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:
Competences & Standards
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.
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.
This study provides a comparative analysis of the pre-service education system for preschool educators in China and the United States. Based on collected data and materials (literature, policy documents, and statistical data), we compare two areas of pre-service training: (1) the formal system; (2) the informal system. In the formal
This Workforce Development Plan for the Early Childhood Care and Education (ECCE) sector in Ireland is the culmination of a significant process of research and consultation across the diverse range of stakeholders in the sector. That process has resulted in the identification of a number of agreed perspectives on the type of workforce needed to support the development of high quality ECCE service in Ireland and the main challenges associated with achieving these goals (DES, 2009).
As Colorado continues to thrive, attracting new businesses and young professionals, the state must prioritize strategies to attract, retain, and support a strong early childhood workforce for children birth through age eight – both for the state’s growing economy and for the growing and increasingly diverse population of young children.