Increasing access to Pre-K and full - day kindergarten, the spread of quality rating and improvement systems, and increased attention to the early
childhood educator workforce are all signs of important progress at the state and local levels.
Not exact matches
When early
childhood educators leave the
workforce, other parents have even fewer options.
The 2015 report from the National Academies Transforming the
Workforce for Children Birth Through Age 8: A Unifying Foundation essentially endorsed that trend, recommending that states and other organizations build a system that requires and enables all lead
educators in early
childhood settings to hold a minimum of a bachelor's degree with specialized knowledge and competencies in early
childhood education.
But they must also consider the broader context in which Head Start teachers work, including compensation levels, quality of early
childhood educator preparation programs, and how the broader early
childhood landscape and K - 12 teacher
workforce trends affect the employment market for Head Start teachers.
The report highlights the importance of promoting the baccalaureate degree as the standard credential for early
childhood educators and examines the research, policies,
workforce conditions, and other factors that serve as barriers to and reality checks and supports for advancing this goal.
In an effort to unify the early
childhood workforce in Illinois and recognize the efforts of educators in their many forms, the Governor's Office of Early Childhood Development is requiring all MIECHV - funded Home Visitors to join the Gateways to Opportunity Registry by September
childhood workforce in Illinois and recognize the efforts of
educators in their many forms, the Governor's Office of Early
Childhood Development is requiring all MIECHV - funded Home Visitors to join the Gateways to Opportunity Registry by September
Childhood Development is requiring all MIECHV - funded Home Visitors to join the Gateways to Opportunity Registry by September 30, 2015.
With an estimated
workforce of 29,000 Early
Childhood Educators eligible to register as members of the College of Early
Childhood Educators, the accountability of the professionals working in early learning and care settings will be further validated.
The Association of Early
Childhood Educators Ontario (AECEO) has been leading the charge to improve wages and working conditions for Registered Early
Childhood Educators (RECEs) and staff in Ontario.The AECEO's Decent Work Task Force delivers our
workforce strategy recommendations to the provincial government today - November 30th
The commitment to develop a comprehensive
workforce strategy and wage scale for all registered early
childhood educators (RECEs) and child care staff by 2020 is recognition of the valuable and important role that RECEs play in the lives of young children.
We are proud to be collaborating with Association of Early
Childhood Educators Ontario (AECEO) and the Atkinson Centre for Society and Child Development on project on raising the voices of the child care
workforce in the decent work movement.The Professional Pay & Decent Work forums provide a positive and engaging space for all — no matter where you work in the child care sector.
AECEO engaged more than 4,000 early
childhood educators in a consultation survey about what should be included in the government's
workforce strategy.
Research shows that the quality of early
childhood education and care programs is associated with the wages of the
workforce and wages are a key factor in the recruitment and retention of trained early
childhood educators.
Research shows that the quality of early
childhood education and care programs is associated with the wages of the
workforce; in other words, if early
childhood educators are well - compensated the quality of an ECEC program will be higher says Dr. Rachel Langford, President of the AECEO.
The Early
Childhood (Certificate III) Scholarship Program was established in response to the need for
workforce development to meet the requirement of the National Quality Framework that all
educators must have or be actively working towards at least a minimum Certificate III qualification.
The MA in Infant and Early
Childhood Development is designed to address the urgent educational gap in the workforce by providing a master's degree for early childhood educators and administrators, allied health professionals, health - care providers, and mental - health pract
Childhood Development is designed to address the urgent educational gap in the
workforce by providing a master's degree for early
childhood educators and administrators, allied health professionals, health - care providers, and mental - health pract
childhood educators and administrators, allied health professionals, health - care providers, and mental - health practitioners.
For the purposes of this report, the authors refer to these workers collectively as the early
childhood workforce, early
educators, early
childhood educators, or teachers.
America's economy is dependent in no small measure on the 2 million
educators who comprise the early
childhood workforce.1 Without this largely female
workforce, millions of working parents with no or few high - quality child care options would be unable to participate in the U.S. labor force.
In a survey of California's early
childhood workforce, one - third of all
educators expressed concern about having their hours or benefits cut.23
It takes a skilled and effective
workforce to provide the level of instruction necessary to promote positive outcomes — including social skills and early literacy and numeracy skills — but the United States continues to pay most early
childhood educators embarrassingly low wages.
Her research interests include Early
Childhood Education and Care
workforce capabilities with a particular interest in the professional learning of
educators.
BPC's Early
Childhood Initiative has been asking: How can parents, childcare providers,
educators, doctors, business leaders, public officials, and lawmakers work together to ensure that children are equipped to succeed — in school, in life, and in the
workforce?
Kai - leé has focused her work on building the professionalism of the early
childhood workforce, advocating for fair wages and working closely with early
childhood policy organizations to ensure that early
educators are respected for the critical role they play in the lives of young children and their families.
Our children can have diverse, well - educated, effective
educators, and our
workforce can have real opportunities for educational, wage, and career advancement as early
childhood educators.
The Berkeley Center for the Study of Child Care Employment's national Early
Childhood Workforce Index found that the two million early
educators who shape the future of our nation's children are often grossly underprepared, unsupported, and underpaid.
Our recent report, The Road to High - Quality Early Learning: Lessons From the States, highlights the strategies that four states with successful early
childhood programs have adopted to build a high - quality early
educator workforce.