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State Core Knowledge and/or Competencies

Comprehensive professional development systems for early care and education personnel are accessible and based on a clearly articulated framework; include a continuum of training and ongoing supports; define pathways that are tied to licensure, leading to qualifications and credentials; and address the needs of individual, adult learners. Enhancing a spirit of life-long learning is one goal of any professional development system; similar to this goal, a professional development system itself is never a finished product and should continually evolve and be refined to best meet the needs of the population it serves.

Within professional development systems there are several interconnected components. These components fall under five broad elements: (1) core knowledge; (2) access and outreach; (3) qualifications, credentials, and pathways; (4) funding; and (5) quality assurances. A one-page document that outlines and defines this simplified framework is available on the Web at http://nccic.acf.hhs.gov/pubs/goodstart/pd_section2b.html.

Professional development systems include core knowledge areas and essential competencies that all adults who work with young children need to know, understand, and be able to do to promote young children’s healthy development. Core knowledge areas and competencies define the what of professional development by providing a broad categorization of knowledge and skills that apply across all roles in the early/school-age care and education field. Using these categories as a framework, additional requirements can be developed for adults who work with specific age groups, children with special needs, English language learners, in family child care settings, or who administer programs. The table on the following pages delineates a sample of States’ core knowledge and/or competencies, the core knowledge areas, and some additional information.

The following are some examples of States that have core knowledge and/or competencies. These examples do not include all States that have core knowledge and/or competencies, but are meant to represent a range of approaches States have taken to develop/implement core knowledge and/or competencies. NCCIC does not endorse any organization, publication, or resource.

State Core Knowledge and/or Competencies Core Knowledge Areas Notes
AK Core Knowledge Content Standards, developed by Alaska’s System for Early Education Development, is available on the Web at http://seed.alaska.edu/framework/levels/Level_1.html.

Level One

  1. Introduction to Early Care and Education
  2. Introduction to Developmentally Appropriate Practices (DAP) 
  3. Intro to Health and Safety, Professional Ethics and Responsibilities, and the Child Development Associate (CDA)

Levels Two and Three

  1. Safe Environment
  2. Healthy Environment
  3. Learning Environment
  4. Physical Development
  5. Cognitive Development
  6. Communication Development
  7. Creative Development
  8. Self Development
  9. Social Development
  10. Guidance
  11. Families
  12. Program Management
  13. Professionalism

Levels Four Through Seven

  1. Promoting Child Development and Learning
  2. Building Family and Community Relationships
  3. Observing, Documenting, and Assessing to Support Young Children and Families
  4. Teaching and Learning
  5. Becoming a Professional

There are seven levels of core knowledge; they connect with the Professional Development Framework.

Levels four through seven are linked to National Association for the Education of Young Children (NAEYC) Standards for Early Childhood Professional Preparation and are acquired through completion of degree programs.
AZ Core Knowledge Elements and Competencies, developed by
SstarCCEEDS (Statewide Child Care and Early Education Professional Development System), is available on the Web at www.asccaz.org/SCCEEDS/Master%20Forms
/English%20fillable/ Core%20Competencies%2010-04.pdf.
  1. Child and Family Development
  2. Family and Community Contacts
  3. Professional and Personal Development
  4. Care and Teaching of Young Children
  5. Administration and Management
Connects with the seven-level SstarCCEEDS Career Ladder; each SstarCCEEDS training identifies the core knowledge elements and competencies that will be contained in the training.
CO Early Childhood Core Knowledge and Standards is available on the Smart Start Colorado, Office of Professional Development Web site at www.smartstartcolorado.org/professionals/ pdf/ec_standards.pdf
  1. Child Growth and Development
  2. Health, Nutrition, and Safety
  3. Developmentally Appropriate Practices
  4. Guidance
  5. Family and Community Relationships
  6. Cultural and Individual Diversity
  7. Professionalism
  8. Administration and Supervision
There are two levels of core knowledge; they are linked to the six-level Colorado Early Childhood and School Age/Youth Credentials. Core early childhood education courses at Colorado colleges and noncredit trainings are approved by the Department of Human Services and are based on the core knowledge standards.
CT

Core Areas of Knowledge, developed by Connecticut Charts-A-Course, is available on the Web at www.ctcharts-a-course.org/forms/glance.pdf.

