Tennessee Early Childhood Workforce Knowledge Areas and Key Competencies

The revised Tennessee Early Childhood Workforce Knowledge Areas and Key Competencies define the content (knowledge) and skills (competencies) that adults working with young children need to support children’s development and individualized learning experiences. These knowledge and competencies are designed to define what early childhood professionals need to know and be able to do to provide quality care and education for children; serve as the foundation for decisions and practices carried out by professionals in early care and education settings; and establish a set of standards for early care and education settings that support the professionalism of the field.

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• Professional Standards and Competencies Correlations
• Tennessee Early Childhood Workforce Training Levels
• Tennessee Early Childhood Workforce Knowledge Areas and Key Competencies by Power to the Profession ECE Designation

Professional Standards and Competencies Correlations

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In addition to the revised Tennessee Early Childhood Workforce Knowledge Areas and Key Competencies, the following table explains the correlation between the National Association for the Education of Young Children (NAEYC) Professional Standards and Competencies for Early Childhood Educators (2020) and the Council for Professional Recognition’s CDA^® Competency Standards (2025). These standards represent the knowledge, skills, values, and traits early childhood educators must demonstrate to effectively support the development, learning, and well-being of all young children. the development, learning, and well-being of all young children.

• Jump to Subsection
• Knowledge Area 1: Child Development, Learning, and Well-Being
• Knowledge Area 2: Family and Community Relationships and Engagement
• Knowledge Area 3: Child Observation, Documentation, and Assessment
• Knowledge Area 4: Health, Safety, and Nutrition
• Knowledge Area 5: Building Meaningful Curriculum and Learning Environment
• Knowledge Area 6: Leadership, Professionalism, Organizational Development, and Administration

Knowledge Area 1: Child Development, Learning, and Well-Being

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Tennessee Early Childhood Workforce Knowledge Areas and Competencies (2026)	NAEYC Professional Standards and Competencies (2020)	CDA® Subject Areas (2025)
Knowledge Area 1: Child Development, Learning, and Well-Being Early childhood educators (a) have an understanding of the developmental period of children birth through age 8. They (b) understand the developmental domains including physical, cognitive, social, emotional, and language development and know that every child is different and develops in their own way. Educators also (c) understand that children learn best through relationships and within different contexts, like their families, cultures, languages, and communities. They (d) use this knowledge to make informed decisions that support each child’s learning and growth. Educators (e) use teaching practices that are developmentally, culturally, and linguistically appropriate. They (f) build warm, supportive relationships as the foundation for learning, and they adapt their teaching to match each child’s needs, strengths, and learning.   Key Competencies: 1a. Understand young children’s characteristics and needs, from birth through age 8. 1b. Understand the different developmental domains and values that each child’s development will look different across those domains. 1c. Understand how family, culture, community and other influences affect learning and development. 1d. Use knowledge of development to make evidence-based decisions that support each child. 1e: Understand and use teaching skills that are developmentally, culturally, and linguistically responsive to the learning needs each child. 1f. Understand and demonstrate positive, caring, supportive relationships and interactions with young children.	Child Development and Learning in Context Early childhood educators (a) are grounded in an understanding of the developmental period of early childhood from birth through age 8 across developmental domains. They (b) understand each child as an individual with unique developmental variations. Early childhood educators (c) understand that children learn and develop within relationships and within multiple contexts, including families, cultures, languages, communities, and society. They (d) use this multidimensional knowledge to make evidence-based decisions about how to carry out their responsibilities.   Key Competencies:  1a: Understand the developmental period of early childhood from birth through age 8 across physical, cognitive, social and emotional, and linguistic domains, including bilingual/multilingual development. 1b: Understand and value each child as an individual with unique developmental variations, experiences, strengths, interests, abilities, challenges, approaches to learning, and with the capacity to make choices. 1c: Understand the ways that child development and the learning process occur in multiple contexts, including family, culture, language, community, and early learning setting, as well as in a larger societal context that includes structural inequities. 1d: Use this multidimensional knowledge—that is, knowledge about the developmental period of early childhood, about individual children, and about development and learning in cultural contexts— to make evidence-based decisions that support each child.   Developmentally, Culturally, and Linguistically Appropriate Teaching Practices Early childhood educators understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children’s ages and characteristics and on the settings in which teaching and learning occur. They (a) understand and demonstrate positive, caring, supportive relationships and interactions as the foundation for their work with young children. They (b) understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child. Early childhood educators (c) use a broad repertoire of developmentally appropriate and culturally and linguistically relevant, anti-bias, and evidence-based teaching approaches that reflect the principles of universal design for learning.   Key Competencies: 4a: Understand and demonstrate positive, caring, supportive relationships and interactions as the foundation of early childhood educators’ work with young children. 4b: Understand and use teaching skills that are responsive to the learning trajectories of young children and to the needs of each child, recognizing that differentiating instruction, incorporating play as a core teaching practice, and supporting the development of executive function skills critical for young children. 4c: Use a broad repertoire of developmentally appropriate, culturally and linguistically relevant, anti-bias, evidence-based teaching skills and strategies that reflect the principles of universal design for learning.	Subject 2: Advancing children’s physical and intellectual development   Subject 3: Supporting children’s social and emotional development   Subject 8: Understanding principles of child development and learning

