The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
Select key terms on the right to highlight them within pages of the chapter.
From page 355...
... , direct responsibilities for the care and education of young children in homeand center-based childcare settings that span birth through age 8, as well as preschools and elementary schools. In some cases, as with the knowledge and competencies addressed in Chapter 7, the discussion is inclusive of closely related professions such as home visitors, early intervention specialists, and mental health consultants, who may not have the same frequency of direct interaction with a child as educators but are closely linked to the professional practice of the educators who do and share some of the same professional learning systems.
From page 356...
... Finally, Chapter 11 turns to factors in the committee's framework for quality practice that are not always thought of as aspects of professional learning, but are nonetheless essential to developing a workforce capable of providing high-quality care and education for children from birth through age 8. These include institutional and other factors that contribute to the work environment and the status and well-being of these educators, such as compensation and benefits, staffing structures and career advancement pathways, retention, and health and well-being.
This material may be derived from roughly machine-read images, and so is provided only to facilitate research.
More information on Chapter Skim is available.