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)
Support Continuous Development
(E.1.1.10)
Support Individual Development
(E.1.1.11)
Set Individual Goals
(E.1.1.14)
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
Responds Promptly to Problems
(E2.2.3)
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)
Encouraging Thoughtful Choices
(E2.2.21)
Promote Problem-Solving Skills
(E2.2.17)
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
Engage Young Readers
(E.4.3.3)
Explore Everyday Print
(E.4.3.7)
Make Reading Fun
(E.4.3.2)
LANGUAGE AND COMMUNICATION: LISTENING, SPEAKING, AND VOCABULARY OBSERVABLE COMPETENCIES
Building Vocabulary Through Repitition
(E.4.2.14)
Explain New Words
(E.4.2.13)
Extends Children’s Language
(E4.2.6)
Listens Attentively
(E4.2.1)
Engages in a Variety of Topics
(E4.2.4)
Praises Communication Attempts
(E4.2.5)
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)
Model Material Use
(E.3.1.5)
Facilitate Play
(E.3.1.12)
RELATIONSHIPS WITH INDIVIDUAL CHILDREN: SECURITY, WARMTH, AND RESPONSIVENESS
Cultural and Linguistic Respect
(E2.1.10)
Positive Verbal Behaviors
(E2.1.4)
Warm and Secure Environment
(E2.1.2)
Responds Promptly to Signals
(E2.1.15)
Specific Descriptive Praise
(E2.1.14)
Recognize Stress
(E2.1.13)
Positive Nonverbal Behaviors
(E2.1.11)
Patient and Relaxed Style
(E2.1.6)
Frequent Descriptive Praise
(E2.1.7)
Frequent Descriptive Praise
(E2.1.7)
Communicates Throughout the Day
(E2.1.8)
Provides Emotional Support
(E2.1.9)
SCAFFOLDING AND COMMUNICATION-BASED STRATEGIES: SUPPORTING COGNITIVE AND LANGUAGE DEVELOPMENT
Allows Time to Respond
(E2.4.4)
Assessing What Children Know
(E2.4.11)
Frequent Opportunities to Talk
(E2.4.6)
Expands on Children’s Interest
(E2.4.8)
SOCIAL AND EMOTIONAL DEVELOPMENT: SELF-CONCEPT, BEHAVIOR REGULATION, EMOTIONAL CONTROL, ATTENTION, AND SOCIAL SKILLS
Talk About Self
(E.4.1.2)
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)
Model Self-Help Skills
(E4.1.5)
Nurturing Respect and Kindness
(E4.1.13)
TYPICAL AND ATYPICAL DEVELOPMENT
Value Child Differences
(E.1.2.2)