Early Childhood Educator Competencies
INTRODUCTION
As an early childhood educator, demonstrating a set of core competencies is essential to providing high-quality education and care. The Children’s Learning Institute outlines these key competencies, which are part of the Texas Early Childhood Professional Competency-Based Recognition Pathway. Demonstrating excellence in early childhood education requires mastering various competencies related to the profession. We aim to provide guidance for professionals seeking resources and relevant training topics.
COMPETENCIES
The Core Competencies are important to the early childhood field of practice. Core competencies refer to the essential concepts, skills, and abilities that early childhood educators should learn, understand, and be able to demonstrate. These competencies are designed to equip early childhood educators with the knowledge and skills necessary to foster a nurturing and effective learning environment for young children. For more resources on a competency, select a credential below to see a list of observable competencies within each area.
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CHILD DEVELOPMENT: DOMAINS, STAGES, AND MILESTONES
Understand Developmental Domains
(E.1.1.1)
Observe Developmental Behaviors
(E.1.1.2)
Define Stages and Milestones
(E.1.1.3)
Connect Developmental Domains
(E.1.1.8)
Identify Developmental Stages
(E.1.1.9)
Set Individual Goals
(E.1.1.14)
Support Individual Development
(E.1.1.11)
Support Continuous Development
(E.1.1.10)
CURRICULUM AND STANDARDS
Provide Age-Appropriate Instruction
(E.3.2.5)
Encourage Active Participation
(E.3.2.4)
DEVELOPMENT THROUGH PLAY
Engages in Playful Activities
(E1.5.4)
Elicit Elaborate Responses
(E2.3.1)
Expands on Play
(E2.3.11)
Ample Play Materials
(E2.3.6)
Play Supports Learning
(E.1.5.1)
Playful Learning Activities
(E.1.5.2)
Utilizes Interest Areas
(E2.3.7)
DEVELOPMENTALLY APPROPRIATE GUIDANCE: SUPPORTING SOCIAL AND EMOTIONAL DEVELOPMENT
Promote Problem-Solving Skills
(E2.2.17)
Verbalizes Logical Consequences
(E2.2.9)
Verbalizes Expectations and Limits
(E2.2.7)
Labels Negative Behaviors
(E2.2.6)
Building Self-Concept Skills
(E2.2.22)
Responds Promptly to Problems
(E2.2.3)
Model and Support Emotional Development
(E2.2.16)
Models and Supports Self-Help Skills
(E2.2.13)
Encourages Emotional Expression
(E2.2.12)
Models Pro-Social Behaviors
(E2.2.10)
Provides Opportunities to Make Choices
(E2.2.11)
EMERGENT LITERACY: READING AND WRITING
Make Reading Fun
(E.4.3.2)
Engage Young Readers
(E.4.3.3)
Explore Everyday Print
(E.4.3.7)
LANGUAGE AND COMMUNICATION: LISTENING, SPEAKING, AND VOCABULARY OBSERVABLE COMPETENCIES
Engages in a Variety of Topics
(E4.2.4)
Praises Communication Attempts
(E4.2.5)
Extends Children’s Language
(E4.2.6)
Building Vocabulary Through Repetition
(E.4.2.14)
Explain New Words
(E.4.2.13)
Listens Attentively
(E4.2.1)
MATHEMATICS
Math in Routines
(E.4.4.3)
PHYSICAL DEVELOPMENT
Model Active Play
(E.4.9.4)
Support Gross Motor Skills
(E.4.9.1)
Build Fine Motor Skills
(E.4.9.2)
PLANNING FRAMEWORK: ENVIRONMENTAL DESIGN, EQUIPMENT, MATERIALS, ROUTINES, SCHEDULES, AND LEARNING FORMATS
Daily Schedule
(E3.1.8)
Uses Signals for Transitions
(E3.1.4)
Identified Personal Space
(E3.1.3)
Balanced Daily Schedule
(E3.1.13)
Diverse Activities
(E3.1.10)
Facilitate Play
(E.3.1.12)
Model Material Use
(E.3.1.5)
RELATIONSHIPS WITH INDIVIDUAL CHILDREN: SECURITY, WARMTH, AND RESPONSIVENESS
Warm and Secure Environment
(E2.1.2)
Positive Nonverbal Behaviors
(E2.1.11)
Recognize Stress
(E2.1.13)
Specific Descriptive Praise
(E2.1.14)
Responds Promptly to Signals
(E2.1.15)
Cultural and Linguistic Respect
(E2.1.10)
Positive Verbal Behaviors
(E2.1.4)
Patient and Relaxed Style
(E2.1.6)
Frequent Descriptive Praise
(E2.1.7)
Provides Emotional Support
(E2.1.9)
Communicates Throughout the Day
(E2.1.8)
Frequent Descriptive Praise
(E2.1.7)
SCAFFOLDING AND COMMUNICATION-BASED STRATEGIES: SUPPORTING COGNITIVE AND LANGUAGE DEVELOPMENT
Expands on Children’s Interest
(E2.4.8)
Frequent Opportunities to Talk
(E2.4.6)
Allows Time to Respond
(E2.4.4)
SOCIAL AND EMOTIONAL DEVELOPMENT: SELF-CONCEPT, BEHAVIOR REGULATION, EMOTIONAL CONTROL, ATTENTION, AND SOCIAL SKILLS
Model Self-Help Skills
(E4.1.5)
Nurturing Respect and Kindness
(E4.1.13)
Foster Social Skills
(E.4.1.16)
Guide Peer Interaction
(E.4.1.14)
Encourage Task Persistence
(E.4.1.11)
Teach About Emotions
(E.4.1.9)
Encourages Emotional Expression
(E.4.1.8)
Manage Escalating Behavior
(E.4.1.7)
Support Self-Control
(E.4.1.4)
Explore Self-Awareness
(E.4.1.3)
Talk About Self
(E.4.1.2)
TYPICAL AND ATYPICAL DEVELOPMENT
Value Child Differences
(E.1.2.2)