  1. Providing a Safe, Healthy, and Purposeful Learning Environment
  2. Learning About Child Growth and Development
  3. Advancing Children’s Physical and Intellectual Development
  4. Advancing Children’s Social and Emotional Development
  5. Managing an Effective Program
  6. Establishing Productive Relationships with Families
  7. Assessing Children’s Learning and Development
  8. Advancing Professionalism
Core knowledge areas are topics for the Training Program in Child Development; the complete program is 180 hours of entry-level, noncredit workshop training taken in four modules. Areas are linked to 17-level Connecticut Charts-A-Course Career Ladder. Competencies are achieved through training, completion of a CDA, credit coursework, and degrees and articulate from one level to the next.

DE

 Delaware First Competencies for Center-Based Practitioners (December 2004), by Delaware First, is available on the Web at http://www.doe.k12.de.us/programs/delfirst/
DE%20Comp%20%20June06.doc
  1. Child Development
  2. Developmental Curriculum Planning
  3. Understanding Children’s Behavior
  4. Health, Safety, and Nutrition
  5. Working with Families
  6. Professionalism
It includes a general statement of each content area’s importance, and required knowledge related to each area based on the role (i.e., assistant teacher, teacher, curriculum coordinator, and administrator).
Delaware First Competencies for Administrators in Program Management (December 2004), by Delaware First, is available on the Web at http://www.doe.k12.de.us/files/pdf/ec_occl_
defirst_competentcies_progmgtadms.pdf
  1. Administration Management
  2. Personnel Management
  3. Operations Management
  4. Fiscal Management
It includes competencies for management and operation of a center-based program and assumes core content area knowledge for working with children and families.

GA

Professional Development Competencies, developed by the Georgia Childhood Care and Education Professional Development System, a joint project of the Georgia Association on Young Children and the Collaborative Leadership Team, is available on the Web at www.training.decal.state.ga.us/ gccta/information.do?page=pd.

Competency goals and indicators are provided in four types of professionals: early care and education professional; school-age care professional; administrators; and childhood care and education trainer. The competencies provide a blueprint for individual professional growth as well as guidelines for training and education programs that will meet the needs of professionals in the field.

Early Care and Education Professional Competency Goals

  1. To understand the principles of child growth and development.
  2. To establish and maintain a safe, healthy learning environment.
  3. To advance physical and intellectual competence.
  4. To support social and emotional development and provide positive guidance.
  5. To establish positive and productive relationships with families.
  6. To ensure a well-run, purposeful program responsive to individual children’s needs.
  7. To maintain a commitment to professionalism

The competency goals and indicators are linked to the Levels of Early Care and Education Career Development. All approved training is based on competency areas; completion of approved training is required for levels one through three.

School-Age Professional Competency Goals

  1. To understand the development of school-age children: early school age (5 to 6); middle school age (7 to 9); and early adolescence (10 and older).
  2. To establish a safe, healthy environment and promote wellness.
  3. To advance physical and intellectual competence and enhance recreational activity.
  4. To support social and emotional development and provide positive guidance.
  5. To establish positive and productive relationships with families.
  6. To ensure a well-run purposeful program responsive to the needs of individual children.
  7. To maintain a commitment to professionalism.
  

Program Administrator of Early Care and Education and School-Age Care Programs Competency Goals

  1. To develop and maintain an effective organization.
  2. To plan and implement administrative systems that effectively carry out the program’s mission, goals, and objectives.
  3. To market the program to parents and the community.
  4. To administer effectively a program of personnel management and staff development.
  5. To maintain and develop the facility.
  6. To possess legal knowledge necessary for effective management.
  7. To foster good community relations and to influence child care policy that affects the program.
  8. To practice responsible financial management.
  9. To maintain a commitment to ongoing personal/professional growth and development.
 

