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A Look at Salary/Wage Scales for the Early Childhood Educator Workforce

• November 9, 2021
• Marsha Basloe, President and CCSA Staff
• CCSA , News , Research , T.E.A.C.H. National

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Child Care Services Association (CCSA) and its T.E.A.C.H. Early Childhood ® National Center has long recognized that an essential element of high quality Early Care and Education (ECE) is a strong, educated workforce that nurtures and teaches young children. This workforce needs compensation levels that support both early childhood educators and their families, and enable the educators to remain in the field. At a time when national, state and local leaders are recognizing the need to radically change child care, CCSA and its National Center are excited that compensation is understood as vital to any plans being made.

To assist states and localities, we are pleased to share the following white paper: A Look at Salary/Wage Scales for the Early Childhood Educator Workforce . The white paper examines salary (wage) scales – what they are and what to consider when planning one. Specific state examples are offered, as well as a general discussion of the elements and characteristics of a salary schedule. Funding and instituting a well-designed salary or wage scale, one that provides transparent and equitable wage lattices and make ECE a competitive career once again, is one key strategy for rebuilding the ECE system. You can find the report here . We hope this is helpful in building or improving your state’s early childhood workforce salary scale.

• early childhood workforce , salary scale

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Early Childhood Educator Salary in the United States

How much does an Early Childhood Educator make in the United States? The average Early Childhood Educator salary in the United States is $39,662 as of April 24, 2024, but the salary range typically falls between $35,768 and $45,356 . Salary ranges can vary widely depending on many important factors, including education , certifications, additional skills, the number of years you have spent in your profession. With more online, real-time compensation data than any other website, Salary.com helps you determine your exact pay target. 

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Salary Scale Resource

September 2022 | Maya Portillo | Tags: Salary, Workforce

In order to create a robust early childhood education and care (ECEC) system, the ECEC system needs a highly qualified workforce of early educators that is valued and supported through access to higher education, professional development, and, most fundamentally, compensation commensurate with their skills and responsibilities. Nationally, the ECEC system has historically relied on its workforce earning significantly ‘below market average’ wages for their level of education and skill due to systemic underfunding. During the COVID-19 pandemic, an already precarious workforce faced severe job losses due to the increased pay floors for entry-level employees in other sectors. Currently, more than two years after the start of the pandemic, child care employment nationally is still 8.4% below employment levels from what it was in February 2020, pre-pandemic.

More than two years after the start of the pandemic, child care employment nationally is still 8.4% below employment levels from what it was in February 2020

CELFE recognizes the workforce issues that plague ECEC systems and is currently working, with states to address their workforce shortages. One financing tool employers use in many other industries to help stabilize the workforce is a salary scale. A salary scale provides the workforce a transparent tool to have pre-established credentials and a base wage for both the employer and provider. A salary scale also provides employers with a helpful budget planning tool while also ensuring objective criteria are aligned with the given job categories. Overall, a salary scale can help retain and attract employees. iv

This report details why states should develop and use a salary scale. The report also offers a process to use to develop a salary scale and a matrix of key decision points stakeholders will have to address before and during the creation of a salary scale.

It is important to note while a salary scale only addresses wages, CELFE recognizes pay alone does not meet full compensation parity with K-12 educational educators, and moving forward, plans to examine benefits more thoroughly. CELFE also firmly recognizes a salary scale is only one part of a state’s ECEC financing model and would need to fit into a larger strategic plan for any state’s visioning and eventual whole-system transformation.

Building a professional early childhood workforce requires a “compensation-first” approach

Subscribe to the brown center on education policy newsletter, daphna bassok , daphna bassok nonresident senior fellow - governance studies , brown center on education policy @daphnabassok laura bellows , laura bellows associate policy researcher - rand corporation @laurabellows anna j. markowitz , and anna j. markowitz assistant professor, graduate school of education and information studies - ucla @ajmarkowitz kate miller-bains kate miller-bains senior research scientist - university of virginia.

April 11, 2023

Teachers who work in child care settings in the United States earn $11.65 per hour on average—less than half of what their peers working in schools earn, and below a living wage in most U.S. counties. Accordingly, even prior to the pandemic, child care teachers left the profession at considerably higher rates than K-12 teachers . In Louisiana, for example, nearly half of child care teachers working one year were gone the next.

While the pandemic impacted teachers at all levels, the child care sector was hit harder than K-12. Many child care teachers left for higher-paying jobs, and staffing challenges led many centers to turn families away. These difficulties have heightened awareness of the poor working conditions early educators face and spurred calls to professionalize the ECE workforce and treat them more like K-12 teachers .  

Professionalization efforts in early childhood education (ECE) often focus on increasing training and education requirements for early educators. For instance, a 2015 National Academies report called for increased entry requirements, including a bachelor’s degree for lead teachers, as a strategy for “transforming” the early childhood workforce. Programs such as T.E.A.C.H. and WAGE$ provide scholarships and wage increases to incentivize child care teachers to pursue more education. And, by the end of 2023, the District of Columbia will require all child care teachers to hold an associate degree.   

The benefits or costs of these types of large-scale professionalization efforts in ECE are not yet clear. And we know little about the implications of such policies for a workforce that already faces a great deal of instability. However, research on ECE professionalization offers some lessons.  

