Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well.
Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning.
Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
Table of Contents
|Part I: Introduction and Context||17-18|
|2 The Care and Education Landscape for Children from Birth Through Age 8||43-54|
|Part II: The Science of Child Development and Early Learning||55-56|
|3 The Interaction of Biology and Environment||57-84|
|4 Child Development and Early Learning||85-204|
|Part II Summation||205-206|
|Part III: Implications of the Science for Early Care and Education||207-208|
|5 The Importance of Continuity for Children Birth Through Age 8||209-238|
|6 Educational Practices||239-324|
|7 Knowledge and Competencies||325-354|
|Part IV: Developing the Care and Education Workforce for Children Birth Through Age 8||355-356|
|8 Overview of Factors That Contribute to Quality Professional Practice||357-364|
|9 Higher Education and Ongoing Professional Learning||365-420|
|10 Qualification Requirements, Evaluation Systems, and Quality Assurance Systems||421-460|
|11 Status and Well-Being of the Workforce||461-482|
|Part IV Summation||483-484|
|Part V: Blueprint for Action||485-486|
|12 A Blueprint for Action||487-562|
|Appendix A: Biosketches of Committee Members and Staff||565-578|
|Appendix B: Public Session Agendas||579-588|
|Appendix C: Information-Gathering from the Field||589-632|
|Appendix D: Historical Timeline: Preparation for the Care and Education Workforce in the United States||633-650|
|Appendix E: Credentials by Setting and State||651-666|
|Appendix F: Tools and Examples to Inform Collaborative Systems Change||667-676|
|Appendix G: Funding and Financing Examples||677-690|
The webinar featured members of the study committee that authored the report and will discuss the report's conclusions and recommendations.
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