Trainer Areas

Under development; not available at this time.
HI Hawai’i Careers with Young Children: Attitudes, Skills, and Knowledge (ASK) for Early Care and Education Practitioners Center-Based (Birth - 5 years old), by the Hawaii Careers with Young Children Initiative, Hawaii Early Childhood Career Development Coalition, is available on the Web at http://www.goodbeginnings.org/ask_core.htm  
  1. Growth and Development
  2. Professionalism
  3. Diversity
  4. Observation and Assessment
  5. Health, Safety, and Nutrition
  6. Relationships and Guidance
  7. Learning Environment
  8. Planning Learning Experiences
  9. Working with Families
  10. Program Management
 Three levels of competencies are described for each of the core knowledge areas; they link to the State’s career framework
ID

IdahoSTARS Early Care and Education Core Knowledge Components, by IdahoSTARS, is available on the Web at www.idahostars.org/documents/trainer_documents/
CORE%20COMPONENTS%20Provider.pdf.

  1. Child Growth and Development
  2. The Environment, Curriculum, and Practice
  3. Character Building and Development
  4. Relationships with Families
  5. Observing, Recording, and Assessing Child Outcomes
  6. Program Operation and Administration
  7. Professionalism and Leadership
  8. Health, Safety, and Nutrition
  9. Special Needs
IdahoSTARS approves training based on the core components; approved training is linked to the IdahoSTARS Career Pathway. Completion of approved training leads to advancement on the Career Pathway; at least 3 hours of training are required in special needs; no more than 25 percent of training hours can come from one core component.
IL Core Professional Knowledge: Early Care and Education Content Areas, approved by the Illinois Professional Development Advisory Committee, is available on the Web at www.ilgateways.com/credentials/CPK.aspx.
  1. Child Growth and Development
  2. Child Observation and Assessment
  3. Curriculum and Instructional Methods
  4. Family and Community Relationships
  5. Health, Safety, and Nutrition
  6. Teaching/Learning Interactions and Environments
  7. Personal and Professional Development 

Issues regarding children with special needs, culture and diversity, and individual and group guidance are woven throughout core areas. The core areas and associated Performance Area and Content Area statements support the six-level Illinois Career Lattice and are directly aligned with various professional credentials and the State early learning guidelines.

IA Core Body of Knowledge for Best Practices (October 2001), by The Iowa Early Care and Education Professional Development Project, is available on the Web at www.iaeceprofdev.org/ training_resources/core_body.html.
  1. Health, Safety, and Nutrition
  2. Child Growth and Development
  3. Child Observation and Assessment
  4. Interactions with Children
  5. Learning Experiences and Environment
  6. Families and Communities
  7. Program Management
  8. Professional Development
 Four levels of competencies are outlined under each core knowledge area. Competencies will tie to trainer and training approval processes and the training registry in the future.
KS Kansas and Missouri Core Competencies for Early Care and Education Professionals: First Edition (January 2001), by Opportunities in a Professional Education Network Initiative in Missouri (OPEN), Kansas Association of Child Care Resource and Referral Agencies, and Mid-America Regional Council Metropolitan Council on Child Care, is available on the Web at www.kaccrra.org/ story_files/203/203_ss_file1.pdf.
  1. Child Growth and Development
  2. Learning Environment and Curriculum
  3. Child Observation and Assessment
  4. Families and Communities
  5. Health, Safety, and Nutrition
  6. Interactions with Children
  7. Program Planning and Development
  8. Professional Development and Leadership
Five levels of competencies are delineated for each core knowledge area. Competencies are used for curriculum development, defining credentials, and organizing training into coherent and progressive sequences.
Kansas and Missouri Core Competencies for Youth Development Professionals: First Edition, by OPEN, Missouri Afterschool Network, and Kansas Enrichment Network, is available on the Web at www.kaccrra.org/ story_files/561/561_ss_file1.pdf.
  1. Child Growth and Development
  2. Learning Environment and Curriculum
  3. Child Observation and Assessment
  4. Families and Communities
  5. Health, Safety, and Nutrition
  6. Interactions with Children
  7. Program Planning and Development
  8. Professional Development and Leadership
Five levels of competencies are delineated for each core knowledge area. Competencies are used for curriculum development, defining  credentials, and organizing training into coherent and progressive sequences.
KY