LESSONS FROM EARLY CHILDHOOD CREDENTIALING IN LOUISIANA

Our research—done in partnership with the Louisiana Department of Education (LDOE)— highlights the practical difficulties inherent to ECE professionalizing efforts. In 2014, LDOE launched the Early Childhood Ancillary Certificate ( ECAC ) credential as a way to ensure that all child care lead teachers have a solid foundation for supporting children’s development and providing responsive teacher-child interactions. The ECAC is free to early educators—they pay nothing in tuition costs. It is also heavily incentivized: once they get the credential, educators become eligible for annual, refundable tax credits up to $3,600 . These financial supports address the high costs of postsecondary education and provide an incentive to complete the credential.  

Despite this planful approach, ECAC completion rates have been very low .   

To learn why, we tracked all teachers (N=1,010) who started working towards an ECAC between 2016 and 2018. We followed their progress through a multi-step process: applying for a scholarship; completing a first semester of ECAC coursework; completing all remaining coursework and program requirements; completing all Child Development Associate requirements (a nationally recognized certificate that is required for the ECAC); and submitting final paperwork to earn an ECAC.   

Figure 1 shows that just two thirds of candidates who applied for a scholarship (all eligible applicants are given a scholarship; it is noncompetitive) make it through the first semester of coursework. Fewer than half completed all program requirements. And less than one third of the teachers who started working towards an ECAC ultimately earned one.   

To better understand these low rates of completion, we collected data from ECAC program leaders , child care site leaders, and teachers themselves . Two key findings emerged:  

First, working towards the ECAC outside of paid work hours, something that could take up to eight hours per week across the two semesters of coursework, proved difficult. Half of the teachers and one third of the site leaders reported that it was challenging for teachers to earn the ECAC. Attending classes and completing assignments while working full time and managing family life was hard.   

Second, many teachers who failed to complete the ECAC left child care altogether. When asked the main reason teachers drop out of ECAC programs, 61% of ECAC program leaders reported that these teachers were no longer working in publicly funded child care. Child care leaders noted that current levels of teacher compensation prevent teachers from staying in the field. One leader wrote: “[Teachers] will go to McDonald’s because [they] can make $11 an hour but are now working for $8 an hour.”   

Our findings offer a cautionary tale for ECE professionalization efforts. They show that even when professionalization efforts include scholarships that cover the direct costs of training and offer meaningful financial incentives, completion rates can still be very low. During the period we examined, less than one third of child care teachers who started working towards the ECAC finished it. Many teachers left the field altogether.   

FINDING A BETTER APPROACH TO ECE PROFESSIONALIZATION

We suggest two policy solutions to achieve greater returns on these ECE professionalization efforts:    

• Embed professional learning in the paid work day—and compensate teachers for hours spent on training. Professionalization efforts are unlikely to succeed if they depend on unpaid labor by low-wage workers. While ECAC tuition was free, the cost with respect to time proved daunting. Covering the cost of child care and transportation would make pursuing a credential more manageable. However, even with these types of supports, the credential requires a considerable investment of unpaid time. Embedding the professional learning during the work day would likely increase completion rates. States and districts might also consider paying teachers for the additional time required. Louisiana’s ECAC provides a sizable financial incentive through the tax credit, but the payment comes at the end of a long process. Finding ways to frontload the financial supports could help.
• Increase pay for early educators. Outrageously low teacher pay continues to be the main source of challenges for the ECE workforce, and it has downstream implications for investments in professional learning. Adding additional educational requirements—at a time when turnover rates are high and child care centers are turning away families due to lack of staff—is likely to exacerbate an already challenging situation. Efforts to improve compensation are necessary not just as a reward for increased education but to ensure basic adequate working conditions and to stabilize the workforce. Wages need to be high enough for teachers to stay long enough to merit investments in their professional development. 

Some states are using novel approaches to increase compensation for ECE teachers and support quality. New Mexico , Virginia , and Washington D.C. , for instance, have introduced new subsidy reimbursement rates that aim to provide centers with adequate funding to better compensate their teachers and, in turn, provide high-quality early learning experiences for children. These types of efforts, as well as D.C.’s Pay Equity Fund (PEF), which substantially increases child care teacher pay, offer important opportunities to learn about the impact of compensation increases on care stability and quality.  

Such efforts fundamentally put educator compensation first and in doing so address both the current reality of working in child care in the United States and our longstanding underinvestment. Professionalization efforts that do not prioritize teachers’ real and immediate needs may make an already challenging situation worse and, consequently, be unlikely to succeed.   

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• June 12, 2023

The Case for Better Compensation of Early Educators

Key takeaways.

• Early educators help ensure children’s school readiness and future academic success, making them invaluable contributors to society.  
• Studies consistently show quality early childhood programs lead to long-term cost savings for society.
• We all have a role to play in advocating for a high-quality, well-compensated workforce.

Why the ECE Workforce Matters

Research shows quality early childhood education has long-lasting positive effects on children's cognitive, social, and emotional development..

Early educators create nurturing environments, foster curiosity, promote language and communication skills, facilitate social interactions and introduce foundational academic concepts during this critical time of brain development. Their work ensures children’s school readiness and future academic success, making them invaluable contributors to society.  

Early childhood educators work in dynamic and demanding environments, managing a diverse range of children with varying needs and abilities. They must be attentive, patient and responsive to individual differences while maintaining a safe and engaging learning environment. They collaborate with parents, administrators and other professionals to support children’s holistic development. It’s a role that requires immense dedication and skill — and it’s time their compensation reflects that.

Join thousands of early childhood professionals to move the field forward at our conference.

What the Data Says

High quality early childhood programs can yield a $4 – $9 dollar return per $1 invested..

