Standards for child and youth development programs

2020 Edition

Child and Youth Development Human Resources (CYD-HR) 4: Personnel Qualifications: Early Childhood Education

Personnel are qualified to work with children and operate the early childhood education program.
 
NA The program is not an Early Childhood Education program.
2020 Edition

Currently viewing: CHILD AND YOUTH DEVELOPMENT HUMAN RESOURCES (CYD-HR)

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Purpose

A stable, qualified, trained, and supported workforce contributes effectively and efficiently to the delivery of quality programming that promotes positive child and youth education and development.
Note: As noted at the beginning of CYD-HR, the term “teaching staff” is used to refer to individuals who work directly with children in the classroom, including teachers and assistant teachers.  While programs may use different terminology, the term “teacher” refers to the individual with primary responsibility for a group of children.  “Assistant teachers” are directly supervised by teachers.
1
The program’s practices fully meet the standard, as indicated by full implementation of the practices outlined in the Practice Standards.
2
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards.
3
Practice requires significant improvement, as noted in the ratings for the Practice Standards.
4
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards.
Self-Study EvidenceOn-Site EvidenceOn-Site Activities
  • List of program personnel that includes:
    1. name;
    2. job title;
    3. degree held and/or other credentials;
    4. FTE;
    5. length of employment at the program;
    6. time in current position
  • Job descriptions
  • Personnel resumes
  • Personnel records
  • Interview:
    1. Program Director
    2. Teaching staff

CYD-HR 4.01

Teaching staff:
  1. are at least 18 years of age; and
  2. meet federal, state, or local requirements for minimum education.

CYD-HR 4.02

The program director has assessed competence in administering an early childhood education program and is qualified by:
  1. a bachelor’s degree in a related field with two years of post-graduate experience in a related field;
  2. a bachelor’s degree in an unrelated field with five years of post-graduate experience in a related field; or
  3. a bachelor’s degree in an unrelated field with a state-approved directors credential.

Interpretation

Related fields include early childhood education, child development, elementary education, early childhood special education, psychology, family consumer sciences, home economics, social work, program administration, and social services.

CYD-HR 4.03

Teachers have, or are actively working towards:
  1. a Child Development Associate (CDA) credential, Certified Childcare Professional (CCP) credential, or equivalent;
  2. an associate’s degree in early childhood education or child development; or
  3. a bachelor’s degree in a related field with two years of post-graduate experience in early childhood education.

Interpretation

Related fields include early childhood education, child development, elementary education, early childhood special education, psychology, family consumer sciences, home economics, social work, and social services.
Research has shown that education and training in child development is related to children’s developmental outcomes. Teaching staff with higher education levels engaged more positively with children, leading to higher quality of care and improved developmental outcomes. As a result, the American Academy of Pediatrics and the American Public Health Association recommend formal post-high school training including certification or college degree in child development, education, or a related field.

CYD-HR 4.04

Assistant teachers:
  1. have a high school diploma or GED; and
  2. carry out classroom activities under the direct supervision of an appropriately qualified teacher.

CYD-HR 4.05

Teaching staff exhibit the:
  1. skills needed to interact and develop meaningful relationships with children, families, colleagues, and supervisors;
  2. energy and flexibility to meet the needs of children; and
  3. personal characteristics to provide children with safe, affectionate, secure, and consistent care.