., special efforts toupgrade skills, accomplishment ofprojects that contribute to child orprogram achievement, etc.) as apotentially more affordable meansof rewarding extra effort withoutaltering the basic compensationstructure

Use a salary scale that is differen-tiated by role, education, specializedtraining, and years of relevantexperience

Review salary scale regularly


4.5 Employee Recognition Express appreciation to colleaguesfor their contributions to the organi-zational climate

Use various strategies to recognizecontributions of colleagues,volunteers, and administrators

Model the principle that success iscontagious. Seize and createfrequent opportunities to celebrate“little victories” – and involvechildren as well as staff

Model and nurture others’ skillsin recognizing contributions ofcolleagues, volunteers, andadministrators

Provide leadership for continuousimprovement of policies andsystems for employee recognition,especially those that recognize oremphasize team or program-widecooperation in achievements inorder to avoid undue emphasison competition rather thancollaboration

4.7 Benefits Utilize but do not abuse benefitsoffered

Provide feedback to administratorsregarding satisfaction with and useof benefits

Consistently apply benefits to staffand help others to use benefits asappropriate

Provide leadership in securingbenefits for staff (e.g., health, lifeand disability insurance, retirement,sick leave, vacation, training days,holidays, education, tax-deferredsavings plans, medical savingsaccounts, free or reduced tuition forstaff members’ children, etc.)

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4.8 Advocacy Recognize the role of advocacy inimproving work conditions of earlychildhood professionals

Participate in activities that supportthe early childhood profession

Articulate the importance ofcompensation for skilled profes-sional services

Advocate on behalf of earlyeducation and care professionalsfor just compensation for skilledprofessional services

Advocate on behalf of all citizens forsound evidence-based regulationsand laws to protect the well-beingof children, professionals, andsociety at large

4.10 Professional Development Participate in orientation and furthertraining opportunities

Set personal and career objectivesand develop a personal plan forongoing professional development

Participate in professionaldevelopment activities (e.g., reading,taking classes, attending workshops,professional meetings, etc.) on aregular basis

Model and encourage other profes-sionals to engage in continuousprofessional development

Provide leadership and resourcesto support others in creating andfulfilling professional developmentplans

Make information available ontraditional and distance learningopportunities

Share evidence-based researcharticles and Internet sites that willpromote professional growth

Create a knowledge-drivenorganization that includes researchand discussion of practice issuesinformally and during staff meetings


4.9 Collegiality Cooperate with and support co-workers and volunteers

Express appreciation to others forguidance and for feedback onperformance

Create opportunities to engage inpositive, cooperative ways as amember of a team

Initiate actions that expressappreciation to coworkers forparticipating in a mutuallyreinforcing organizational climate

Model and help others contribute topositive organizational climate

Assess organizational climate andmake adjustments on an on-goingbasis to maintain a positive andvibrant environment for staff andvolunteers

4.11 Staff Assessment Are aware of staff assessmentprocedures

Participate in performanceevaluations by completing self-assessment instruments andsupplying information as requested

Respond to feedback fromsupervisors to improve performanceon an ongoing basis

Provide information requested forstaff assessment

Initiate self-assessment

Seek assistance in knowledge orpractice areas where skills areweaker and in areas wherecuriosity or desire for growth isgreater

Participate in self-assessment

Share progress with supervisor

Encourage others to participate inself-assessment

Create and implement, with thestaff, a plan for evaluating staffperformance on a regular basis andshare the results of the evaluationwith staff. Include goals and profes-sional development targets

Reward professional competenceand performance in a variety ofways including recognition,monetary compensation, and aninvitation to assume responsibilitiesthat require additionalcompetencies

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4.12 Assessment ofProgram Director

Participate by sharing perceptionsof administrator's performance

Participate by sharing informationregarding administrator'sperformance and by suggestingareas for improvement

Participate by sharing informationregarding administrator'sperformance and by suggestionstrategies for continuous qualityimprovement

Involve stakeholders in designingand using assessments of adminis-trator's performance

Respond to feedback by makingprogrammatic changes whenappropriate and feasible


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5. Program Planning and Evaluation

