Texas Core Competencies

for Early Childhood

Practitioners and Administrators
The Texas Core Competencies for Early Childhood Practitioners and
Administrators were developed through a collaboration between
the Texas Early Learning Council and the Texas Head Start State
Collaboration Offce, both housed at the Childrens Learning Institute
at The University of Texas Health Science Center at Houston.
Revised March 2013
Table of Contents
Introduction 2
Acknowledgements 4
Overview 5
Using This Document 7

Core Competencies for Practitioners 10
Core Competency Area 1: Child Growth and Development 16
Core Competency Area 2: Responsive Interactions and Guidance 22
Core Competency Area 3: Learning Environments, Planning Framework,
Curriculum, and Standards 28
Core Competency Area 4: Supporting Skill Development 31
Core Competency Area 5: Observation and Assessment 43
Core Competency Area 6: Diversity and Dual Language Learners 47
Core Competency Area 7: Family and Community Relationships 50
Core Competency Area 8: Health, Safety, and Nutrition 54
Core Competency Area 9: Professionalism and Ethics 59
Core Competencies for Administrators 64
Core Competency Area 1: Establishing and Maintaining an Effective
Organization 69
Core Competency Area 2: Business and Operations Management 72
Core Competency Area 3: Human Resource Leadership and Development 76
Core Competency Area 4: Maintaining a Healthy and Safe Environment 80
Core Competency Area 5: Implementing a Developmentally Appropriate
Curriculum and Environment 84
Core Competency Area 6: Instituting Family and Community-Centered
Programming 89
Professional Development Resources 91
Glossary 92
References 95
Texas Core Competencies
for Early Childhood
Practitioners and Administrators
2
Texas Core Competencies for Early Childhood Practitioners and Administrators
Introduction
The Texas Early Learning Council (TELC) and the Texas Head Start State Collaboration
Offce (THSSCO) collaborated to bring these Core Competencies to Texas. THSSCO
houses the Texas Early Childhood Professional Development System (TECPDS), which
was created to ensure that high quality professional development opportunities are
available statewide to individuals working in early care and education. Since the early
1990s, TECPDS has included Core Knowledge Areas for practitioners, administrators,
and trainers in its menu of services offered to the state. These statements have guided
the training and professional development of thousands of early care and education
professionals in Texas, but they were in need of updating.
In 2009, Governor Rick Perry appointed members to the Texas Early Learning Council,
a federally-mandated council charged with improving school readiness in the state. In
October 2010, the federal government made funds available to the Council to make
improvements to the states early childhood system, including major investments in the
professional development system as part of the Councils improvement plan. A critical
piece of the investment in our professional development system was to build on the
Core Knowledge Areas, and produce new, detailed, voluntary Core Competencies for all
early childhood professionals in the state.
TELC and THSSCO staff worked for over a year researching, drafting, and vetting these
Core Competencies. Critical assistance was also provided by the Childrens Learning
Institute (CLI), as April Crawford, Ph.D., a CLI researcher, served as the primary
author of the Core Competencies. Dr. Crawford began the process by reviewing the
preferences and notes of the TELC and the TECPDS Council. She then examined many
existing state examples throughout the nation, consulted dozens of policy briefs, and
reviewed the existing research literature on the subject. Her frst drafts were reviewed
by the TELC and TECPDS Council, as well as the TELC and THSSCO staff. The
outcome of this iterative and stakeholder-driven process is Core Competencies for Early
Childhood Practitioners and Administrators that are informed by research, as well as by
a diverse group of practitioners and stakeholders.
The Core Competencies are important to the early childhood feld of practice.
Demonstrating ability and excellence in any profession requires the mastery of different
3
Texas Core Competencies for Early Childhood Practitioners and Administrators
competencies related to the job. For example, doctors must demonstrate their ability
to diagnose and treat patients for all types of conditions, cashiers must demonstrate
their skills in operating technology and interacting with customers, and computer
programmers must demonstrate their knowledge of various programming languages
and techniques. Early childhood professionals are no different; there are concepts,
practices, and knowledge they must know and be able to demonstrate in order to be
effective.
To be clear, core competencies are defned as an individuals demonstrated skills
and abilities. This document lists observable competencies that, when accomplished,
demonstrate competency in a particular area of knowledge. This document covers core
competencies for early childhood practitioners and administrators.
4
Texas Core Competencies for Early Childhood Practitioners and Administrators
Acknowledgements
The efforts of many individuals contributed to the creation of this document.
Contributors
Michele Adams, Texas Department of Family and Protective Services
LaShonda Y. Brown, Texas Head Start State Collaboration Offce
Elsa Cardenas-Hagan, University of Houston
Judy Carnahan-Webb, Creative Trainers and Consultants
Aaron Carrara, Metropolitan Montessori Schools
Katie Chennisi, Texas Head Start State Collaboration Offce, Texas Early Childhood
Professional Development System
April Crawford, Childrens Learning Institute
Deborah Cody, Mount Pleasant Independent School District
Sonya Coffey, Childrens Learning Institute
Sarah Crockett, Texas Association for Infant Mental Health
Regan Dobbs, Texas Workforce Commission
Ana De Hoyos OConnor, San Antonio College
Frank Eckles, CYC Certifcation Institute
Blanca Enriquez, Education Service Center - Region 19 Head Start
John W. Gasko, Childrens Learning Institute
Sue Hancock, Independent Consultant
Tere Holmes, Childrens Learning Adventure
Jennifer Lindley, Texas Early Learning Council
Rhonda Paver, Stepping Stone School
Lee Roberts, Texas Department of Family and Protective Services
Elaine Shiver, Mental Health America of Texas
Debbie Simpson-Smith, San Jacinto College
Jackie Taylor, Texas Association for the Education of Young Children
Don Titcombe, Texas Early Learning Council
Kim Wedel, Texas Department of Assistive and Rehabilitative Services
Judy Willgren, National Association of Child Care Resource and Referral Agencies
5
Overview
Studies of early learning programs have repeatedly demonstrated that early childhood
classroom experiences can improve young childrens academic and social skills
trajectories upon school entry with many effects sustained through adolescence
(Duncan, et al., 2007; NICHD Early Child Care Research Network, 2005; Vandell,
Belsky, Burchinal, Steinberg, & Vandergrift, 2010.) These benefts are closely linked with
the quality of teacher-child interactions and instructional support children receive while
in care ( Assel, Landry, Swank, & Gunnewig, 2007; Howes, et al., 2008; Mashburn, et
al., 2008; Peisner-Feinberg, et al., 2001.) Unfortunately, numerous observational studies
of early care and education classroom experiences have demonstrated that typical child
care quality is mediocre at best (NIHCD Early Child Care Research Network, 2006;
Pianta & Hamre, 2009) and, for most children, does not reach threshold levels of quality
associated with positive outcomes (Phillips & Lowenstein, 2011.) The majority of child
care for infants and toddlers (86%) is characterized as mediocre to low quality (Helburn,
1995), often consisting of over-controlling care that is associated with increases in child
cortisol levels as well as anxiety and aggression (Gunnar, Kryzer, Van Ryzin, & Phillips,
2010.) Evidence also shows that while the average pre-k classroom is characterized
by moderate to high levels of sensitive emotional supports, instructional content is of
rather low quality, particularly for children with low-income backgrounds (Burchinal,
Vandergrift, Pianta, & Mashburn, 2010; Pianta, et al., 2005.) An important step toward
enhancing childrens outcomes is increasing the prevalence of high-quality teacher-child
interactions in the classroom.