Kentucky’s Early Childhood Core Content (Revised 2004) was revised by the Core Content Work Group, the Professional Development Council, and the Governor’s Office of Early Childhood Development, published by KIDS NOW (Kentucky Invests in Developing Success). It is available on the Web at http://www.education.ky.gov/ NR/rdonlyres/ 8CD5AF58-330F-42D1-8F9A-9C340E7842E2/0/ RevisedCoreContent91504.pdf

  1. Child Growth and Development
  2. Health, Safety, and Nutrition
  3. Professional Development/Professionalism
  4. Learning Environments and Curriculum
  5. Child Assessment
  6. Family and Community Partnerships
  7. Program Management/Evaluation
 Five levels of competency are outlined; they link to various early childhood education and training programs.

Kentucky Standards of Training for Early Childhood Professionals can be on pages 39-40 of Early Childhood Professional Development: Creating a Framework for Kentucky (May 2003) was developed by five Professional Development Work Groups, the Professional Development Council, and the Governor’s Office of Early Childhood Development and published by KIDS NOW. It is available on the Web at www.education.ky.gov/ NR/rdonlyres/ 682709FF-0D27-4805-AAC4-1DFEDF7D4560/0/ ECPDCreatingFramework4KYMay2003.pdf.
  1. Promotes Professionalism
  2. Demonstrates Knowledge of Content
  3. Designs/Plans Instruction
  4. Creates/Maintains a Learning Climate
  5. Implements/Manages Instruction
  6. Assesses and Communicates Learning
  7. Collaborates with Colleagues/Parents/Others
These standards provide the foundation for the Kentucky Trainer Credential, offered at five levels, plus Specialty Trainer.
MD Core of Knowledge Chart,by Office of Credentialing, Office of Child Care, Division of Early Childhood Development, Maryland Department of Education, is available on the Web at www.marylandpublicschools.org/NR/rdonlyres/ D68F205B-0C8C-40BB-90F0-AC91486BC2B9/ 11339/core.pdf.
  1. Child Development
  2. Curriculum
  3. Health, Safety, and Nutrition
  4. Professionalism
  5. Special Needs
  6. Community
A number of clock hours in each core knowledge area is required for the Maryland Child Care Credential
MN The Minnesota Core Competencies for Early Childhood Education and Care Practitioners Who Work With Children Birth Through Aage 8 and Their Families (First Edition, 2004), by the Minnesota Association for the Education of Young Children (MnAEYC) in collaboration with the Minnesota Professional Development Council, is available in both color and black and white on the Web at www.mnpdcouncil.org/Core/ CoreCompetenciesbirththrough8.html.
  1. Child Growth and Development
  2. Learning Environment and Curriculum
  3. Assessment and Planning for Individual Needs
  4. Interactions with Children
  5. Families and Communities
  6. Health, Safety, and Nutrition
  7. Program Planning and Evaluation
  8. Professional Development and Leadership
 There are five levels of competency for each content area. Competencies are used to plan and deliver training and coursework and as tools for identifying qualified staff.
 The Minnesota Core Competencies for School-Age and Youth Care Practitioners (First Edition, 2006) developed by MnAEYC, Minnesota School Age Alliance, and the Minnesota Professional Development Council for the Minnesota Department of Human Resources, is available in both color and black and white on the Web at www.mnpdcouncil.org/Core/SchoolAgeCoreCompetencies
forChildrenagesfivethroughtwelve.html.
  1. Child and Youth Growth and Development
  2. Learning Environment and Curriculum
  3. Assessment and Planning for Individual Needs
  4. Interactions with Children and Youth
  5. Families and Communities
  6. Health, Safety, and Nutrition
  7. Program Planning and Evaluation
  8. Professional Development and Leadership
 There are five levels of competency for each content area. Competencies are used to plan and deliver training and coursework and as tools for identifying qualified staff.
MO see Kansas    