Studies consistently show  quality early childhood programs result in reduced rates of grade repetition, special education, and juvenile delinquency, leading to long-term cost savings for society. Furthermore, children who receive quality early education are more likely to graduate high school, pursue higher education, and secure higher-paying jobs in the future. By providing better pay and compensation to early childhood educators, we promote the delivery of high-quality programs, maximizing these long-term economic benefits.  

The skills and abilities employers are looking for — focus, self-discipline, motivation and collaboration — all start to take root in the first five years of life. Rosalind Kirk

The early childhood education workforce is paid so little that nearly half live in families that depend on public assistance.

Salaries for early childhood educators are often lower compared to other professions requiring similar levels of education and responsibility. Furthermore, African American women educating children ages 0–5 earn an average of $4,395 less per year than their white counterparts.  

The main reason that child care is so expensive has to do with just how many people you need in a classroom. Susan Gale Perry, CEO of Child Care Aware of America

Staff turnover is as high as 20%.

RAPID Survey caregiver data as reported in the State of Babies Yearbook: 2023 show that low wages and burnout are the two major challenges to staff retention. When staff turnover is high, young children bear the brunt. The relationships and connections they have with their teachers are suddenly disrupted, which can adversely affect learning outcomes.  

The job is physically and mentally demanding.

Researchers from the Happy Teacher Project found that many early childhood teachers experience stress and demonstrate lack of well-being at rates and levels that threaten the quality and sustainability of the workforce. Like most complex problems, solutions depend on multiple levels–supports at the individual, program, and policy and system levels.

Mental health and physical health issues of early childhood educators may result, in part, from working with children from challenging home environments—a concerning suggestion given that they are expected to provide a safe and positive environment for children and to serve as a buffer for children who are experiencing poverty and its associated challenges.

Because we do not have a designated break and cannot go to the bathroom, I always have to hold. We cannot get out of (teacher–child) ratio and often have staff shortage to cover me even for the bathroom break. So, I don’t drink water and often feel dehydrated. early childhood educator

What We Can Do

Tell congress to invest in quality, affordable child care..

Educators can’t earn less and families can’t pay more. It’s time for a national solution. Use our simple tool to join Think Babies advocates from across the country and send a message to Congress.

Learn about the Unifying Framework for the ECE profession.

As part of the Power to the Profession National Task Force, we joined top organizations to create the Unifying Framework which defines a pathway to create one birth through age 8 ECE workforce that is fairly and equitably compensated. 

The Unifying Framework calls for the establishment of a permanent governing body, comprised of the stakeholders in the ECE profession, to oversee the implementation of it and serve as a unified voice for the profession. In 2021, the Commission on Professional Excellence in Early Childhood Education (ECE Commission) launched to serve in this role.

Its primary recommendations include:

• Creating a structure in which the cacophony of labels and roles is reduced to three distinct and meaningful designations (Early Childhood Educator I, II, and III) and all early childhood educators hold a license to practice.
• Establishing a primary set of career pathways, aligned to the designations of the profession.
• Increasing state and federal investments in ECE to achieve fair compensation for the profession.
• Creating a broader, more coherent system, as other professions have done—a supportive infrastructure with shared responsibility.

Support educators in advancing their careers.

Our mission is to ensure all babies and toddlers have a strong start in life. We accomplish this goal by working with all those who can positively influence their lives.  Our suite of products, events and trainings bring the latest research, news and trends to the early childhood workforce to help enhance their work and grow their careers. 

Get updates on the latest trends, trainings and events for the early childhood workforce. 

Increased Compensation for Early Educators

It's not just "nice to have" — it's a must-have.

By Caitlin McLean • February 11, 2020

Imagine your niece or nephew is headed off to college next year. They tell you that they want to work with young children because they want to have an impact on the learning process that sets kids up for success in life. They want to get a degree in early education and are particularly interested in working with infants and toddlers because they know that those are the formative years of development. 

How would you react? Would you tell them that a bachelor’s degree in early care and education (ECE) is one of the lowest paying college majors ? That the majority of early educators and their families have to rely on public assistance in order to get by? That even though they have an early care and education degree, they will often be called “babysitters”?

That’s the current reality for early educators in America. In 2017, national median wages for early educators ranged from $10.72 per hour (or $22,290 full-time per year) to $13.94 per hour (or $28,990 full-time per year). These are quite literally poverty-level wages: the federal poverty threshold for a family of four in 2017 was $24,600. Wages on average are even worse for early educators of color , who make up about 40 percent of the national ECE workforce, and for early educators who work with infants and toddlers .

Making early education and care an attractive field now and in the future means fundamentally reshaping early childhood jobs to provide fair compensation and reasonable working conditions. Not only will this change make a meaningful difference to the lives of current and future early educators — and therefore the children in their care — but it will be a major step forward in the valuing of historically feminine work and toward a more gender and racially just society.

Low Compensation for Early Educators Affects Us All

Low compensation for early educators is not just a problem for those who work in early care and education. It affects children now and in the future: early educators who face economic stress and inadequate working conditions have more difficulty engaging in the high-quality teacher-child interactions that matter most for facilitating children’s learning. It also affects parents and employers: poor compensation makes it more difficult to recruit and retain early educators, and without sufficient qualified early educators , there can be no reliable provision of the early education services that parents require for their own employment stability.

