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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DEVELOPMENT THROUGH PLAY
Engages in Playful Activities
(E1.5.4)
Utilizes Interest Areas
(E2.3.7)
Ample Play Materials
(E2.3.6)
Expands on Play
(E2.3.11)
Elicit Elaborate Responses
(E2.3.1)
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)
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)
LANGUAGE AND COMMUNICATION: LISTENING, SPEAKING, AND VOCABULARY OBSERVABLE COMPETENCIES
Extends Children’s Language
(E4.2.6)
Praises Communication Attempts
(E4.2.5)
Engages in a Variety of Topics
(E4.2.4)
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)
RELATIONSHIPS WITH INDIVIDUAL CHILDREN: SECURITY, WARMTH, AND RESPONSIVENESS
Provides Emotional Support
(E2.1.9)
Positive Nonverbal Behaviors
(E2.1.11)
Recognize Stress
(E2.1.13)
Specific Descriptive Praise
(E2.1.14)
Responds Promptly to Signals
(E2.1.15)
Warm and Secure Environment
(E2.1.2)
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)
Communicates Throughout the Day
(E2.1.8)
SCAFFOLDING AND COMMUNICATION-BASED STRATEGIES: SUPPORTING COGNITIVE AND LANGUAGE DEVELOPMENT
Allows Time to Respond
(E2.4.4)
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
Nurturing Respect and Kindness
(E4.1.13)
Model Self-Help Skills
(E4.1.5)