5.1 Planning the LearningEnvironment

Demonstrate awareness that dailyactivities and routines are created tofulfill the mission, goals, andphilosophy of the program

Plan learning experiences thatsupport the program's mission,goals, and philosophy

Help to assess and improve theplans effectiveness throughsystematic information collectionand analysis

Communicate the plan to families,staff, volunteers, and community


5.2 Mission, Goals, Philosophy Review and demonstrate anunderstanding of the program'smission statement, goals, andphilosophy

Articulate the program's mission,goals, and philosophy to families andother professionals

Assist with research necessary forperiodic assessment of changes inthe internal and externalenvironments, market base, laborpool, economic indicators, etc., tohelp determine whether adjustmentsin mission, goals, and objectives areneeded

With input from stakeholders,provide leadership for developingmission statement, program goals,and philosophy

5.3 Program Evaluation Participate in program assessmentby sharing information as requestedby evaluation team

Participate in program assessmentby sharing information as requestedby an evaluation team andsuggesting additional areas thatshould be included

Participate in program evaluation byreviewing and interpretingassessment data

Assist in using assessment results todevelop action plans for professionaldevelopment of staff members

Conduct an annual programevaluation and share the informationwith appropriate stakeholders

Help stakeholders understandimplications of evaluation results fordevelopmental outcomes of childrenand their families

Use assessment results to developaction plans for professionaldevelopment of staff members

Invite stakeholders to participate inanalyzing and interpretingimplications of assessment data forprogram revision

Respond to feedback from governingor advisory board or council and takeleadership for continuous qualityimprovement

Plan, implement, and revise asneeded, systemic procedures forassessing progress towardachieving programmission and goals

5.4 Support of Learning Develop or use an appropriatecurriculum based on the ages,stages, goals, objectives, andphilosophy of the program.

Extend and modify curriculum tomaximize opportunities for learningthat are appropriate for ages andstages of children as well as thegoals, objectives, and philosophy ofthe program

Help others acquire skills formodifying and extending curriculumto optimize learning opportunitiesfor all children

Review curriculum periodically toensure that it is aligned with currentresearch on best practices andmake modifications when needed

Observe staff members to assesscurriculum and staff performance,provide feedback, and recommendmodifications when appropriate

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6.1 Family Communication Demonstrate skill in communicatingwith family members about programgoals/philosophy, events, andchildren's activities

Use various methods tocommunicate with families on aregular basis about program goals,events, and children's activities

Help others develop skills forcommunicating effectively withfamilies

Develop procedures for orientationof family members and entry of childinto program and communicate theplan to staff and families


6. Families and Community

Competencies for Early ChildhoodProfessionals Area VIII:

Teacher Qualifications andProfessional Development

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Rationale:Professional development in early childhood education contributes to continuousadvancement of the field by supporting ongoing development of knowledgeand practices that contribute to the quality of life for all young children and theirfamilies. Professionalism in early childhood education and care requires (a)engaging in ongoing dialogue with others, both within and outside the field, toadvance the state of knowledge through various types of observation, research,and reflection; (b) communicating the importance of high quality care andeducation for young children; and (c) constructing and monitoring compliancewith guidelines for best practice that exceed governmental requirements. Earlychildhood professionals must understand the laws and regulations that guidepractice, as well as voluntary standards that exceed legal requirements. Asindividuals committed to improving the lives of young children and their families,early childhood professionals serve as effective advocates for policies andprocedures that support optimal development. Above all, professionals in thefield of early childhood model high standards for ethical practice.

Knowledge:Professional practice in early childhood education and care is governed byquality indicators prescribed by federal, state, and local laws and regulations, andby policy statements of governing boards. It is enhanced by standards andposition statements of professional organizations.• Early care and education professionals make decisions concerning programplanning and practice based on current federal, state, and local laws andregulations for safe, nurturing, inclusive, and enriching programs.• In addition to meeting legal and regulatory requirements, professionals takesteps to achieve high quality standards advocated by professional organi-zations that often exceed legal requirements.