Anti-Poverty Strategies Are Not the Solution to Low Wages in ECE

It’s your nephew or niece again. They ignored your warnings (as young people do!) and after graduating, they’ve found a teaching job in a local early care and education center. The pay is $22,290 per year, not even a livable wage in your state , especially with the rising cost of living. Benefits are minimal and don’t include health insurance or any kind of retirement package. But their prospective employer says they can receive $2,000 in additional income as a tax credit or stipend from the state every year. But they will only qualify for this stipend after working there for a year and agreeing to stay another six months beyond that, and their center must maintain its quality rating and continue to accept public subsidies, and there are some other rules your nephew/niece can’t quite remember. You listen dumbfounded and think, “Wouldn’t it be easier to just work at Starbucks ?”

It sounds crazy, right? Yet this is the most commonly proposed policy solution for early educators’ low wages. In 14 states throughout the country, initiatives offering either a supplemental stipend or a tax credit for early educators have already been implemented, typically with limited monetary levels and strict eligibility criteria. 

Stipend and tax credit initiatives do provide important financial relief to educators who are struggling on poverty-level wages , but they do not improve the wages themselves and are not a long-term solution to the challenge of attracting and retaining qualified individuals to teach young children.

What Would Appropriate Compensation for Early Educators Look Like?

All those working with young children should earn at least a livable wage. Currently, however, median child care worker wages do not meet the living wage threshold for a single adult with one child in any state . 

Median child care worker wages do not meet the living wage threshold for a single adult with one child in any state.

Early educators (in particular, those who lead classrooms) need specific knowledge and skills to adequately facilitate learning among a class of small children. Such training and experience should be compensated commensurate with standards for a middle-class, professional job, similar to educators of older children, in order to recognize the complexity of such work and to ensure that qualified teachers are attracted to working with children during the most important stage of their development.

Some states (such as  Alabama ) and several cities have been leading the way, ensuring that teachers in publicly funded pre-K classrooms are paid on par with K-3 teachers. Yet much more must be done to ensure appropriate compensation for teachers in all early care and education classrooms, regardless of the age of the child or the setting. Efforts in New York City have been moving in this direction, extending wage increases to early educators in Head Start programs and community-based centers.

“What’s in a Name?” A Glossary of Key Compensation Terms

Words like “compensation,” “parity,” and “living wage” have been gaining traction in ECE circles, but there are different interpretations of what they mean. Here’s a short guide to help bring clarity to the debate.

• Compensation: “A term used to encompass the entire range of wages and benefits, both current and deferred, that employees receive in return for their work.”
• Living Wage: Typically refers to a minimum threshold for affording basic necessities, which varies by household type and local cost of living. A living wage calculator has been developed by the Massachusetts Institute of Technology (MIT).
• Compensation Parity: The state or condition of being equal, especially regarding status or pay. In current ECE debates , it typically refers to a comparison between early educator pay and K-3 teacher pay.
• Compensation Strategy/Initiatives: Initiatives that increase workers’ base annual salaries or hourly wages and/or provide benefits such as health insurance or retirement plans.
• Financial Relief Strategy/Initiative: Initiatives that provide additional income or financial relief outside a worker’s pay and benefits (compensation), based on eligibility.

Sources: McLean, C., Whitebook, M., & Roh, E. (2019). From Unlivable Wages to Just Pay for Early Educators . Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley; Whitebook, M., McLean, C., Austin, L.J.E., & Edwards, B. (2018). Early Childhood Workforce Index — 2018 . Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.

In order to truly make progress on appropriate compensation for all early educators, there must be a reckoning with the inadequacy of current public funding for early care and education in the United States. Estimates vary on the level of public investment needed to reform early care and education, but all estimates confirm that substantial increases are necessary. 

A robust public financing strategy is essential, but it is not a replacement for deliberate consideration of mechanisms to raise compensation. Though higher pay and benefits for the workforce will require additional public funding, resources alone are not a guarantee that compensation will be addressed in a sector that has been historically underfunded. Explicit minimum compensation standards — based on job role, education, and experience, rather than the age of children or type of setting — can help the system move toward more equitable, as well as adequate, compensation for early educators.

The Path Forward

“I spent most of my adult life teaching young children (three to five years old) in private international schools in various countries around the world. In those positions, I was paid a salary and benefits equal to those teaching in elementary or secondary school and given significant opportunities to pursue my own education and professional development. As a teacher of young children, I was respected and given very high status in the community. …It is virtually impossible to earn a living wage as a preschool teacher or childcare worker in America, even though parents are struggling to pay the high costs of care.” ECE Teacher, Minnesota

It’s five years later, and you’ve just heard from your niece/nephew again. They finally got tired of barely getting by, being unable to pay off their student loans, and watching their similarly educated peers buy houses they will never be able to afford on their early educator wages. They heard of a job opportunity abroad, where early education is funded similarly to the education of older children and early educators are represented by collective agreements that ensure a livable wage. Your niece/nephew cries a little, because they didn’t want to call to say good-bye, but they are also hopeful that they will finally be able to pursue their passion of educating young children and support themselves financially, too.

Achieving a 21 st -century education system in the United States requires recognizing the value of early education and rewarding early educators appropriately. This goal is not impossible. While “ rights, raises, and respect ” for early educators is still a work in progress, around the world some countries have demonstrated that publicly funded systems of early care and education are better able to deliver services that work for children, families, and the early educators providing the services. In the United States, the public pre-K movement , like the kindergarten movement before it, further demonstrates that it is possible to value early education and care as a public good for children and families. The voices of early educators as well as parents are crucial to continuing this process and recognizing the need for improved compensation and better working conditions for all those facilitating children’s early learning, regardless of the age of the child.

Policy Recommendations

How can we ensure that early educators like your niece/nephew are able to stay in the field and continue to teach young children, without risking their financial security now and over the course of their lives? There are several steps that local, state, and national leaders can take.