MT Montana’s Knowledge Base Content Areas(Revised December 2004), developed by the Montana Early Childhood Project, is available on the Web at www.montana.edu/ wwwecp/pdfs/Knowledge_Base_Dec_2004.pdf.
  1. Dispositions
  2. Health, Safety, and Nutrition
  3. Child Growth and Development
  4. Environmental Design
  5. Child Guidance
  6. Family and Community Partnerships
  7. Program Management
  8. Curriculum
  9. Observation and Assessment
  10. Professionalism
 A self-assessment form includes seven levels of competency; the core knowledge base is used in training approval processes. Cultural and developmental diversity is incorporated throughout all knowledge base areas.
NV Nevada Core Knowledge Areas and Core Competencies for Early Care and Education Professionals (March 2007), by the Nevada Registry, is available on the Web at http://www.nevada-registry.org/ forms/PDFs/CoreCompetencies10.15.07.pdf
  1. Human Growth and Development
  2. Positive Interactions and Guidance
  3. Observations and Assessment
  4. Environment and Curriculum
  5. Health, Safety, and Nutrition
  6. Family and Community Relationships
  7. Leadership and Professional Development
  8. Management and Administration
The core knowledge areas (CKA) and core competencies provide the foundation for the Nevada Early Care and Education Professional Career Ladder and are reflected in all training approved by the Nevada Registry. The prekindergarten standards are embedded in the CKA. There are seven levels on the Career Ladder and three levels of competencies within each of the CKAs.
NH Core Knowledge Areas of the New Hampshire Early Childhood Professional Development System is found in the Early Childhood Professional Development System Guide to Early Childhood Careers, revised June 2006, (pages 11-16), published byDHHS, Child Development Bureau, available on the Web at http://www.dhhs.state.nh.us/DHHS/CDB/LIBRARY/
Training+Material/ece-guide.htm. 
  1. Foundations of Early Childhood Education
  2. Child Growth and Development
  3. Curriculum for Early Care and Education
  4. Health, Safety and Nutrition in Early Childhood
  5. Child Observation, Record Keeping, and Assessment
  6. Creating Environments for Young Children
  7. Child Guidance and Discipline
  8. Cultural Diversity
  9. Children with Special Needs
  10. Family and Community Relationships
  11. Professionalism and Professional Development
  12. Administration and Supervision
 Twelve core knowledge areas provide the blueprint for training and curriculum development. Each core area is multi-faceted and recognizes four progressive levels of competency.
NJ Core Knowledge and Competency Areas: Professional Standards for Adults Working with Young Children Birth Through Age Eight and In Out-of-School-Time Programs (January 2001), by the Office of Professional Standards and Articulation, Professional Standards Working Committee, published by the New Jersey Professional Development Center for Early Care and Education, is available on the Web at www.njpdc.org/coreknow.html.
  1. Child Growth and Development
  2. Curriculum
  3. Family and Community Relationships
  4. Assessment and Evaluation
  5. Professionalism
Six levels of competencies are defined by the Career Lattice; training hours in the core knowledge and competency areas are required for levels two and five of the Career Lattice/Registry.
NM New Mexico Early Childhood Education Competencies, adopted by the State Board of Education in 1994, are available on the Web at www.newmexicokids.org/Educators.
  1. Child Growth, Development, and Learning
  2. Health, Safety, and Nutrition
  3. Family and Community Collaboration
  4. Developmentally Appropriate Content
  5. Learning Environment and Curriculum Implementation
  6. Assessment of Children and Programs
  7. Professionalism
The trainer approval system and registry are based on New Mexico’s seven core competencies; approved trainers provide training in one or all of the seven competency areas.