Professional development is an ongoing process of maintaining currentknowledge and practice, participating in ongoing professional developmentopportunities, and engaging in ongoing synthesis and critical analysis of researchand theory as it is applied to practice.

• Professionalism requires knowledge and competency in all areas of childgrowth and development, educational strategies, and skills to develop,implement, and manage high-quality programs.• Professionalism requires the integration of reflective teaching practice intodaily program operations.• Professional development is demonstrated and evaluated by earlychildhood professionals through the construction and implementation ofjob performance plans.• Professional development requires a commitment to continue learningthrough reading, research, reflection, andongoing dialogue with other professionals.

Professionalism includes advocacy for improving thequality of life for all young children and their families.• Professionalism includes the ability to explainprofessional practice as it relates to research,theory, and professional guidelines and standards.• Professionalism involves the ability to clearlyarticulate the significance of the early years andthe value of early childhood education and careprograms to families and to the community whileworking collaboratively with families, colleagues,and community members to develop programpractices and policies that are responsive to andappropriate for children and their families.• Professionalism promotes leadership skills thatenable early childhood practitioners to develop skills needed in order toadvocate for high quality programming at local, state, and federal levels.

Professionalism involves the ability to interact ethically with colleagues andfamilies as well as with board and community members to build partnershipsthat support growth and development of the entire learning community.

Competencies for Early Childhood Professionals Area VIII: Teacher Qualifications and Professional Development

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Professionalism includes a commitment to a code of ethics that respects theconfidentiality of all members while working to support the healthydevelopment of children and their families.

Practices Based on Knowledge:Early childhood professionals in a variety of types of settings where youngchildren learn and develop:

1. Commitment to QualityFocus on integrating high quality standards and practices into thedevelopment, implementation, and management of programs serving youngchildren and their families.

2. Professional DevelopmentDemonstrate commitment to acquiring and maintaining current professionalknowledge and to ongoing professional development. This includes acquiringthe necessary skills to engage in competent research and to contribute to theprofessional and popular literature in order to expand the base of knowledgewithin the profession and for the public at large.

3. AdvocacyAdvocate high quality early childhood care and education programs thatserve young children and their families.

4. EthicsInteract with colleagues, families, board members, and the broadercommunity in ethical ways to build authentic partnerships that support thehealthy growth and development of young children. Follow and model aprofessional code of ethics.






1. Commitment to Quality

1.1 Regulatory Standards Understand and comply with legaland regulatory mandates related todaily practices that promote safeand healthy learning environmentsfor children and professionals

Maintain high quality standards thatexceed minimal regulatoryrequirements

Model and help others developways to establish and maintain highquality standards that exceedminimal regulatory requirements

Assume leadership for developing,implementing, and revising thepractices that meet and exceedregulatory codes

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1.2 Quality Improvement Follow guidelines to implementpractices that exceed governmentalregulations

Set up a system for documentingpractices that exceed governmentalrequirements and comply withcurrent standards recommended byprofessional organizations

Model for others and help othersdevelop practices that meet highquality standards recommended byprofessional organizations

Plan, implement, assess, and modifystrategies to meet high qualitystandards recommended byprofessional organizations

2.4 Professional Attitude Demonstrate a positive, responsible,sensitive, and respectful attitude inworking with young children andtheir families

Further develop skills fordemonstrating positive, responsible,sensitive, and respectful attitudes inworking with young children andtheir families

Model and encourage others todemonstrate positive, responsible,sensitive, and respectful attitudes inworking with young children andtheir families

Provide leadership in developmentand maintenance of positive,responsible, sensitive, andrespectful attitudes in working withyoung children and their families

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2. Professional Development

2.1 Content Knowledge Possess skills in math and languageequivalent to the level of a highschool graduate

Possess skills in math,language/literacy, science, socialstudies, and early childhood contentequivalent to having completed twoyears of post-secondary education

Possess knowledge and skills inmath, language/literacy, science,social studies, and early childhoodcontent as appropriate for agraduate of a four-year institution ofhigher learning

Possess an advanced degree inearly childhood education and usethat degree to provide leadershipthat promotes continuing educationfor self and others