• Articulate long- and short-term goals for increasing annual earnings of early educators as distinct from financial relief and educational support.
• Pay scales for all teaching and auxiliary roles and education levels, using living wage/self-sufficiency standards as a minimum; and
• For lead teachers with bachelor’s degrees, regardless of setting, the compensation standard should be at least parity with K-3 teachers.
• Ensure adequate public funding is available to meet articulated compensation standards.
• Frame advocacy messages to clarify that financial relief initiatives are an interim strategy, not a long-term solution to achieve appropriate wages and benefits.
• Elevate compensation as an essential component of state workforce strategies and educate policymakers and the public at large about the importance of better pay in ensuring a skilled and stable early educator workforce.
•  Quote from CSCCE survey of teachers. For more information about the study, see Whitebook, M., Schlieber, M., Hankey, A., Austin, L.J.E., & Philipp, G. (2018). Teachers’ Voices: Work Environment Conditions That Impact Teacher Practice and Program Quality — Minnesota . Berkeley, CA: Center for the Study of Child Care Employment, University of California, Berkeley.

Additional Resources

• What’s Causing the Shortage of Qualified ECE Teachers? There’s a Hole in the Bucket [infographic]
• The Younger the Child, the Lower the Pay for Early Educators [infographic]
• Racial Wage Gaps in Early Education Employment
• From Unlivable Wages to Just Pay for Early Educators
• Strategies in Pursuit of Pre-K Teacher Compensation Parity: Lessons From Seven States and Cities
• At the Wage Floor: Covering Homecare and Early Care and Education Workers in the New Generation of Minimum Wage Laws
• 2018 Early Childhood Workforce Index

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Supporting Early Childhood Education Teachers

Article by Jessica Henderson Illustration by Jeff Chase May 06, 2024

With a new associate degree in early childhood education, the University of Delaware is helping working professionals advance their careers and deliver high-quality care

Excellent early care and education (ECE) often begins with great teachers. Yet, according to research by University of Delaware faculty, just over one-third of all ECE centers meet national benchmarks for teacher degrees, and even fewer can prioritize staff professional development. 

With a new associate degree in early childhood education , University of Delaware’s College of Education and Human Development (CEHD) is working to meet the demand for high-quality ECE teachers through a flexible, accessible and primarily online degree program designed for working professionals. 

This degree offering also comes at a critical time for Delaware teachers. To raise the overall quality of early childcare in the state, the Delaware Department of Education will soon require ECE professionals to hold a certificate in child development or an associate degree. 

ECE professionals in high-demand 

According to a U.S. Department of Health and Human Services 2023 brief, employment in the childcare industry dropped by more than one-third during the first two years of the pandemic. Across the nation and within Delaware, many families still wait for months on early childcare waitlists, hoping that a coveted spot for their child will open up.

At CEHD’s Early Learning Center (ELC), co-directors Kelly Freel and Jessica Peace are excited about CEHD’s associate degree in early childhood education program. The program, they hope, will help encourage new professionals to enter the ECE field and help teachers deliver high-quality care in their current ECE centers. 

“High-quality care is only possible with a great team,” Freel said. “The heart and soul of the ELC are the teachers who partner so intimately with families and young children.”

Leia Heckman, a pediatric speech, language and feeding therapist and an ELC parent, couldn’t agree more. All three of her children have attended the ELC, and she is grateful for the excellent care and education that they have received. 

“Knowing that my kids are not only safe and cared for but also being educated is extremely important to me,” Heckman said. “It’s so important for our teachers to be educated. It’s one thing to keep a child safe, but it’s another thing to help them reach their developmental milestones and be kindergarten-ready. As a parent that works full time, I would not be able to do that.” 

Program experiences 

Designed for both working professionals and traditional students, the associate degree in early childhood education program gives students the skills to deliver high-quality ECE for children from birth to age 5 in center-based and home-based settings.

Through small classes, practical field experiences and partnerships with community early childhood programs, the program helps students advance their careers, facilitate high-quality care, gain real-world experience and join a supportive network of early childcare providers.

Jessica Slade, assistant professor in CEHD’s Department of Human Development and Family Sciences and associate in early childhood education program coordinator, emphasizes that CEHD designed the program with particular attention to first-generation and non-traditional students, including those who have already worked in the ECE field for many years. 

“It’s unfortunate, but many ECE professionals are often told that they’re not ‘meant for college’ and that the work that they do is not valued by our society,” Slade said. “We want to change that perception and provide a degree program that is not only accessible to them, but meaningful as well.” 

For this reason, flexibility is a key aspect of the program. Students can choose fully online courses without set meeting times, hybrid courses with some in-person meeting times during the evenings or weekends or traditional in-person courses during the day. Depending on their schedules and career goals, they can complete the program part-time or full-time. 

Significantly, students working in an early childcare setting can also complete their field experience requirements at their workplace. If they are not working, they can complete their field placement on CEHD’s Children’s Campus, at the ELC or Lab School . 

“The program allows students to use their classroom experience to support their learning in their UD classes,” Slade said. “For example, after they’re introduced to a new concept, they can look within their own classroom and their own practices to complete their assignment in a meaningful, personalized way based on what they’re observing and experiencing in that moment. The curriculum is open-ended in nature to allow for that individuality, but still stays true to the learning objectives of the course.”

The program also offers supportive, developmental advising from UD faculty, which considers students’ current skill sets and places them in courses that best suit their needs. 

