Tool

Together, UNICEF ECARO and ISSA have developed a set of Resource Modules for Home Visitors: Supporting Families for Nurturing Care, intended to better equip home visitors with the latest knowledge and tools to support and engage with the families of young children.

Drawing upon the most recent scientific evidence, the modules have been developed through a consultative process involving international and regional experts, national trainers and home visiting professionals. They can be delivered through various training methods and adapted to train other service providers.

These modules empower home visitors to take a strengths-based approach that promotes nurturing relationships between the caregiver and child as well as contributing to risk reduction by supporting and referring families to other services when necessary. 

The modules are accompanied by several supporting tools. They provide ample opportunity for the learner to be actively engaged in reflection and deliver guidance on the knowledge, skills, attitudes and practices required for home visitors in their “new and enriched role”. These tools can support home visitors to work in partnership with families, to support parents and caregivers, and empower them to provide the best possible environment for their young children.

Framework for assessing standards for practice for registered nurses, enrolled nurses and midwives provides a resource for persons assessing the standard of practice of nurses and/or midwives, as well as for nurses and/or midwives whose performance is undergoing assessment.

• The aim is to guide the assessment of competence against the Nursing and Midwifery Board of Australia standards for practice for registered nurses, enrolled nurses, nurse practitioners and midwives. This important measure ensures the initial and continuing competence of nurses and midwives.
• The framework comprises:
• Principles for assessing standards for practice;
• Critical issues in assessing performance; and
• Key elements in the assessment model.

Early Childhood Workforce Index 2018 is the second edition of the biennial Early Childhood Workforce Index from the Center for the Study of Child Care Employment at UC Berkeley. This edition continues to track the status of the early childhood education workforce and related state policies in order to understand changes over time. Several new analyses, as well as updated policy indicators and recommendations, have been added. 

The chapters in this resource take a look at those working in the early childhood workforce, their economic security and the policies that impact them.

In the United States, 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. The charge of this report was to: 

1. Identify core competencies needed by the P-3 workforce in Los Angeles County;
2. Develop training approaches to support development of these competencies; and
3. Create and field test strategies in selected Los Angeles communities for integrating the core competencies in professional development systems and developing strategies to sustain their use.

This report captures core competencies agreed upon by the workgroup tasked with this report, as well as recommendations regarding the prenatal through three-year-old workforce.

A workforce development plan for the early childhood care and education sector in Ireland is the culmination of a significant process of research and consultation across the diverse range of stakeholders in the sector. The result is the identification of a number of agreed perspectives on the type of workforce needed to support the development of high quality Early Childhood Education and Care services in Ireland, as well as the main challenges associated with achieving these goals. 

This plan sets out the scope and vision for workforce development in Ireland, presents the main challenges and opportunities, and reveals the implementation strategy.

The Danielson Framework for Teaching is a research-based set of components of instruction. This white paper includes the findings of a research team made up of  researchers from Illinois State University and the University of Illinois, Urbana-Champaign. 

The early learning examples in this document align to the 2013 Framework for Teaching and were developed through the shared efforts of early childhood teachers and coaches, school and district administrators, and early childhood policy and research groups to identify those aspects of teaching that are research-based and recommended practices for early childhood educators. Examples align to Danielson's 2013 Framework for Teaching domains/components and critical attributes in Preschool (3 & 4 year olds), and K-3 classrooms. The 2013 rubric with early learning examples is available on for download below, or on the project website.

Proper supervision enables home visitors to form supportive relationships with families. Supervision: supporting professionals and enhancing service quality focuses on supporting the supervision of home visitors in order to guide home visitors in their work.

Through these modules, readers may: 

• review the meaning of supervision and the contribution it makes to support quality in the delivery of services and professional development of the home visitor;
• reflect on the supervisory role and related activities in supporting professional development in the work environment;
• explore the meaning of lifelong learning and professional development; and
• reflect on current supervision practices as related to home visiting and identified concrete actions and approaches that can be used to strengthen them.

This module belongs to the Supporting Families for Nurturing Care resource modules for home visitors.

Inclusive early childhood education environment self-reflection tool was developed in order to identify, analyze and promote the main characteristics of quality Inclusive early Childhood Education for all children. This tool was designed to address the need for professionals and staff in early years settings to reflect on their inclusiveness. 

The tool consists of eight sets of questions, which address the following aspects of inclusion:

1. Overall welcoming atmosphere
2.  flexibly and according to the needs of the user, setting or organization.
3. Inclusive social environment
4. Child-centred approach
5. Child-friendly physical environment
6. Materials for all children
7. Opportunities for communication for all
8. Inclusive teaching and learning environment
9. Family-friendly environment

The questions presented in this tool are designed to be used flexibly and according to the needs of the user, setting or organization.

Preschool teachers education curricula harmonization framework in Serbia, produced under the TEACH project in. This particular work package was titled "Harmonization of Preschool Teacher Training Education in Serbia." The process of curricula harmonization brought together task forces from four preschool teacher education colleges. Each task force was composed of professors, teaching assistants and students. This document lays out the jointly created framework for curriculum harmonization these four teacher education colleges in Serbia.

This Core Competency Framework has been developed for all disciplines, professions and staff groups undertaking a clinical role within NHS Scotland. The twin aims of the framework are
(1) to describe the key areas of child protection work that are common and core across all disciplines, professions and staff groups with a clinical role, and (2) to describe the recommended core knowledge and understanding necessary to support these areas of work. Although this framework will be most appropriate for those with an identified role in relation to protecting children, the information it contains will be of interest to anyone who needs to know how to recognise and respond to concerns about children, in the course of their other, more regular duties.