Knowledge Area 2: Family and Community Relationships and Engagement

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Tennessee Early Childhood Workforce Knowledge Areas and Competencies (2026)	NAEYC Professional Standards and Competencies (2020)	CDA® Subject Areas (2025)
Knowledge Area 2: Family and Community Relationships and Engagement Early childhood educators (a) understand that strong partnerships with children’s families and communities are important for children’s success. They (b) understand and value the diversity across all family types. They (c) use this understanding to create respectful, reciprocal relationships with families and engage them as partners in their young children’s development and learning. They (d) use community resources to support young children’s learning and development and to support children’s family to build connections.   Key Competencies: 2a. Understand the importance of family and community partnership on the success of young children. 2b. Know about, understand, and value the diversity of families. 2c. Engage families through respectful, reciprocal relationships. 2d. Develop relationships with community organizations and connect families to community supports and services.	2. Family-Teacher Partnerships and Community Connections Early childhood educators understand that successful early childhood education depends upon educators’ partnerships with the families of the young children they serve. They (a) know about, understand, and value the diversity in family characteristics. Early childhood educators (b) use this understanding to create respectful, responsive, reciprocal relationships with families and to engage with them as partners in their young children’s development and learning. They(c) use community resources to support young children’s learning and development and to support children’s families, and they build connections between early learning settings, schools, and community organizations and agencies.   Key Competencies: 2a: Know about, understand, and value the diversity of families. 2b: Collaborate as partners with families in young children’s development and learning through respectful, reciprocal relationships and engagement. 2c: Use community resources to support young children’s learning and development and to support families, and build partnerships between early learning settings, schools, and community organizations and agencies.	Subject 4: Building productive relationships with families

Knowledge Area 3: Child Observation, Documentation, and Assessment

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Tennessee Early Childhood Workforce Knowledge Areas and Competencies (2026)	NAEYC Professional Standards and Competencies (2020)	CDA® Subject Areas (2025)
Knowledge Area 3: Child Observation, Documentation, and Assessment Early childhood educators (a) recognize that child observation, documentation, and other forms of assessment, both formal and informal, are central to the practice of early childhood education. They (b) know about and understand the goals, benefits, and uses of assessment. They (c) use systematic observations, documentation, and other effective assessment strategies in a responsible way that are ethically, culturally, linguistically, and developmentally appropriate for each child. Early childhood educators observe, document, and assess in partnership with families and other professionals to positively influence the development of every child.   Key Competencies: 3a. Understands the goals, benefits, and uses of assessment. 3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches. 3c. Understand and practice responsible assessment to promote positive outcomes for each child. 3d. Know about assessment partnerships with families and with professional colleagues to build effective learning environments.	3. Child Observation, Documentation, and Assessment Early childhood educators (a) understand that the primary purpose of assessments is to inform instruction and planning in early learning settings. They (b) know how to use observation, documentation, and other appropriate assessment approaches and tools. Early childhood educators (c) use screening and assessment tools in ways that are ethically grounded and developmentally, culturally, ability, and linguistically appropriate to document developmental progress and promote positive outcomes for each child. Early childhood educators (d) build assessment partnerships with families and professional colleagues   Key Competencies: 3a: Understand that assessments (formal and informal, formative and summative) are conducted to make informed choices about instruction and for planning in early learning settings. 3b: Know a wide range of types of assessments, their purposes, and their associated methods and tools. 3c: Use screening and assessment tools in ways that are ethically grounded and developmentally, ability, culturally, and linguistically appropriate in order to document developmental progress and promote positive outcomes for each child. 3d: Build assessment partnerships with families and professional colleagues.	Subject 7: Observing and recording children’s behavior

