This report introduces a career pathways framework 4 in use by several federal agencies, provides a national landscape of states’ requirements for ECE staff related to credentialing, highlights five states at various points in the development of ECE career pathways, and shows how early learning system components used in the majority of states align with the Six Key Elements of Career Pathways Framework that other industries use. The elements in this framework are:
Education & Care
This second edition of the biennial Early Childhood Workforce Index continues to track the status of the ECE workforce and related state policies in order to understand changes over time. We have added several new analyses and updated our policy indicators and recommendations. Highlights include:
"In the 25 years since the release of the National Child Care Staffing Study, combined developments in science, practice, and policy have dramatically shifted the context for discussions about the status of early childhood teaching jobs, and the importance of attracting and retaining a well-prepared workforce that is capable of nurturing young children’s learning, health and development. Three narrative elements of this changed early care and education landscape set the stage for the new evidence presented in this report:
The cross-sector core competencies for the prenatal
through 3-year-old field are currently being broadened
to encompass competencies needed for working with
children 3-5 years old.
This report’s discussion and recommendations build on Workpackage 3’s (WP3) work within CARE,
including: 1) a review of the systems of professional development, pre-service and in-service across
10 European countries and the impact that structural and processual shifts have on European ECEC
quality and child development (D3.1); 2) a meta-review of extant European studies that examine the
impact of professional development on child outcomes, conducted as a meta-analysis (D3.2); and
This report presents ‘good practice case studies’ of exemplary approaches to innovative in-service
professional development of ECEC practitioners in three countries: Denmark, Italy and Poland.
The report is part of the project CARE “Curriculum Quality Analyses and Impact Review of European
Education and Care”, a collaborative project funded by the European Union within the Seventh
Framework Program, to address issues related to the quality, inclusiveness, and individual, social, and
economic benefits of Early Childhood Education and Care in Europe.
With the United Nation’s (UN) Sustainable Development Goals (SDGs) as a platform for
achieving quality early childhood care and education outcomes by 2030, ECCE policy-makers,
practitioners, and academicians from Asia-Pacific countries gathered at the second Asia-Pacific
Regional Policy Forum on Early Childhood Care and Education in Putrajaya, Malaysia in 2016
to share experiences, innovations, and lessons learned in developing and implementing ECCE
policies and initiatives.
Professional development of teachers has become an essential condition in today's knowledge-based society to sustain the quality of teaching. One of the major goal of the Romanian education system is regarding high quality of teacher professional development programs that should enhance their competences and use of new curricular approaches to facilitate successful practice. It is well-known the axis that improving teachers would improve the teaching and learning in school, which in turn would improve the quality of education at national level.
This investigation examines changes in teachers’ views of the needs of children in early childhood education (ECE) context in the USA, Russia, and Finland over the past two decades. In addition, it focuses on the teachers’ views about their role in the process of child-rearing within formal ECE institutions. Moreover, the primary purpose of documenting teachers’ views on children’s needs, professional work, and centre-based child care, between these societal contexts from 1991 and 2011, is to better understand points of comparative change.