Introduction
Infancy and toddlerhood are periods of childhood marked by rapid development that set the stage for life-long learning and well-being. High-quality child care and early education (CCEE) during this time can facilitate positive developmental outcomes. Creating high-quality early care environments for infants and toddlers requires a workforce that is well prepared and supported to teach and care for them in these specific developmental stages. In other words, as with any workforce, infant/toddler teachers and caregivers need the relevant competencies to do their jobs well. The challenge is in 1) defining these competencies and 2) creating pathways for the workforce to obtain them.
Purpose
The field may benefit from better ways to understand how to hire and support teachers and caregivers who are ready to promote development and learning of infants and toddlers. Clear frameworks for the competencies needed in this workforce can help. When we know what knowledge, skills, and attributes are essential to providing high-quality infant/toddler care, we can better tailor professional development (PD) opportunities for this workforce. Teachers and caregivers can learn and improve specific competencies over time, so a competency framework may lead to more effective PD that in turn may improve caregiving for infants and toddlers over time.
The purpose of this research highlight is to provide an overview of competency frameworks and competency-based professional development for infant/toddler teachers and caregivers that may promote high-quality child care. The information in this publication draws from a series of resources completed by the Infant and Toddler Teacher and Caregiver Competencies (ITTCC) project, including a literature review, scan of competency frameworks, multi-case study report of five states that developed and implemented competency frameworks, profile for each of the multi-case study states (California, Illinois, Maine, Oregon, and Texas), and scan of online competency-based professional development systems.
Note: This research highlight was updated after initial publication to include additional citations, correct an error, and clarify statements. All major updates are identified with an endnote.
Key Findings and Highlights
- Defining the competencies (i.e., knowledge, skills, and attributes) that are essential for infant/toddler teachers and caregivers may help improve hiring, professional development, and workforce support practices, all which promote high-quality care for children.
- Online professional development systems may support competency development in infant/toddler teachers and caregivers.
Citation
CCEEPRA Research Translation (2023). Supporting the professional development of infant and toddler teachers and caregivers. OPRE Report #2023-220. Office of Planning, Research, and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
Glossary
- Competency:
- A piece of knowledge, a skill, or an attribute essential to the practice of teaching and caring for infants and toddlers. • Knowledge is information that may be applied to practice. • Skills are strategies or abilities that may be applied to practice. • Attributes are attitudes, beliefs, or other characteristics that may influence the application of knowledge and skills to practice.
- Competency Framework:
- A compilation of competencies intended to convey the range of knowledge, skills, and attributes essential to a particular area of practice, job, or profession.