2.3 Hygiene and Appropriate Dress Practice good hygiene and dressappropriately for interacting withyoung children in a variety of indoorand outdoor activities

Continue to practice good hygieneand appropriate dress and helpothers understand the importance ofdressing appropriately for a varietyof activities

Model and encourage others topractice good hygiene and to dressappropriately for working withyoung children in a variety of indoorand outdoor activities

Plan and implement strategies forencouraging assistants and/or staffmembers to practice good hygieneand to maintain appropriateappearance for interacting withyoung children in a variety of indoorand outdoor activities


2.2 Use of Resources Use materials, time, and spaceeffectively

Develop various systems foreffective use of materials, time, andspace

Model and encourage others to useeffectively materials, time, andspace

Oversee the effective use ofmaterials, time, and space in theprogram

2.5 Positive Relationships withColleagues

Demonstrate care for andacceptance and support of othersworking in the program

Further extend care and acceptanceof others working in the program bylistening to concerns and byproviding supportive assistancewhen appropriate

Model and encourage others todemonstrate care for andacceptance of others working in theprogram

Provide program leadership forestablishing and improvingpractices of caring for andaccepting others

2.6 Professional Work Habits Exhibit professional work habitsincluding confidentiality, respect forall people, dependability, timemanagement, independence, andteamwork

Further extend efficiency andeffectiveness in work habits

Model and encourage others toexhibit professional work habitsincluding confidentiality, respect forall people, dependability, timemanagement, independence, andteamwork

Oversee ongoing strategies tofacilitate improvement in workhabits including confidentiality,respect for all people, dependability,time management, independence,and teamwork

2.7 Supporting Program Goals Show commitment to program goalsand participate in their achievementand periodic review

Align activities with program goals Help others find ways to contributeto attainment of program goals

Monitor and share with others theprogram's progress toward goals

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2.8 Continuous Updating ofKnowledge

Attend orientation, read/viewtraining materials on early childhoodeducation and care, and/orparticipate in additional opportu-nities to increase competency forworking with young children andfamilies

Read professional journals andcommunicate with other profes-sionals (e.g., conferences,workshops) to learn about currenttrends and best practices (derivedfrom evidence-based research) forworking with young children andfamilies

Review current evidence-basedresearch on early childhoodpractices and make decisionsbased on current information

Share resources and help to instill alove of learning throughout theorganization, including its staff,children, and families

Stay up to date on research andpolicies related to early childhood

Practice and disseminateknowledge in local, state, regional,and national publications and/ormeetings

2.10 Philosophy of Early ChildhoodPractice

Support and implement programphilosophy and begin to formulateown philosophy of education

Articulate a personal philosophy ofearly childhood professionalpractice informed by theory andresearch

Model for and support others asthey develop and articulate aphilosophy of early childhoodprofessional practice

Oversee the development ofprogram philosophy and assistothers as they develop andarticulate a philosophy of earlychildhood professional practice


2.9 Participating in ReflectivePractice and Research/Inquiry

Participate in reflective practice orresearch by keeping records,sharing observations, and/orproviding technical support toresearchers

Formulate questions that arise fromongoing practice and seek answersthrough observation, journaling andreflection, reading research, orconsultation with otherprofessionals

Read research and apply beneficialtechniques or knowledge asappropriate

Plan and carry out research/inquirydesigned to generate informationthat informs practice

Plan and carry out research/inquirydesigned to generate informationthat informs practice. Provideleadership for planning,implementing, and evaluatingongoing research designed toanswer practical questions relatedto best practices

Communicate research needs toprofessions and disciplines thatrelate directly and indirectly to theearly education field so as toexpand the necessary holisticnetwork of knowledge that bears onchild and family well-being

2.11 Foundations ofEarly Childhood Practice

Demonstrate awareness of develop-mental milestones and good earlychildhood practice

Demonstrate understanding ofmajor theories and principles ofdevelopment and commit to usingthem to implement good earlychildhood practices

Identify historical, philosophical,psychological, and socialfoundations of education includingearly childhood education and helpothers understand their relevance topractice

Oversee continuous programimprovement based upon currenttrends in early childhood practiceand an understanding of thefoundations of early childhoodpractice and education