Knowledge Area 4: Health, Safety, and Nutrition

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Tennessee Early Childhood Workforce Knowledge Areas and Competencies (2026)	NAEYC Professional Standards and Competencies (2020)	CDA® Subject Areas (2025)
Knowledge Area 4: Health, Safety, and Nutrition Early childhood educators (a) understand that children’s growth, development, learning, and well-being depend on safe and healthy physical, social, emotional environments and a nutritious diet. They (b) understand the basic health, safety, and nutritional needs of each child and that these needs change through the developmental stages. They (c) provide an emotionally and physically safe environment, including appropriate nutrition. They are familiar with the most up-to-date policies, procedures, practices and rules regarding health, safety and nutrition. They (d) understand and value the importance of preventing and reducing injuries as well as avoiding risks.   Key Competencies: 4a. Understand the basic health, safety, and nutritional needs of young children. 4b. Understand and implement basic health practices. 4c. Provide an emotionally and physically safe environment. 4d. Have familiarity with policies, procedures, practices, and rules regarding health, safety, and nutrition. 4e. Understand the importance of preventing and reducing injuries.		Subject 1: Planning a safe and healthy learning environment

Knowledge Area 5: Building Meaningful Curriculum and Learning Environment

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Tennessee Early Childhood Workforce Knowledge Areas and Competencies (2026)	NAEYC Professional Standards and Competencies (2020)	CDA® Subject Areas (2025)
Knowledge Area 5: Building Meaningful Curriculum and Learning Environment Early childhood educators (a) have knowledge of the core academic areas (reading, math, science, social studies, arts, technology, and physical education) and understand the central concepts of each discipline. They (b) use their knowledge of those topic areas to design, implement, and evaluate meaningful curriculum and experiences that promote positive development and learning for each child. They (c) can identify developmentally appropriate tools and resources to deepen understanding and incorporate both formal and informal learning into the classroom. Early childhood educators (d) understand pedagogy and how young children learn and process information. Early childhood educators (f) understand that learning takes place everywhere and so all areas of the environment, both indoors and outdoors, must be designed and prepared for young children. They (g) understand how to create a safe, respectful, and stimulating environment that fosters development. Early childhood educators (h) understand that environment encompasses the physical space, learning materials, equipment, activities and routines support each child’s learning throughout the different developmental domains.   Key Competencies: 5a. Know the central concepts of each of the academic subject areas. 5b. Incorporate their knowledge of the academic disciplines to develop, teach, and evaluate meaningful curriculum for each child. 5c. Identify tools and resources for each academic area to enhance developmentally appropriate teaching for young children. 5d. Understand pedagogy, the method and practice of teaching, to adjust teaching to support every child’s learning. 5e. Understand learning happens everywhere and the environment must be intentionally designed for young children. 5f. Understand how to create a well-designed learning environment that supports development. 5g. Understand that the learning environment includes both physical space and materials but also activities and routines.	5. Knowledge, Application, and Integration of Academic Content in the Early Childhood Curriculum Early childhood educators have knowledge of the content of the academic disciplines (e.g., language and literacy, the arts, mathematics, social studies, science, technology and engineering, physical education) and of the pedagogical methods for teaching each discipline. They (a) understand the central concepts, the methods and tools of inquiry, and the structures in each academic discipline. Educators (b) understand pedagogy, including how young children learn and process information in each discipline, the learning trajectories for each discipline, and how teachers use this knowledge to inform their practice They (c) apply this knowledge using early learning standards and other resources to make decisions about spontaneous and planned learning experiences and about curriculum development, implementation, and evaluation to ensure that learning will be stimulating, challenging, and meaningful to each child.   Key Competencies: 5a: Understand content knowledge—the central concepts, methods and tools of inquiry, and structure—and resources for the academic disciplines in an early childhood curriculum. 5b: Understand pedagogical content knowledge—how young children learn in each discipline—and how to use the teacher knowledge and practices described in Standards 1 through 4 to support young children’s learning in each content area. 5c: Modify teaching practices by applying, expanding, integrating, and updating their content knowledge in the disciplines, their knowledge of curriculum content resources, and their pedagogical content knowledge.	Subject 1: Planning a safe and healthy learning environment   Subject 2: Advancing children’s physical and intellectual development

