I’ve been writing this column for about nine months now, and I’m going to do something new this month: I’m going to tie a few of these articles together (innovation!) to show how the early childhood education (ECE) field has seen the value of skills-first training for a long time. I’ve included links to the related articles in case you missed them and/or want to know more. This month’s focus on skills in the workforce dovetails nicely with best practices for Registered Apprenticeship (RA) programs for early childhood educators. Since the recruitment and retention of the workforce of all industries relies on the availability of and access to high-quality child care, this month, we’re going to talk about competency-based training models for the workforce behind the workforce.
Why is Competency-Based Training Important for Early Educators?
In ECE, competency-based RA models have proven to be most effective. This program approach emphasizes skill mastery through practical demonstrations, such as developing lesson plans and managing classroom environments, rather than solely focusing on the number of hours spent in training. Apprentices move forward based on their ability to demonstrate skill and knowledge in specific competency tasks. They are evaluated on their mastery of each skill to advance through the program. The Early Childhood Workforce Connector’s (ECWC) ECE RA program approach recommendation is competency-based. While not every state currently encourages competency-based programs, this model's flexibility recognizes and acknowledges experienced ECE educators, enabling them to progress through the RA program more quickly while supporting retention and career advancement.
The Competency-Based Child Development Associate® Credential: A Practical Example
Back in January, I introduced you to the ECWC’s career opportunities infographic, which illustrates the diverse occupations and pathways in early education and their relevant credentials and degrees. At the bottom of the tree graphic is the Child Development Associate® (CDA) credential or state equivalent, often seen as the entry-level credential for early educators. Helping to set professional standards within the early learning field, the CDA is the most widely recognized credential in ECE. It is nationally recognized, transferable, and competency-based. To be awarded the credential, candidates must complete 120 hours of professional education covering the eight CDA Subject Areas paired with 480 hours of experience working with young children in an ECE setting. Candidates must also complete an assessment and demonstrate that they can put their knowledge of the CDA Competency Standards into practice in their daily work with children and families. This is one of the reasons the CDA is so easily aligned with RA; it already includes on-the-job professional learning and related technical instruction and is a nationally recognized credential. The CDA credential is incorporated into some, but not all, ECE RA programs. The Council for Professional Recognition is the administrator of the CDA and an original partner of ECWC’s. It is a leader in credentialing early childhood educators worldwide.
The CDA’s competency-based approach is particularly supportive of ECE, where apprentices often have substantial field experience but lack formal related training or credentials. This approach has shown clear benefits in practice. For example, one of MUS and ECWC’s partners, YWCA Metro St. Louis, the subject of this column in October of last year, transitioned its existing ECE RA program that included the CDA from a time-based approach to a competency-based model and saw a significant increase in RA program retention.
Competency-based training, including RA programs, transforms how the child care workforce is built and sustained. When early educators can advance faster, stay longer, by demonstrating mastery in the classroom, children benefit, providers can grow, and families gain the dependable care they need to work and succeed.