Supporting ECE professionals 

UD and the state of Delaware are also working to ease the financial barriers that prevent students from pursuing a college degree. For example, Delaware residents can apply for funding through the state’s Student Excellence Equals Degree (SEED) scholarship program. SEED scholarships, funded by the state, cover tuition for eligible full-time students enrolled in UD’s associate degree programs. Students who complete their associate degree at UD can continue to a UD bachelor’s degree program and use SEED funds to cover an additional year of education. 

Similarly, Delaware’s Early Childhood Innovation Center also offers a statewide scholarship and incentive program to support members of the early childhood workforce in attending college. And, UD offers need-based financial support for associate degree students through federal grants and loans. This financial aid can cover tuition or other costs, like textbooks and supplies.

CEHD is also working to support the ECE field broadly. In February 2023, the U.S. Department of Health and Human Services awarded CEHD’s DIEEC and five other partners a cooperative agreement to establish and operate the first-of-its-kind National Early Care and Education Workforce Center . With a $30 million investment over five years, the center will provide technical assistance and research to advance the recruitment and retention of a diverse, qualified and effective early childhood care and education workforce.

Visit the CEHD website to learn more about the associate degree in early childhood education program and how the college supports  children, families, and ECE professionals .

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CABL: Budget cuts to early childhood education, teacher pay send bad message

T he budget that was passed in the House last week cut $24 million from early childhood education and reduced teacher pay stipends from $2,000 to $1,700. Barry Erwin, the president of the Council for a Better Louisiana, said it sends a bad message and is discouraging.

“And I think it hurts the message that we’re trying to send out there to teachers and really to others that we really value education and it’s a priority that we’re going to put our money in these places where we know it will make a difference,” Erwin said.

Erwin said lawmakers are aware of the ongoing teacher shortage. He says cutting their pay will most likely make the situation worse.

“Last year teachers thought they were going to get a pay raise. They got a one-time stipend instead with a promise that it was going to be made into a permanent pay raise. It becomes a stipend again, and now even that gets cut,” Erwin said.

Erwin says a solid early childhood education reduces one’s likelihood of a life of crime. According to Erwin, reducing funding for such a vital program sends a mixed message to Louisianans, especially after Governor Jeff Landry convened a special legislative session dedicated to crime reforms earlier this year.

“And to cut the limited funding that we already have for early childhood education and put that on the chopping block and put more kids and families on the waiting list, I think moves us really in the wrong direction,” Erwin said.

Erwin said he’s hopeful the Senate will restore the cuts in these critical areas.

Early Childhood Development (ECD) Specialist (P4), TA, Kyiv - Ukraine

Unicef - united nations children's fund.

Application deadline 1 year ago : Thursday 4 May 2023 at 20:55 UTC

The salary for this job should be between 124,811 USD and 160,918 USD .

Salary for a P-4 contract in Kyiv

Please keep in mind that the salary displayed here is an estimation by UN Talent based on the location and the type of contract. It may vary depending on the organization. The recruiter should be able to inform you about the exact salary range. In case the job description contains another salary information, please refer to this one.

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UNICEF works in some of the world’s toughest places, to reach the world’s most disadvantaged children. To save their lives. To defend their rights. To help them fulfill their potential.

Across 190 countries and territories, we work for every child, everywhere, every day, to build a better world for everyone.

And we never give up.

For every child, education

The fundamental mission of UNICEF is to promote the rights of every child, everywhere, in everything the organization does — in programmes, in advocacy and in operations. The equity strategy, emphasizing the most disadvantaged and excluded children and families, translates this commitment to children’s rights into action. For UNICEF, equity means that all children have an opportunity to survive, develop and reach their full potential, without discrimination, bias or favoritism. To the degree that any child has an unequal chance in life — in its social, political, economic, civic and cultural dimensions — her or his rights are violated. There is growing evidence that investing in the health, education and protection of a society’s most disadvantaged citizens — addressing inequity — not only will give all children the opportunity to fulfill their potential but also will lead to sustained growth and stability of countries. This is why the focus on equity is so vital. It accelerates progress towards realizing the human rights of all children, which is the universal mandate of UNICEF, as outlined by the Convention on the Rights of the Child, while also supporting the equitable development of nations.

Job organizational context : The ECD Specialist GJP is to be used in a Country Office (CO) where ECD is a programme component of the Country Programme (or UNDAF).

How can you make a difference?

Purpose for the job: The ECD Specialist reports to the Chief or Deputy Representative for general guidance and direction. In close collaboration with relevant sectors, the ECD Specialist is responsible for coordinating the design, development, planning, implementation, monitoring and evaluation of ECD programmes within the Country Programme.

The Specialist is also responsible for the provision of timely and effective advocacy and technical support to national counterparts for the design, implementation and monitoring of ECD policies, promoting the rights of the younger children as established under the Convention on the Rights of the Child, international treaties/framework and UN intergovernmental bodies.

The Specialist contributes to the achievement of concrete and sustainable programme/project results on ECD related programmes/projects according to plans, allocation, results based-management approaches and methodology (RBM) and UNICEF’s Strategic Plans, standards of performance and accountability framework.

