Tool

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.

Competent Educators of the 21st Century: Principles of Quality Pedagogy is a policy document that defines quality teaching practices when working with children from 3 to 10 years old, and their families, to better support the child's development and well-being. 

This resource contains:

• A brief history of the development of the Principles, including references to the international documents on which they are built,
• Explanations of the values the Principles represent for ISSA and its member NGOs,
• Short suggestions for how they can be used and by whom,
• Brief descriptions of each of the 7 Focus Areas that provide the framework for the Principles of Quality Pedagogy,
• A list of the 20 Principles and the 85 Indicators that describe how to apply these Principles.

In addition to the to the four full PDF versions, ISSA has translated the Quality Principles into two Romani dialects: Vlaxicko and Rumungricko. You can find these on the ISSA website.

Based on its long experience in working with practitioners, mostly in challenging contexts, ISSA has articulated an approach that embeds the values and practices that are considered to lead to meaningful and sustainable mechanisms for continuous professional growth.

An important outcome of this process is called “Roads to Quality”. This is more than a guidebook explaining how the resources in the ISSA Quality Resource Pack can be used to increase the quality of practices in early childhood education services. It stands for ISSA’s approach towards practitioners’ professional growth and nurturing their professionalism. It stands for the systemic change in early childhood education systems that should reflect the concern to invest in professionalism. As a democratic and inclusive professional learning community, ISSA promotes learning within its network, while at the same time bringing in knowledge and innovation from outside the network.

With this guidebook, ISSA proposes not only a quality framework for early childhood education practices—including a range of resources supporting its translation into practice—but also a “know-how” approach that reflects the consistency between scaffolding children’s development and learning, and scaffolding practitioners’ professional growth in such a way that each achieves their full potential.