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2.12 Balancing Work andPersonal Growth

Strive to prioritize responsibilitiesand balance daily commitments

Recognize causes and symptoms of“burnout” and develop strategies toprevent it

Model behaviors that promote theability to balance responsibilitiesand make choices that minimizestaff stress

Develop and implement personnelpractices that promote staff moraleby listening carefully to concerns ofassistants/staff members and bytaking initiative to continuouslyimprove the work environment

3.1 Communicating with theBroader Community

Communicate clearly with parentsand colleagues about earlychildhood practices

Participate in local communityactivities and share informationabout the early childhood profession

Communicate effectively as aspeaker and writer, providinginformation about services andpolicies that affect young childrenand their families

Participate in the broader profes-sional community and mentor otherstaff by providing opportunities forthem to participate in regional orstatewide councils that advocatehigh quality services and programsfor young children and their families


3.2 Understanding ProfessionalAdvocacy

Be aware of state and local policiesthat affect children and families andwork in the community to promotepositive change

Promote quality in programregulation and other services foryoung children and their families

Identify community needs that affectchildren and advocate for programsand services to promote accessibleand affordable quality services forchildren and their families toaddress those needs

Provide leadership in identifyingcommunity needs that affectchildren and in advocating forprograms and services to promoteaccessible and affordable qualityservices for children and theirfamilies

2.13 ContinuousProfessional Development

Participate in professionaldevelopment activities such as:• Attend orientation• Read or view training materials onearly childhood education andcare

• Consult with other professionals• Learn to do library and Internetresearch to explore information forimmediate use and to expandknowledge base

Have a professional developmentplan that includes acquiringadditional knowledge and skillsthrough activities such as:• Staff development workshops• Professional organizations• Reading professional publications• Formal course work• Journaling and reflection• Seeking and using feedback fromother professionals

Explore models of professionaldevelopment and promote others’professional growth throughmodeling, consulting, and mentoring

Ensure that assistants and staffmembers develop and implementprofessional growth plans thatreflect understandings of adultlearning theory, personal andorganizational change theory, andcurrent research in early childhoodeducation

Expand learning opportunitiesthrough use of traditional andelectronic delivery systems

3. Advocacy

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4. Ethics

4.1 Ethics in Communicationsand Interactions

Abide by the professional code ofethics for early childhood care andeducation that prohibits interactingin any way that is physically oremotionally harmful, disrespectful,dangerous, exploitative, or intimi-dating to children and their families

Demonstrate ethical behavior byfollowing all applicable earlychildhood care and educationregulations and adhering to aprofessional code of ethics

Engage in study or discussions thatprovide a conceptual and structuralbasis for analyzing ethical issuesand making informed choices whenconfronting ethical dilemmas

Articulate and use a professionalcode of ethics and be able toexplain its relevance andimportance to new practitioners andto the general public

Nurture other professionals in theirarticulation and use of professionalcode of ethics

Initiate and mediate group problemsolving of ethical dilemmas

4.3 Commitment to OtherProfessionals

Advocate for policies and servicesthat improve the quality of life forpractitioners in the early childhoodprofession

Recognize the physical andemotional demands of consci-entious practice

Develop strategies to maintainpersonal well-being and to providesupport to colleagues in times ofstress

Advocate for livable wages andsocietal esteem for early childhoodprofessionals

Nurture and support colleagues,assisting them to avoid burnout byfinding ways for professional andpersonal renewal

Provide support toassistants/colleagues as theydevelop skills to advocate forpolicies that improve the earlychildhood profession

Anticipate the strains anddisappointments of the professionand develop services and strategiesto support and preserve staffs’resiliency, commitment, andeffectiveness

Provide leadership for activities thatdemonstrate commitment to otherearly childhood professionals


4.2 Ethics Pertaining toConfidentiality

Behave ethically, protectingconfidentiality of written and spokeninformation

Recognize potential violations ofconfidentiality and take steps tomitigate the situation

Model and help others acquire skillsfor appropriate protection andrelease of confidential information

Ensure that the program haspolicies regarding treatment ofconfidential information and sharethis with others

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