Common Core Content and Areas of Specialization for Personnel Preparation in Early Care, Education and Family Support in New Mexico: Entry Through Master’s Level (May 2002), prepared by the Higher Education Early Childhood Task Force for the New Mexico Child Development Board, is available on the Web at www.newmexicokids.org/EDUCATORS.
  1. Child Growth, Development, and Learning
  2. Health, Safety, and Nutrition
  3. Family and Community Collaboration
  4. Curriculum Development and Implementation
  5. Assessment of Children and Evaluation of Programs
  6. Professionalism
The common core competencies represent the desired minimum level of expected competency at each of three levels on the Career Lattice related to State entry, associate, and bachelor certification. The competencies are the foundation for early childhood course offerings in all New Mexico colleges and universities and are designed to apply across sectors.
NY The New York State Early Care and Education Core Body of Knowledge Framework (Second Edition 2001), developed and published by the Career Development Initiative of New York State, is available on the Web at www.earlychildhood.org/pdfs/CoreBody.pdf.
  1. Child Growth and Development
  2. Environment, Curriculum, and Content
  3. Families in Society
  4. Child Assessment
  5. Communication
  6. Professionalism and Leadership
A knowledge base plus three levels of competency defined for each area. Competencies apply to those working with children birth to age 8, align with credentials, and are used to facilitate articulation.
ND Competency areas are delineated by the North Dakota Child Care Resource and Referral on the Web at www.ndchildcare.org/providers/trainingcompetency.htm.
  1. Environments
  2. Physical and Intellectual Development
  3. Social and Emotional Development
  4. Families
  5. Program and Business Practices
  6. Professionalism

Competency areas help categorize trainings offered.
OR Core Body of Knowledge for Oregon’s Childhood Care and Education Profession (January 2005), and Definitions of Core Knowledge Categories (December 2004), by the Oregon Center for Career Development in Childhood Care and Education, are available on the Web at www.centerline.pdx.edu/forms/ 7%20OPDS/OPDS-CoreBodyKnowledge.pdf and www.centerline.pdx.edu/forms/ 7%20OPDS/OPDS-CKCDefinitions.pdf,  respectively.
  1. Diversity
  2. Family and Community Systems
  3. Health, Safety, and Nutrition
  4. Human Growth and Development
  5. Learning Environments and Curriculum
  6. Observation and Assessment
  7. Personal, Professional, and Leadership Development
  8. Program Management
  9. Special Needs
  10. Understanding and Guiding Behavior
Three sets of knowledge indicate progression within each core area; they provide the foundation for the Oregon Registry and Trainer Program.
PA The Pennsylvania Core Body of Knowledge for Early Childhood and School-Age Caregivers (Revised June 2006), prepared by the Pennsylvania Keys to Professional Development System, is available on the Web at www.pakeys.org/docs/CBK.pdf.
    1. Child Growth and Development
    2. The Environment, Curriculum, and Content
    3. Families in Society
    4. Child Assessment
    5. Communication
    6. Professionalism and Leadership
    7. Health, Safety, and Nutrition
    8a. Director’s Knowledge Area 8: Program Organization and Administration
    8b. Home-based Provider’s Knowledge Area 8:Program Organization and Administration
Each knowledge area includes three levels of competencies, a companion document and individual professional development records, links to the PA Early Learning Career Lattice, and additional competencies for center- and home-based administrators.

TX

Core knowledge and competency areas are delineated on the Texas Early Care and Education Career Development Web site at www.uth.tmc.edu/tececds.

For Practitioners

  1. Child Growth and Development
  2. Health and Safety
  3. Professional Practice Methods and Curriculum
  4. Guidance
  5. Family and Community Relationships
  6. Cultural and Individual Diversity
  7. Observation and Assessment
  8. Professionalism

Core knowledge and competency areas categorize trainings, link to the Trainer registry and training approval processes, and provide avenues for professional growth.