Summary of key functions/accountabilities:

Technical leadership in ECD programming

• Strategic management, monitoring and delivery of results on ECD programmes
• Advisory services, quality oversight and technical support
• Advocacy, networking and partnership building

Innovation, knowledge management and capacity building

• Design and update the situation analysis and assessments on ECD related issues to establish evidence-based data to support holistic policy and programme development, as well as coordinated planning, implementation and monitoring of early childhood development programmes/projects within the country programme.
• Keep abreast of national, regional and international development priorities to identify opportunities where ECD can enhance inter-sector partnership, integration and linkages.
• Participate in CO programme planning to determine strategic areas for ECD integration/intervention. Contribute to the formulation, design and preparation of the Country Programme to ensure integration of ECD in a holistic manner across programme areas and to ensure alignment of ECD programmes with the MTSP, UNICEF’s Strategic Plans and coherence/integration with UN Development Assistance Framework (UNDAF), regional strategies and national priorities, plans and competencies.
• Establish specific goals, objectives, strategies and implementation plans for the ECD programmes/projects using a results-based planning terminology and methodology (RBM). Prepare required documentations on ECD related issues for programme review and approval.
• Promote and provide technical expertise to major monitoring and evaluation exercises, programme reviews and annual reviews with government and other counterparts to assess ECD progress and to engage stakeholders to take required action/interventions to achieve results
• Work closely and collaboratively with colleagues and partners to discuss strategies and methodologies and to determine national priorities/competencies to promote inter-sector partnerships and holistic approach to ECD.
• Provide authoritative technical and operational support throughout all stages of programming processes to ensure ECD integration, coherence and harmonization with other UNICEF sectors and achievement of results as planned and allocated.

2. Strategic management, monitoring and delivery of results on ECD programmes

• Plan and/or collaborate with monitoring and evaluation initiatives to establish benchmarks, performance indicators and other UNICEF/UN system indicators, to assess/strengthen performance accountability, coherence and delivery of concrete and sustainable results on ECD programmes/projects.
• Prepare/assess monitoring and evaluation reports to identify gaps, strengths/weaknesses in programme management, identify lessons learned and use knowledge gained for development planning and timely intervention to achieve goals.
• Monitor ECD programmes/projects to assess progress, identify bottlenecks and potential problems and take timely decisions to resolve issues and/or refer to relevant officials for timely resolution.
• Plan, monitor and control the use of ECD programme resources (financial, human, administrative and other assets) certifying/verifying compliance with organizational rules, regulations and procedures, donor commitments and standards of accountability and integrity. Ensure timely reporting and liquidation of resources.
• Submit/prepare ECD programme/project reports to donors and other partners to keep them informed on programme progress and critical issues.

3. Advisory services, quality oversight and technical support

• Provide technical advice and/or written guidance to key government officials, NGO, UN system and other country office partners on policies, strategies, best practices and approaches on ECD issues to support programme development planning, implementation and delivery of results.
• Participate in strategic discussions, meetings and other international/national meetings and workshops to provide ECD evidence based papers and inputs to influence policy and agenda setting on ECD.
• Prepare ECD policy papers, briefs and other strategic programme materials for management use, information and consideration in programme development discussion and planning.

4. Advocacy, networking and partnership building

• Build and strengthen strategic partnerships through networking and advocacy with local/national governments, UN system agency partners, donors, internationally recognized institutions, NGOs, funding organizations, research institutes, universities, private sector and communities to reinforce cooperation and/or pursue opportunities to promote goals and achieve sustainable and broad results on ECD.

Prepare communication strategies and implementation plans and activities for ECD initiatives for maximum communication impact and outreach to promote awareness, establish partnership/alliances and promote increased investments in ECD interventions.

Participate and/or represent UNICEF in inter-agency (UNCT) discussions and planning on early childhood development to ensure organizational position, interests and priorities on early childhood development are fully considered and integrated in the UNDAF development planning and agenda setting process. Collaborate with inter-agency partners/colleagues in the UNDAF planning and preparation of programmes/projects including emergency preparedness.

5. Innovation, knowledge management and capacity building

Promote critical thinking, innovative approaches and good practices for ECD programmes/projects initiatives through advocacy and technical advisory services.

Keep abreast, research, benchmark, introduce and implement best and cutting edge practices on ECD. Institutionalize and disseminate best practices and knowledge learned to support development planning and implementation.

Contribute to the development of policies and procedures and introduce innovation and best practices to ensure optimum efficiency and efficacy of sustainable programmes and projects.

Organize/plan/implement capacity building initiatives to enhance the competencies of a wide range of internal and external partners/stakeholders to promote sustainable results on ECD programmes/projects.

Impact of results

The strategic and effective advocacy, planning and formulation of holistic ECD programmes/projects and the achievement of concrete and sustainable results from ECD programmes contributes to the achievement of UNICEF goals for care and protection of children from the early stages of their life and promotes/protects their rights to survival, development and well being in society. Achievements in programmes and projects in turn contributes to maintaining/enhancing the credibility and ability of UNICEF to provide programme services for mothers/caregivers and children that promotes greater social equality in the country.

To qualify as an advocate for every child you will have…

Education: An advanced university degree in one of the following fields is required: education, public administration, public health, nutrition, economics, psychology, sociology, human development, child development, family studies or another relevant technical field.

Experience:

• A minimum of eight years of professional experience in social development planning and management in early childhood development related areas is required.
• Experience working in a developing country is considered as an asset.
• Relevant experience in a UN system agency or organization is considered as an asset.

Language Requirements: Fluency in English is required. Knowledge of another official UN language (Arabic, Chinese, French, Russian or Spanish) or a local language is an asset.

For every Child, you demonstrate…

UNICEF’s Core Values of Care, Respect, Integrity, Trust, Accountability and Sustainability (CRITAS) underpin everything we do and how we do it. Get acquainted with Our Values Charter: UNICEF Values

UNICEF competencies required for this post are...