Knowledge Area 6: Leadership, Professionalism, Organizational Development, and Administration

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Tennessee Early Childhood Workforce Knowledge Areas and Competencies (2026)	NAEYC Professional Standards and Competencies (2020)	CDA® Subject Areas (2025)
Knowledge Area 6: Leadership, Professionalism, Organizational Development, and Administration Early childhood educators (a) identify and conduct themselves as members of the early childhood profession. They (b) know and use ethical guidelines and other professional standards related to early childhood practice. They (c) are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work making informed decisions that integrate knowledge from a variety of sources. They (d) are informed advocates for sound educational practices and policies and use reflective practice in their work with young children. Early childhood education administrators (e) understand and utilize effective administration and business management practices in meeting legal and regulatory requirements and engage in continuous quality improvement. They (f) create a workplace climate and personnel policies that promote recruitment, support, development, and retention of highly qualified professional staff. They (g) use all available resources to ensure effective operations.   Key Competencies: 6a. Identify and involve oneself with the early childhood field. 6b. Know about and uphold ethical standards and other professional guidelines. 6c. Engage in continuous, collaborative learning to inform practice. 6d. Engage in informed advocacy for young children and the profession while integrating knowledgeable, reflective, and critical perspectives on early education. 6e. Understand effective administration and business management practices in meeting requirements and engaging quality improvement. 6f. Create a positive and supportive workplace environment that promotes professionalism. 6g. Utilize all available resources to ensure effective operations.	6. Professionalism as an Early Childhood Educator Early childhood educators (a) identify and participate as members of the early childhood profession. They serve as informed advocates for young children, for the families of the children in their care, and for the early childhood profession. They (b) know and use ethical guidelines and other early childhood professional guidelines. They (c) have professional communication skills that effectively support their relationships and work young children, families, and colleagues. Early childhood educators (d) are continuous, collaborative learners who (e) develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession.   Key Competencies: 6a: Identify and involve themselves with the early childhood field and serve as informed advocates for young children, families, and the profession. 6b: Know about and uphold ethical and other early childhood professional guidelines. 6c: Use professional communication skills, including technology-mediated strategies, to effectively support young children’s learning and development and to work with families and colleagues. 6d: Engage in continuous, collaborative learning to inform practice. 6e: Develop and sustain the habit of reflective and intentional practice in their daily work with young children and as members of the early childhood profession	Subject 5: Managing an effective program   Subject 6: Maintaining a commitment to professionalism

Tennessee Early Childhood Workforce Training Levels

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The revised Tennessee Early Childhood Workforce Knowledge Areas and Key Competencies use Bloom’s Taxonomy to introduce content levels defined by focus, characteristics, goals, and learning objectives.

