Education & Care

National Guidelines - Best Practice in Early Childhood Intervention presents eight recommended best practices in Early Childhood Intervention. The document also offers rationale for each of these practices in the following quality areas: 

• Family
• Inclusion
• Teamwork
• Universal Principles 

This text draws upon extensive consultation with key stakeholders in the early childhood intervention sector.

The quality of the early childhood workforce is central to service provision in this area, being a major factor in determining children’s development over the course of their lives. Specific skills and competencies are expected from early childhood education and care (ECEC) workforce. Well-trained staff from ECEC settings are an extremely important factor in providing high-quality services which will positively influence the outcomes of children. The present paper analyses the quality of early childhood education and care workforce from the parents’ perspective in the context of Romania’s early childhood reform agenda. A critical review of the specific situation of the early childhood system in relation to the workforce from this sector is made in the first part of the paper in order to highlight the complexity of this issue. In the second part, the authors will present the results of empirical research developed in 2017 using qualitative and quantitative methods in order to assess the activity of early childhood education and care staff. The main challenges in this field as they emerge from research will be analyzed, the findings having implications for policy-makers and practitioners in the field of ECEC services.

The Northern Lights Career Development Center is part of the Community College of Vermont. The Center is the hub of Vermont’s unified system of professional development for early childhood and afterschool professionals.
A primary goal of the professional development system is to maintain and enhance a comprehensive, quality, statewide professional development system that:

• Provides evidence-informed professional development opportunities for the workforce led by skilled instructors, mentors, or coaches;
• Aligns with program and professional standards, requirements, and regulations; and
• Recognizes accomplishments of professionals in the field.

The professional development system aims to be consistent, accessible, and responsive to the needs of early childhood and afterschool professionals from entry to advanced levels. Core knowledge and competencies provide the foundation of Vermont’s professional development system. They strengthen the system by creating common language and expectations for the professionals working with young children.

This book includes the knowledge and competencies and describes their development and uses.

The Early Childhood Workforce Initiative's Landscape Analysis Series takes a deeper look at key questions left unanswered concerning the global early childhood development workforce:

• What do early childhood professionals and paraprofessionals need to know and do in order to perform effectively?
• How do requisite knowledge and skills vary across contexts?
• What types of training and support do staff receive?
• How is the early childhood workforce recruited, monitored, and evaluated?

The second of these analyses, Supporting the Early Childhood Workforce: Training and Professional Development, takes a closer look at training and professional development opportunities for the early childhood workforce.

Taking into account the diverse backgrounds and experiences of individuals delivering ECD services, training and professional development programs offer an opportunity to impart a core set of knowledge and skills to members of the early childhood workforce, which is particularly important as programs look to scale and reach a greater number of young children and families. In addition, there is evidence to suggest that supporting individuals with such opportunities can influence child development outcomes.

This analysis, published in January of 2018, synthesizes evidence on the approaches to and challenges associated with training and professional development across the early childhood workforce. An extensive review of published and grey literature, and key informant interviews with ECD experts yielded 10 findings.

You can find the full Landscape Analysis in English below. You may also download the Executive Summary in English, French and Spanish.

The Early Childhood Workforce Initiative's Landscape Analysis Series takes a deeper look at key questions left unanswered concerning the global early childhood development workforce:

• What do early childhood professionals and paraprofessionals need to know and do in order to perform effectively?
• How do requisite knowledge and skills vary across contexts?
• What types of training and support do staff receive?
• How is the early childhood workforce recruited, monitored, and evaluated?

The first of these analyses, Strengthening and Supporting the Early Childhood Workforce: Competences and Standards, deep dives into competences and standards. Competences and standards were of particular importance to our research because of their ability to:

1. increase the relevance of training and professional development,
2. enhance the quality of monitoring and mentoring opportunities,
3. support professionalization of the workforce, and
4. support workforce planning efforts.

This research, published in January of 2018, used an extensive review of published and grey literature to yield six key findings related to the ways in which countries have used competences and standards to support early childhood systems globally.

You can find the full Landscape Analysis in English below. You may also download the Executive Summary in English, French and Spanish.

The Early Childhood Workforce Initiative's Landscape Analysis Series takes a deeper look at key questions left unanswered concerning the global early childhood development workforce:

• What do early childhood professionals and paraprofessionals need to know and do in order to perform effectively?
• How do requisite knowledge and skills vary across contexts?
• What types of training and support do staff receive?
• How is the early childhood workforce recruited, monitored, and evaluated?

