Program personnel have the competency and support needed to provide services and meet the needs of children.
Competency can be demonstrated through education, training, or experience. Support can be provided through supervision or other learning activities to improve understanding or skill development in specific areas.
Currently viewing: EARLY CHILDHOOD EDUCATION (ECE)
All elements or requirements outlined in the standard are evident in practice, as indicated by full implementation of the practices outlined in the Practice Standards.
Practices are basically sound but there is room for improvement, as noted in the ratings for the Practice Standards; e.g.,
With some exceptions, staff (direct service providers, supervisors, and program managers) possess the required qualifications, including education, experience, training, skills, temperament, etc., but the integrity of the service is not compromised; or
Supervisors provide additional support and oversight, as needed, to the few staff without the listed qualifications; or
Most staff who do not meet educational requirements are seeking to obtain them; or
With few exceptions, staff have received required training, including applicable specialized training; or
Training curricula are not fully developed or lack depth; or
Training documentation is consistently maintained and kept up-to-date with some exceptions; or
A substantial number of supervisors meet the requirements of the standard, and the organization provides training and/or consultation to improve competencies when needed; or
With few exceptions, caseload sizes are consistently maintained as required by the standards or as required by internal policy when caseload has not been set by a standard; or
Workloads are such that staff can effectively accomplish their assigned tasks and provide quality services and are adjusted as necessary; or
Specialized services are obtained as required by the standards.
Practice requires significant improvement, as noted in the ratings for the Practice Standards. Service quality or program functioning may be compromised; e.g.,
A significant number of staff (direct service providers, supervisors, and program managers) do not possess the required qualifications, including education, experience, training, skills, temperament, etc.; and as a result, the integrity of the service may be compromised; or
Job descriptions typically do not reflect the requirements of the standards, and/or hiring practices do not document efforts to hire staff with required qualifications when vacancies occur; or
Supervisors do not typically provide additional support and oversight to staff without the listed qualifications; or
A significant number of staff have not received required training, including applicable specialized training; or
Training documentation is poorly maintained; or
A significant number of supervisors do not meet the requirements of the standard, and the organization makes little effort to provide training and/or consultation to improve competencies; or
There are numerous instances where caseload sizes exceed the standards' requirements or the requirements of internal policy when a caseload size is not set by the standard; or
Workloads are excessive, and the integrity of the service may be compromised; or
Specialized staff are typically not retained as required and/or many do not possess the required qualifications; or
Specialized services are infrequently obtained as required by the standards.
Implementation of the standard is minimal or there is no evidence of implementation at all, as noted in the ratings for the Practice Standards.
Table of contents of training curricula
Sample job descriptions from across relevant job categories
Documentation tracking staff completion of required training and/or competencies and training hours
Documentation of professional development opportunities and resources from the previous 12 months
Interviews may include:
Review personnel files
Teachers have, or are actively working towards:
a Child Development Associate (CDA) credential, Certified Childcare Professional (CCP) credential, or equivalent;
an associate’s degree in early childhood education or child development; or
a bachelor’s degree in a related field with two years of post-graduate experience in early childhood education.
Examples: 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.
Teaching staff remain up-to-date on current practices in early childhood education, and:
pre-service training prepares teachers to perform their role and they are never expected to perform a task or provide a level of care that they have not been properly trained to handle; and
teaching staff receive at least 24 training hours per year.
Teaching staff are trained on, or demonstrate competency in, meeting the health, safety, and nutritional needs of children including:
food preparation, storage, and service;
hand-washing and diapering procedures, if applicable, including how to properly use and dispose of gloves;
safe sleep practices including SIDS prevention procedures, if applicable;
sanitation and proper handling and storage of disinfectants; and
policies and procedures regarding contagious and infectious disease prevention.
Teaching staff are trained on, or demonstrate competency in:
communicating openly and working respectfully with families;
implementing the chosen curriculum;
supporting a child’s positive relationships with his or her peers;
positive guidance techniques of behavior management;
classroom activities appropriate to children of different developmental levels;
recognizing developmental differences between children;
varying beliefs, customs, values, and child rearing practices of the different cultural groups represented by the children in their care;
screening and/or assessment tools;
observation and documentation;
effective classroom management; and
teaching strategies for working with young children.
techniques for keeping children engaged and motivated;
methods for evaluating the effectiveness of teaching strategies and the comprehension of the child;
methods for working with small or large groups;
teacher-directed and child-directed instruction;
how to choose activities and materials;
how to break down tasks into manageable components; and
how to organize instruction to achieve developmental milestones.
Teaching staff who are responsible for working with children with special needs are qualified and trained to meet the specific needs of children in their care and parents, consultants, and other professionals are brought in when activities go beyond the capacities of staff.
Appropriate qualifications and training will vary given the needs of the children in care. It can include a combination of education, training, and experience.