Description	Level 1 – Foundational (Building Awareness)	Level 2 – Applied (Applying in Practice)	Level 3 – Advanced (Leading and Innovating)
Bloom’s Taxonomy	Remember and Understand	Apply and Analyze	Evaluate and Create
Focus	Foundational knowledge of child development, licensing standards, and the basics of a safe, nurturing classroom environment.	Connecting theory to classroom practice — planning activities, observing and documenting children, and using strategies to support diverse learners.	Critical reflection on practice, program-level leadership, curriculum design, mentoring peers, and advocating for quality early childhood education.
Characteristics	Listens, names developmental milestones, recalls regulations, and identifies age-appropriate materials and routines.	Applies developmentally appropriate practices, compares guidance strategies, interprets observation notes, and modifies the environment to meet children’s needs.	Evaluates curriculum effectiveness, designs family engagement plans, leads professional learning communities, and synthesizes research to improve program outcomes.
Goal	To gain foundational understanding of child development principles, health and safety requirements, and the educator’s role in early learning.	To implement responsive teaching strategies independently and make informed decisions to support each child’s growth and learning.	To lead program improvement, mentor emerging educators, design high-quality learning experiences, and advocate for children, families, and the ECE workforce.
Example Verbs	Define, Identify, List, Recognize, Recall, Name, Match, Select	Apply, Demonstrate, Differentiate, Implement, Interpret, Modify, Compare, Connect	Advocate, Create, Critique, Design, Evaluate, Lead, Reflect, Synthesize
Learning Objective Example	“The learner will be able to list the developmental domains addressed during circle time.”	“The learner will be able to implement a behavior guidance strategy and explain how it supports social-emotional development.”	“The learner will be able to design a curriculum unit that integrates STEAM and reflects the cultural backgrounds of children in their classroom.”

Tennessee Early Childhood Workforce Knowledge Areas and Key Competencies by Power to the Profession ECE Designation

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• Jump to Subsection
• Knowledge Area 1: Child Development, Learning, and Well-Being
• Knowledge Area 2: Family and Community Relationships and Engagement
• Knowledge Area 3: Child Observation, Documentation, and Assessment
• Knowledge Area 4: Health, Safety, and Nutrition
• Knowledge Area 5: Building Meaningful Curriculum and Learning Environment
• Knowledge Area 6: Leadership, Professionalism, Organizational Development, and Administration

Knowledge Area 1: Child Development, Learning, and Well-Being by Power to the Profession ECE Designation

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Early childhood educators (a) have an understanding of the developmental period of children birth through age 8. They (b) understand the developmental domains including physical, cognitive, social, emotional, and language development and know that every child is different and develops in their own way. Educators also (c) understand that children learn best through relationships and within different contexts, like their families, cultures, languages, and communities. They (d) use this knowledge to make informed decisions that support each child’s learning and growth. Educators (e) use teaching practices that are developmentally, culturally, and linguistically appropriate. They (f) build warm, supportive relationships as the foundation for learning, and they adapt their teaching to match each child’s needs, strengths, and learning.

Key Competencies	ECE I	ECE II	ECE III
1a. Understand young children’s characteristics and needs, from birth through age 8.	Recognizes basic developmental milestones and general needs (physical, emotional, cognitive) of young children.	Describes age-specific characteristics and begins to identify variations in children’s growth and behavior.	Applies deep knowledge of developmental patterns to anticipate needs and adapt environments and interactions accordingly.
1b. Understand the different developmental domains and values that each child’s development will look different across those domains.	Identifies major developmental domains (cognitive, physical, social-emotional, language).	Explains how domains are interconnected and recognizes that children develop at different rates.	Analyzes and supports each child’s unique developmental profile across domains, adjusting practices to meet individual strengths and needs.
1c. Understand how family, culture, community and other influences affect learning and development.	Acknowledges that family and culture impact children’s learning and behavior.	Describes specific ways cultural, linguistic, and community contexts shape development and learning.	Integrates family and cultural knowledge into teaching practices and actively collaborates with families and communities to support development.
1d. Use knowledge of development to make evidence-based decisions that support each child.	Uses basic developmental knowledge to guide simple teaching decisions.	Selects strategies based on developmental understanding and emerging evidence-based practices.	Consistently applies research and child data to design, adapt, and evaluate individualized learning experiences.
1e: Understand and use teaching skills that are developmentally, culturally, and linguistically responsive to the learning needs each child.	Demonstrates awareness of developmentally appropriate and culturally responsive practices.	Implements strategies that reflect children’s developmental levels and cultural/linguistic backgrounds.	Designs and adapts instruction that is fully responsive, inclusive, and equitable, ensuring all children can access and engage in learning.
1f. Understand and demonstrate positive, caring, supportive relationships and interactions with young children.	Demonstrates warmth, respect, and basic responsiveness in interactions with children.	Uses intentional strategies to build trust, support emotional development, and guide behavior positively.	Cultivates strong, secure relationships that promote resilience, self-regulation, and a positive learning environment for all children.