The first of these analyses, Strengthening and Supporting the Early Childhood Workforce: Competences and Standards, deep dives into competences and standards. Competences and standards were of particular importance to our research because of their ability to:

1. increase the relevance of training and professional development,
2. enhance the quality of monitoring and mentoring opportunities,
3. support professionalization of the workforce, and
4. support workforce planning efforts.

This research, published in January of 2018, used an extensive review of published and grey literature to yield six key findings related to the ways in which countries have used competences and standards to support early childhood systems globally.

You can find the full Landscape Analysis in English below. You may also download the Executive Summary in English, French and Spanish.

The Early Childhood Workforce Initiative's Landscape Analysis Series takes a deeper look at key questions left unanswered concerning the global early childhood development workforce:

• What do early childhood professionals and paraprofessionals need to know and do in order to perform effectively?
• How do requisite knowledge and skills vary across contexts?
• What types of training and support do staff receive?
• How is the early childhood workforce recruited, monitored, and evaluated?

The second of these analyses, Supporting the Early Childhood Workforce: Training and Professional Development, takes a closer look at training and professional development opportunities for the early childhood workforce.

Taking into account the diverse backgrounds and experiences of individuals delivering ECD services, training and professional development programs offer an opportunity to impart a core set of knowledge and skills to members of the early childhood workforce, which is particularly important as programs look to scale and reach a greater number of young children and families. In addition, there is evidence to suggest that supporting individuals with such opportunities can influence child development outcomes.

This analysis, published in January of 2018, synthesizes evidence on the approaches to and challenges associated with training and professional development across the early childhood workforce. An extensive review of published and grey literature, and key informant interviews with ECD experts yielded 10 findings.

You can find the full Landscape Analysis in English below. You may also download the Executive Summary in English, French and Spanish.

Below you may download one of the 30 Workforce Profiles (country reports) on the current status quo regarding the qualification requirements for early childhood education and care professionals (pedagogues, teachers, educators), the composition of the workforce, the systems of initial professional education and continuing professional development, current reform initiatives and research projects and selected aspects of the working conditions of staff in each of the 30 participating countries.The initial Workforce Profiles in Systems of Early Childhood Education and Care in Europe were provided by mostly long-standing cooperation partners according to a research specification which they received for comment before compilation of the data. The final versions are based on a long period of close collaboration between the editors and the authors. The reports vary in length between approximately 25 pages and 80 pages.SEEPRO-R takes a look at many of the new fundamental reforms including, qualification and competence requirements for early childhood workforce and the structures of professional studies and continuing education. More on the SEEPRO-R project here.

Transforming European ECEC services and Primary schools into professional learning communities: drivers, barriers and ways forward focuses on Professional Learning Communities, within competent early years systems, which help professionals better serve the complex needs of families and their children.The diverse societies in which we live make it impossible to find standardized solutions for all families. New competences like negotiation and reflection must be integrated with additional forms of continued professional development (CPD) that focus on the active and democratic participation of staff.Professional Learning Communities (PLCs) are a valuable answer to this complex issue. PLCs are ‘groups of people sharing and critically interrogating their practice in an on-going, reflective, collaborative, inclusive, learning-oriented, growth-promoting way’.Competent systems are essential for the creation and maintenance of PLCs. The latter require a multilevel network of competences, structural conditions, engagement, and awareness. This report seeks to:

1. provide a framework to explain the need for PLCs today;
2. offer a clear definition of the essential criteria that define a PLC, with concrete examples from several European countries; and
3. provide four in-depth case studies—from Belgium (Flanders), Croatia, Italy and Slovenia—which illustrate different ways of establishing and sustaining PLCs.

The report includes specific conclusions and recommendations for policy makers in Member States. Please note that the report focuses on services and schools for 0 to 12 years old children. However, the key concepts and conclusions could also be re-adapted for secondary school.

Quality is key in Early Childhood Education in Australia highlights several key policy priorities for limiting quality across the Early Childhood Education and Care (ECEC) system. These priorities address gaps in access by focusing on: 

• Pre-service teacher education, especially for Early Childhood Teachers (ECTs) and Diploma-qualified staff
• Pathways to grow pedagogical leaders
• Ongoing embedded and evidence -informed professional learning
• The use of data to track children's developmental, and design appropriate, personalized learning opportunities

This report also takes a look at the many elements of quality in ECEC and their importance.