For Administrators

  1. Maintaining an Effective Organization
  2. Financial Management
  3. Maintaining a Healthy and Safe Environment
  4. Guidance
  5. Personnel Management
  6. Implementing a Developmentally Appropriate Curriculum
  7. Instituting Family Centered Programming

For Trainers

  1. Adult Learning and Its Impact on Training Design
  2. Training Methodology, Techniques, and Presentation Skills
  3. Group Process Skills
  4. Topic Selection and Training Preparation
  5. Evaluation and Training Outcomes
VT Core Competencies for Early Childhood Professionals (2005), by the Vermont Northern Lights Career Development Center, is available on the Web at http://northernlights.vsc.edu/corecomp.html and in PDF at http://northernlights.vsc.edu/vnlcorecomps05.pdf.
  1. Child Development
  2. Families and Communities
  3. Teaching and Learning
  4. Healthy and Safe Environments
  5. Professionalism and Program Organization
Core knowledge and competencies define training and coursework content and address three of the six levels of the Vermont Northern Lights Career Development Center’s professional development continuum
Vermont Early Childhood and Family Mental Health Competencies (2006),developed by the Vermont Early Childhood and Family Mental Health Practice Group, is available on the Web at http://northernlights.vsc.edu/ecfmh_intro07.pdf.
  1. Philosophy and Professional Orientation
  2. Family Systems
  3. Child Development
  4. Assessment
  5. Addressing Challenges
  6. System Resources
Four levels of competency are provided within the six core areas, are embedded in coursework, and are used to support individual professional development.
Vermont Core Competencies for Afteschool Professionals, A Component of Vermont’s Unified Professional Development System (February 2007), by the Vermont Child Development Division, Department for Children and Families, Agency of Human Services, is available on the Web at http://northernlights.vsc.edu/afterschool_cc.pdf.
  1. Child and Youth Development
  2. Families and Communities
  3. Curriculum and Learning Environment
  4. Healthy and Safe Environment
  5. Professionalism and Program Organization
There are three levels of competency within the five core areas. Competencies are used to design and offer training, for self-assessment, and to plan professional development.
WV Core Knowledge and Core Competencies for Early Care and Education Professionals (November 2004), by Partners Implementing an Early Care and Education System (PIECES) Professional Development Committee, is available on the Web at www.wvearlychildhood.org/CoreCompetencies.pdf.
  1. Child Growth and Development
  2. Health, Safety, and Nutrition
  3. Positive Interactions and Relationships
  4. Curriculum
  5. Child Observation and Assessment
  6. Family and Community
  7. Program Management
  8. Professionalism
There are three tiers of competency for each core area defined. Competencies link to the WV Early Learning Standards Framework and the eight-level WV Career Pathways.
WI Core knowledge areas are identified on The Registry’s Web site at www.the-registry.org/registry.htm.
  1. Child Development
  2. Cultural and Individual Diversity
  3. Developmentally Appropriate Practices
  4. Family Relationships
  5. Guidance
  6. Observation and Assessment
  7. Professionalism
  8. Safe and Healthy Environment
  9. Finance
  10. Legal
  11. Marketing
  12. Organizational Management
  13. Regulatory Policy and Standards
  14. Adult Education
  15. Personnel management
The Registry identifies training by assigning core knowledge areas. Competencies link to the career ladder and personnel registry.
WY Core knowledge areas are defined on the Wyoming STARS (State Training and Resource System) Web site at www.wykids.org/career-development/levels/.
  1. Health, Nutrition, and Safety
  2. Guidance and Discipline
  3. The Active Learning Environment
  4. Child Growth and Development
  5. Family Relationships
  6. Program Management
  7. Professionalism
  8. Uniqueness and Cultural Awareness
 Core knowledge and competencies are linked to nine levels of the Wyoming Career Development Scale and Registry. They are also used for professional growth assessment and planning and training approval.

Updated October 2007