Knowledge Area 2: Family and Community Relationships and Engagement by Power to the Profession ECE Designation

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Early childhood educators (a) understand that strong partnerships with children’s families and communities are important for children’s success. They (b) understand and value the diversity across all family types. They (c) use this understanding to create respectful, reciprocal relationships with families and engage them as partners in their young children’s development and learning. They (d) use community resources to support young children’s learning and development and to support children’s family to build connections. 

Key Competencies	ECE I	ECE II	ECE III
2a. Understand the importance of family and community partnership on the young children’s success.	Recognizes that families and communities play a role in children’s development and learning.	Explains how family involvement and community connections positively impact children’s academic and social outcomes; begins to incorporate families into learning activities.	Actively builds and sustains strong partnerships with families and community members, integrating them into the learning process to enhance children’s overall success.
2b. Know about, understand, and value the diversity of families.	Identifies that families differ in structure, culture, language, and experiences.	Demonstrates understanding and respect for diverse family backgrounds and adapts interactions to be inclusive and culturally responsive.	Consistently incorporates and celebrates family diversity in curriculum, communication, and classroom practices; advocates for equity and inclusion.
2c. Engage families through respectful, reciprocal relationships.	Communicates with families in basic ways and shows respect in interactions.	Engages in two-way communication with families, seeking input and sharing information about children’s development.	Builds strong, trusting relationships with families through ongoing, reciprocal communication and collaboration in decision-making about children’s learning.
2d. Develop relationships with community organizations and connect families to community supports and services.	Is aware of some community resources and organizations that support families.	Communicates information about relevant community resources to families and begins forming connections with organizations.	Establishes partnerships with community organizations and actively connects families to appropriate supports and services based on their needs.

Knowledge Area 3: Child Observation, Documentation, and Assessment by Power to the Profession ECE Designation

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Early childhood educators (a) recognize that child observation, documentation, and other forms of assessment, both formal and informal, are central to the practice of early childhood education. They (b) know about and understand the goals, benefits, and uses of assessment. They (c) use systematic observations, documentation, and other effective assessment strategies in a responsible way that are ethically, culturally, linguistically, and developmentally appropriate for each child. Early childhood educators observe, document, and assess in partnership with families and other professionals to positively influence the development of every child. 

Key Competencies	ECE I	ECE II	ECE III
3a. Understands the goals, benefits, and uses of assessment.	Recognizes that assessment is used to gather information about children’s development and learning.	Explains the purposes of assessment, including informing instruction, monitoring progress, and identifying needs.	Consistently uses assessment to guide instruction, support individual learning goals, and communicate children’s progress with families and colleagues.
3b. Knowing about and using observation, documentation, and other appropriate assessment tools and approaches.	Identifies basic observation and documentation methods and participates in collecting simple data.	Uses a variety of observation and documentation strategies (e.g., notes, checklists, work samples) to assess children’s development.	Selects and implements appropriate, multiple assessment tools effectively; analyzes documentation to inform planning and individualized instruction.
3c. Understand and practice responsible assessment to promote positive outcomes for each child.	Recognizes that assessment should be fair and respectful of each child.	Applies ethical and developmentally appropriate assessment practices, considering individual differences and avoiding bias.	Consistently implements responsible, ethical, and culturally responsive assessment practices that promote equitable and positive outcomes for all children.
3d. Know about assessment partnerships with families and with professional colleagues to build effective learning environments.	Acknowledges that families and colleagues can contribute to understanding children’s development.	Shares assessment information with families and collaborates with colleagues to support children’s learning.	Engages in ongoing, collaborative partnerships with families and professionals, integrating multiple perspectives to enhance assessment practices and learning environments.

