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Transforming the Workforce for Children Birth Through Age 8 A Unifying Foundation (2015) / Chapter Skim
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Part IV Summation
Pages 483-484

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Select key terms on the right to highlight them within pages of the chapter.


From page 483...
... Yet that knowledge is not consistently channeled to adults who are responsible for supporting the development and early learning of children, and those adults are not consistently implementing that knowledge in their professional practice and interactions with young children. This gap exists in large part because current policies and systems fall far short of placing enough value on the knowledge and competencies required of high-quality professionals in the care and education workforce for children birth through age 8, and the expectations and conditions of their employment do not adequately and consistently reflect their significant contribution to children's long-term success.
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From page 484...
... The breakdowns that have led to this gap include the lingering influence of historical differences in how different professional roles have evolved with different expectations and status; limited mutual understanding, communication, and strategic coordination across decentralized and diverse communities of practice and policy; and a lack of a concerted effort to review and improve professional learning systems that support educators before and during practice. These barriers impede both improving how the current workforce is supported and transforming how the future workforce is cultivated.
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Key Terms

  • professional roles
  • education workforce
  • ongoing professional
  • barriers impede
  • future workforce

  • children birth
  • children learn
  • consistently reflect
  • learning opportunities
  • improve professional

  • gap exists
  • diverse communities
  • lingering influence
  • mutual understanding
  • limited mutual

  • current workforce
  • gap include
  • current policies
  • strategic coordination
  • support educators

  • concerted effort
  • historical differences
  • significant contribution
  • informed leadership
  • practice environments

  • competencies required
  • support children
  • growing base
  • clude informed
  • professional practice


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