2.6: Chapter 2 Appendix

Table 5 Recommendations for Defining the Profession: Power to the Profession, Unifying Framework

Issue Addressed	Recommendations	How ECE is moved to become a profession
Lack of agreement about a name (early care and education, early learning, etc.) Difficulty defining who was “in” the field and who was not	Distinguish between the Early Childhood Education Profession and the Early Childhood Education Field Profession is Early Childhood Education Professionals are Early Childhood Educators Those in the profession include early childhood educators (ECEs), pedagogical and instructional administrators (P&IAs), and professional preparation faculty and trainers (PPF&T) ECEs include those who provide direct service to children B-8 and who meet the guidelines for the profession P&IAs include those who guide the practice of ECEs and who meet guidelines PPF&T are a subset of higher ed faculty and professional development staff that instruct, observe, and monitor the practice of aspiring ECEs and who have met guidelines Those in the ECE Field are not in the profession, but are allies of and support to the profession (i.e. home visitors, policy or advocacy specialists, children’s librarians, those who do not meet the professional qualifications)	Created a bounded field of practice that was not all inclusive Increased clarity
Too many titles for, and little clear delineation of positions and required preparation	Establish 3 designations of ECEs, each with a distinct scope of practice ECE 1 | Helps develop and sustain high quality child development and learning environment | Requires 120 clock hours of professional preparation | Pay commensurate with level preparation and responsibility ECE 2 | Assist or be responsible for developing and sustaining high quality child development and learning environment (depending on program type) | Requires ECE Associates Degree | Pay commensurate with level preparation and responsibility ECE 3 |Responsible for independently developing and sustaining high-quality development and learning environment | Requires ECE bachelor’s degree | Pay commensurate with level preparation and responsibility; comparable to pay for public school teachers	Clarified distinction by position Defined the necessary preparation by position in the profession Clarified compensation as commensurate with level of education and responsibility
Program standards and accountability lies with regulatory body—not profession ECE not viewed as a public good requiring public investment	ECEs will hold necessary credentials to practice, meet standards and guidelines and work within scope of practice Professional preparation programs will maintain accreditation by recognition body, provide preparation programs aligned to standards and competencies set by profession Employers/owners will hire and retain ECEs by providing compensation and working conditions that support well-being, ensure that workplace and employees practice is aligned with standards and competences set by profession Professional governance body will hold the standards, competencies, and guidelines for the profession. Federal government and agencies will focus legislation, regulations, and funding on implementing the Framework recommendations, protect and invest in ECE as a public good, engage with and be responsive to members of the profession and the public served by ECE	Places authority for professional standards with the profession—autonomy achieved Recognizes ECE as public good served by a profession
Professional standards and Competencies No agreed upon set of standards that come with authority to remove ECEs who do not practice within standards	The Professional Standards and Competencies for ECE will serve as the core standards for the profession (revision of previous NAEYC standards for professional development) Standards will be “leveled” for the 3 levels of ECE positions (establish the depth and breadth of the competencies required at these different designations) ECEs will be licensed (following completion of approved preparation program, pass national assessment, gain licensure)	Universal standards for practice set for full profession (regardless of age or setting)
Professional compensation Practitioners in the ECE field are underpaid, not recognized as doing work that requires professional preparation and commensurate compensation	Compensation for ECEs will be at least comparable to public school salaries and comparable across all settings Compensation will include adequate benefits package Increases in compensation commensurate with increased preparation and competency	Compensation recognizes professional status, required preparation and competency
Resources, structures, and supports to advance ECE profession If ECE is viewed only as a service parents pay for, no societal investment—not viewed as a common good—no resources for improvement	Recognize 3 primary types of professional preparation (clock hours, associates degrees, bachelor’s degrees) ECEs must first have a general ECE education before specializing Professional preparation programs must be accredited, ensure graduates are proficient in standards and competences and provide seamless pathways through postsecondary education Employers must provide compensation comparable to public school compensation and provide supportive working conditions Create a semi-autonomous professional governance body to support implementation of the Framework and advance the long-term sustainability of the profession PGB will designate profession’s guidelines, set parameters for quality assurance of individuals and professional preparation, and serve as liaison and collaborator with state and federal agencies and regulatory bodies State governments and agencies will adopt the standards and competencies, administer ECE licenses, streamline regulations and increase funding to support ECEs, professional preparation programs and employers	Infrastructure will be built to allow movement to and maintenance of a recognized profession