Knowledge Area 4: Health, Safety, and Nutrition by Power to the Profession ECE Designation

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Early childhood educators (a) understand that children’s growth, development, learning, and well-being depend on safe and healthy physical, social, emotional environments and a nutritious diet. They (b) understand the basic health, safety, and nutritional needs of each child and that these needs change through the developmental stages. They (c) provide an emotionally and physically safe environment, including appropriate nutrition. They are familiar with the most up-to-date policies, procedures, practices and rules regarding health, safety and nutrition. They (d) understand and value the importance of preventing and reducing injuries as well as avoiding risks. 

Key Competencies	ECE I	ECE II	ECE III
4a. Understand the basic health, safety, and nutritional needs of young children.	Identifies basic health, safety, and nutrition needs of young children.	Explains age-appropriate health, safety, and nutritional requirements and applies this knowledge in daily routines.	Consistently integrates knowledge of health, safety, and nutrition into planning and practice to support children’s overall well-being and development.
4b. Understand and implement basic health practices.	Recognizes common health practices such as handwashing and sanitation.	Implements routine health practices consistently, including hygiene, illness prevention, and cleanliness.	Models, teaches, and reinforces effective health practices while adapting routines to meet individual children’s needs.
4c. Provide an emotionally and physically safe environment.	Recognizes the importance of safety and demonstrates basic supervision of children.	Maintains a safe environment through appropriate supervision, clear expectations, and supportive interactions.	Creates a consistently nurturing, inclusive, and secure environment that supports children’s emotional well-being and prevents physical and emotional harm.
4d. Have familiarity with the policies, procedures, practices, and rules regarding health, safety, and nutrition.	Is aware of basic policies and procedures related to health, safety, and nutrition.	Follows established policies and procedures in daily practice.	Consistently applies and supports policies and procedures; helps ensure compliance and may assist others in understanding and implementing them.
4e. Understand the importance of preventing and reducing injuries.	Recognizes that young children are at risk for injury and identifies basic safety rules.	Implements safety practices and identifies common hazards to reduce the risk of injury.	Proactively anticipates hazards, applies comprehensive injury prevention strategies, and teaches children safe behaviors to minimize risk.

Knowledge Area 5: Building Meaningful Curriculum and Learning Environment by Power to the Profession ECE Designation

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Early childhood educators (a) have knowledge of the core academic areas (reading, math, science, social studies, arts, technology, and physical education) and understand the central concepts of each discipline. They (b) use their knowledge of those topic areas to design, implement, and evaluate meaningful curriculum and experiences that promote positive development and learning for each child. They (c) can identify developmentally appropriate tools and resources to deepen understanding and incorporate both formal and informal learning into the classroom. Early childhood educators (d) understand pedagogy and how young children learn and process information. Early childhood educators (f) understand that learning takes place everywhere and so all areas of the environment, both indoors and outdoors, must be designed and prepared for young children. They (g) understand how to create a safe, respectful, and stimulating environment that fosters development. Early childhood educators (h) understand that environment encompasses the physical space, learning materials, equipment, activities and routines support each child’s learning throughout the different developmental domains.

