- To support greater consistency in
high-quality learning, a shared, foundational knowledge base needs to exist for
educators across the B–8 continuum and across roles and practice settings.
- Those with direct responsibilities
for early learning and development need specialized competencies that recognize
variations in child age, child learning, and adult responsibilities, plus
variations across sectors and practice sites.
- The science of child development
and learning and the important role of competent educational practice indicate
several areas where additional and/or more defined competencies are warranted
beyond those identified by national and state statements of educator standards
- Individuals who function in
administrative roles in programs and schools serving children from B–8 perform
an important role in ensuring the quality of early learning experiences. Yet
their preparation for this responsibility is often insufficient.
- A critical competency needed by B–8 educators and administrators is the ability to foster collaboration and to coordinate practices across early care and education settings and between the care and education sector and related sectors, especially health, mental health, and social services.