(1) Builds and maintains partnerships(2) Demonstrates self-awareness and ethical awareness(3)Drive to achieve results for impact(4)Innovates and embraces change(5) Manages ambiguity and complexity(6)Thinks and acts strategically(7)Works collaboratively with others.

[add the 8th competency (Nurtures, leads and manages people) for supervisory role]

During the recruitment process, we test candidates following the competency framework. Familiarize yourself with our competency framework and its different levels: competency framework here .

UNICEF is here to serve the world’s most disadvantaged children and our global workforce must reflect the diversity of those children. The UNICEF family is committed to include everyone , irrespective of their race/ethnicity, age, disability, gender identity, sexual orientation, religion, nationality, socio-economic background, or any other personal characteristic. We offer a wide range of benefits to our staff , including paid parental leave, breastfeeding breaks and reasonable accommodation for persons with disabilities . UNICEF strongly encourages the use of flexible working arrangements. UNICEF has a zero-tolerance policy on conduct that is incompatible with the aims and objectives of the United Nations and UNICEF, including sexual exploitation and abuse, sexual harassment, abuse of authority and discrimination. UNICEF is committed to promote the protection and safeguarding of all children. All selected candidates will, therefore, undergo rigorous reference and background checks, and will be expected to adhere to these standards and principles. Background checks will include the verification of academic credential(s) and employment history. Selected candidates may be required to provide additional information to conduct a background check.

UNICEF’s active commitment towards diversity and inclusion is critical to deliver the best results for children.

Mobility is a condition of international professional employment with UNICEF and an underlying premise of the international civil service.

UNICEF appointments are subject to medical clearance. Issuance of a visa by the host country of the duty station, which will be facilitated by UNICEF, is required for IP positions. Appointments are also subject to inoculation (vaccination) requirements, including against SARS-CoV-2 (Covid). Government employees that are considered for employment with UNICEF are normally required to resign from their government before taking up an assignment with UNICEF. UNICEF reserves the right to withdraw an offer of appointment, without compensation, if a visa or medical clearance is not obtained, or necessary inoculation requirements are not met, within a reasonable period for any reason.

Only shortlisted candidates will be contacted and advance to the next stage of the selection process.

Eligible UNICEF International Professional (IP) Staff Members on fixed-term, continuing or permanent contracts applying to a Temporary Appointment, which is dedicated to L3 (or L2) Response, may be able to retain a lien and their fixed-term entitlements . The conditions of the temporary assignment will vary depending on the status of their post and their current tour of duty, and relocation entitlements may be limited as per the relevant policies.

The VA is open to all (internal and external candidates).

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CHC30113 is a Certificate Course in Early Childhood Education and Care and is a qualification required in the training package of Community Services. CHC30113 supersedes CHC30712, the Certificate III course in Child care services; and CHC30113 is superseded by CHC30121, a Certificate course in Early Childhood Education and Care. CHC30121 encompasses a few changes in the qualification content and the core and elective units to reflect sector requirements. The CHC30113 Certificate III in Early Childhood Education and Care is a program of study that reflects the role of workers in a variety of settings involving dealing with early childhood stages. This course teaches the execution of an authorized learning framework, which promotes children's development, well-being, and learning.

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The coursework of CHC30113 Certificate III in Early Childhood Education and Care aims to teach students the skills through a mix of theory and practical coursework,

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Nick is a multi-faceted individual with diverse interests. I love teaching young students through coaching or writing who always gathered praise for a sharp calculative mind. I own a positive outlook towards life and also give motivational speeches for young kids and college students.

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The children who are a part of early childhood care have a positive effect on the learning capacity and the development of the child in the early years. We are aware that the exposure the children undergo in the initial years has an impact on the adult life of the children, and as well the care program helps in the academic success, performance of the labour market and the mobility of socio-economic status.

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List of Universities that Provide Early Childhood Education Courses Australia is home to renowned universities that provide Early Childhood Education courses. Some of these universities are: University of Newcastle - EDUC3066Early Childhood Education and Care Deakin University - Bachelor of Early Childhood Education Victoria University - ECE3004 Early Childhood Education The University of Sydney- Bachelor of Education (Early Childhood) Take Academic Help For Scoring Well in Early Childhood Assignments

Our   education assignment help experts in Australia have come across a lot of different types of assignments under early childhood. However, we believe that certain assignments have come to us recurrently, the reason being the importance they have in the lives of students. These assignments are not only important from an assignment point of view for students but have also been seen as playing a crucial role in the examinations.

So, the following are the assignments that have been covered by our early childhood assignment help team:

• The science of early childhood development guiding questions
• Putting recommended practices into action
• Role of systems on your life
• Timeline of developmental milestones
• Integrating health and fitness into the young child's day
• Acronym ice breaker
• Early childhood education
• Cultural differences

Just like we have been successful in imparting all our knowledge about this subject in you, our early childhood assignment help experts have guided a lot of students by providing them with comprehensive early childhood education assignment solutions. With the dedicated efforts of our team, Sample Assignment has always been able to fetch students with desirable grades. This is ensured by the kind of quality that the assignments are interspersed with. Simultaneously, we also provide a lot of value-added benefits to students as well.

What is the stage from 2 to 6 years called?

The stage from 2 to 6 years are called preschool years.

What are the 5 stages of early childhood development?

There are five stages of early childhood development. These are - Newborns, Infant, Toddler, Preschool and lastly, School age.

What are the 4 types of child development?

The four important types of child development are - motor (physical), language and communication, cognitive and social/emotional.

At what age is early childhood?

The age of early childhood is from born to 8 years.

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