Key Competencies	ECE I	ECE II	ECE III
5a. Know the central concepts of each of the academic subject areas.	Identifies basic concepts within core academic subject areas.	Demonstrates understanding of key concepts across subject areas and how they relate to early childhood learning.	Applies deep knowledge of subject areas to support integrated, meaningful learning experiences for young children.
5b. Incorporate their knowledge of the academic disciplines to develop, teach, and evaluate meaningful curriculum for each child.	Participates in implementing curriculum activities based on academic content.	Designs and teaches curriculum that reflects academic concepts and begins to assess children’s learning.	Develops, implements, and evaluates individualized, meaningful curriculum that integrates multiple disciplines and supports each child’s development.
5c. Identify tools and resources for each academic area to enhance developmentally appropriate teaching for young children.	Recognizes basic tools and materials used to support learning in different subject areas.	Selects and uses a variety of appropriate tools and resources to support teaching and learning.	Consistently identifies, adapts, and integrates diverse, high-quality tools and resources to enhance developmentally appropriate practice.
5d. Understand pedagogy, the method and practice of teaching, to adjust teaching to support every child’s learning.	Recognizes that teaching strategies impact children’s learning.	Uses a range of teaching strategies and begins to adjust instruction based on children’s needs.	Applies effective pedagogical approaches flexibly and intentionally to support diverse learners and optimize each child’s learning.
5e. Understand learning happens everywhere and the environment must be intentionally designed for young children.	Recognizes that children learn in different settings and through various experiences.	Plans learning opportunities across routines, play, and environments with some intentionality.	Intentionally designs environments and experiences that promote learning across all settings, including play, routines, and interactions.
5f. Understand how to create a well-designed learning environment that supports development.	Identifies basic elements of a supportive learning environment.	Arranges the environment to support learning, engagement, and development.	Designs and maintains a well-organized, engaging, and inclusive environment that supports all areas of children’s development.
5g. Understand that the learning environment includes both physical space and materials but also activities and routines.	Recognizes that learning environments include materials and daily routines.	Plans and organizes materials, activities, and routines to support learning.	Intentionally integrates physical space, materials, activities, and routines to create a cohesive and effective learning environment that promotes development.

Knowledge Area 6: Leadership, Professionalism, Organizational Development, and Administration by Power to the Profession ECE Designation

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Early childhood educators (a) identify and conduct themselves as members of the early childhood profession. They (b) know and use ethical guidelines and other professional standards related to early childhood practice. They (c) are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work making informed decisions that integrate knowledge from a variety of sources. They (d) are informed advocates for sound educational practices and policies and use reflective practice in their work with young children. Early childhood education administrators (e) understand and utilize effective administration and business management practices in meeting legal and regulatory requirements and engage in continuous quality improvement. They (f) create a workplace climate and personnel policies that promote recruitment, support, development, and retention of highly qualified professional staff. They (g) use all available resources to ensure effective operations.

Key Competencies	ECE I	ECE II	ECE III
6a. Identify and involve oneself with the early childhood field.	Recognizes early childhood education as a professional field and is aware of basic roles and responsibilities.	Participates in professional activities such as trainings, workshops, or memberships in early childhood organizations.	Actively engages in the field through ongoing professional involvement, leadership opportunities, and contributions to the profession.
6b. Know about and uphold ethical standards and other professional guidelines.	Recognizes that ethical standards and guidelines exist in early childhood practice.	Follows established ethical standards and professional guidelines in daily work.	Consistently upholds, models, and promotes ethical standards; supports others in understanding and applying professional guidelines.
6c. Engage in continuous, collaborative learning to inform practice.	Participates in required professional development activities.	Seeks out learning opportunities and collaborates with colleagues to improve practice.	Engages in ongoing, reflective, and collaborative professional learning to continuously enhance knowledge and effectiveness.
6d. Engage in informed advocacy for young children and the profession while integrating knowledgeable, reflective, and critical perspectives on early education.	Recognizes the importance of advocating for young children and the early childhood field.	Participates in advocacy efforts and begins to use knowledge of early education to inform perspectives.	Actively advocates for children, families, and the profession using informed, reflective, and critical perspectives to influence practice and policy.
6e. Understand effective administration and business management practices in meeting requirements and engaging quality improvement.	Recognizes basic administrative and operational requirements in early childhood settings.	Applies foundational administrative and management practices to support program operations and compliance.	Effectively implements and improves administrative and business practices to ensure high-quality program operations and continuous improvement.
6f. Create a positive and supportive workplace environment that promotes professionalism.	Demonstrates respectful and cooperative behavior with colleagues.	Contributes to a positive work environment through collaboration, communication, and professionalism.	Actively fosters a supportive, inclusive, and professional workplace culture that promotes teamwork, respect, and shared responsibility.
6g. Utilize all available resources to ensure effective operations.	Identifies available resources within the program or organization.	Uses available resources effectively to support daily operations and program needs.	Strategically leverages and coordinates a wide range of resources to optimize program effectiveness and sustainability.