Guiding Principles

1. Scope of Early Childhood Professionals

An early childhood professional is defined as any individual who provides early care and education, mental health, health and/or family support services for young children and their families.

2. Elements of an Early Childhood Professional Development System

A system of early childhood professional and workforce development must address: funding; core professional knowledge; qualifications and credentials; quality assurance; and , access and outreach.

3. Benefits for Children

• High-quality, family-focused, and child-centered early childhood services have significant impact on children’s future successes.
• Comprehensive and specialized early childhood training leads to positive results for children and families.

4. Children’s Learning

• Children learn in the context of their families and other important relationships.  All areas of their development are highly impacted by these relationships.
• All children have the ability to learn and deserve healthy and safe environments with high expectations that are age, individually and culturally appropriate.

5. Leadership

• Early childhood leadership must be supported, fostered and promoted at the local community and state level.
• Parent and family leadership must be defined, developed and intentionally integrated at the local community and state level.

6. Policy

• Policy development is an essential tool I supporting the professional development system.
• Professional development must consider the objectives of nationals, state, regional and local policies.

7. Commitment to Quality Professional Development

• Core knowledge and competencies for professional development must be research-based and reflect best practices.
• High quality professional development training, to include delivery and content, is essential to an effective, stable workforce.
• All early childhood professionals and the programs in which they work should be encouraged to participate in quality improvement activities, including program and professional level improvement.

8. Focus on Credentials and Career Development

Early childhood career advancement is supported through a standardized career lattice that encourages educational attainment, focuses on early childhood degrees and credentials, and acknowledges prior learning.

9. Professionalism

• Early Childhood professionals accept and adhere to standardized codes of ethical conduct from recognized national and state entities.
• Early Childhood is recognized as a professional field with a specific body of knowledge, and is supported accordingly.

10. Coordination, Communication and Integration

• Communication and collaboration among programs, services and supports is necessary to assure coordinated and comprehensive professional development.
• Communication and Collaboration need to occur across and within local, state and national entities.

11. Accountability

The early childhood professional development system must be outcome-based with clearly defined procedures for monitoring and evaluation.

12. Compensation, Funding and Finance

• Supports for early childhood professional development require adequate funding from a variety of sources that maximizes access and participation.
• Appropriate financial compensation and rewards upon achievement of credentials or degrees are necessary for early childhood professionals.

13. Public, Stakeholder and Community Engagement

Parents, families, stakeholders and community members – who understand the important role of a well well-trained early childhood workforce in delivering quality programs, service and supports – are essential partners in the early childhood professional development system.