The Early Childhood Personnel Center

Component 7.1 Learners engage with the profession of EI/ECSE by participating in local, regional, national, and/or international activities and professional organizations.

Learners Who Are Competent in this Component Know and Understand:

• current issues and trends in the EI/ECSE profession,
• professional associations’ missions and professional supports (e.g., CEC, DEC, NAEYC), and
• national and state early learning standards, recommended practices, and personnel standards.

Learners Who Are Competent in this Component Are Able To:

• improve knowledge and practice by engaging in professional association activities, accessing resources (e.g., webinars, journals), participating in learning communities with other educators and related service providers, and
• use national and state early learning standards, recommended practices, and personnel standards.

Component 7.2 Learners engage in ongoing reflective practice and access evidence-based information to improve their own practices.

Learners Who Are Competent in this Component Know and Understand:

• reflective practice, and
• professional growth planning.

 Learners Who Are Competent in this Component Are Able To:

• participate in evidence-based activities and training to improve professional practices,
• reflect on their professional practice based on demonstration of personnel standards and application of research and recommended practices,
• develop, implement, and evaluate a professional growth plan that includes:
  • areas for growth,
  • evidence-based activities related to the areas for growth (e.g., conferences, online learning communities, library resources), and
  • mentors and mentorship experiences with opportunities for feedback, and
• formative assessment.

Component 7.3 Learners exhibit leadership skills in advocating for improved outcomes for young children, families, and the profession, including the promotion of and use of evidence-based practices and decision-making.

Learners Who Are Competent in this Component Know and Understand:

• processes in the development of federal, provincial, state, and local policies,
• central policy issues in EI/ECSE and implications for advocacy and policy change,
• relationship of advocacy to systemic and policy change,
• historical and current systems of marginalization and inequities, including implicit bias, and
• professional associations’ policy and advocacy missions.

 Learners Who Are Competent in this Component Are Able To:

• advocate for improved outcomes for children, families, and the profession; use of evidence-based practices; and rights of children and families by working with decision-makers to minimize barriers,
• access evidence-based resources to learn about issues around implicit bias and limit the impact of their own biases in interactions with children, families, and other professionals, and
• access professional organizations’ activities and resources to support their own advocacy efforts.

Component 7.4 Learners practice within ethical and legal policies and procedures.Learners exhibit leadership skills in advocating for improved outcomes for young children, families, and the profession, including the promotion of and use of evidence-based practices and decision-making.