Core competencies for early childhood professionals clearly articulate the knowledge
and skills that all types of early childhood practitioners and administrators should
possess in order to provide responsive, rich experiences. Competencies can play an
instrumental role in the evaluation and improvement plans of local programs by helping
decision-makers identify the strengths and professional development needs of their
staff, and providing a structure for tracking program improvement. These competencies
also support change by guiding the development of high quality training and coursework
that is grounded in evidence-based practices and adapted to the needs of learners with
different levels of knowledge and mastery.
6
Texas Core Competencies for Early Childhood Practitioners and Administrators
Levels of Practice
Within core competency areas, levels of practice are described, progressing from
beginner to advanced levels of knowledge and skills. For practitioners, distinctions in
levels of practice are connected to the following professional abilities:
Articulating depth and breadth of knowledge
Communicating effectively with staff and families
Implementing lesson plans, routines, and curriculum
Decision-making and leadership
For administrators, distinctions in levels of practice are connected to the following
professional abilities:
Articulating depth and breadth of knowledge
Communicating effectively with staff and families
Implementing, supervising, and training
Planning, decision-making, and leadership
These leveled core competencies can serve as the backbone for important system
level changes including tracking training and professional development, establishing
credentialing requirements, defning career lattice levels, and guiding the development
of articulation agreements from 2-year to 4-year institutions of higher education (TELC
working paper, 2012.)
While many state core competency documents were reviewed during the development
of the Texas Core Competencies for Early Childhood Practitioners and Administrators,
the following were particularly important sources of information:
California Early Childhood Educator Competencies retrieved from:
[Link]
Nevadas Core Knowledge Areas and Core Competencies for Early Care and Education
Providers retrieved from:
[Link]
Ohios Core Knowledge & Competencies for Program Administrators retrieved from:
[Link]
Pennsylvania Early Learning Keys to Professional Development: Core Body of Knowledge for
Early Childhood and School-Age Practitioners retrieved from:
[Link]
7
Texas Core Competencies for Early Childhood Practitioners and Administrators
Using This Document
This document was designed for use by a broad range of early childhood professionals,
as well as state and local agencies working to improve the quality of care and education
young children receive. The content and structure of the competencies can be thought
of as a framework for assessing knowledge and skills, guiding training and professional
development opportunities, and monitoring progress.
Early Childhood Practitioners
Early childhood practitioners are those professionals (regardless of early childhood
setting) who provide direct instruction and/or care to young children. Common job titles
for practitioners include: teacher, assistant teacher, provider, and caregiver.
Practitioners may use the Core Competencies as a self-assessment tool or checklist.
For instance, a practitioner may use the tool to document those skills that are used or
practiced over a period of time in the classroom. By looking for gaps in behaviors across
core competency areas, practitioners are able to identify areas where additional training
and learning is needed. Tying professional development decisions to core competency
areas can help to ensure that learning opportunities are targeted and will build ones
professional skill set. Used over time, the tool can support self-refection and track
progress as new skills emerge.
Program Administrators
Early childhood program administrators are those professionals who are responsible for
planning, managing, implementing, and evaluating early childhood programs. Common
job titles include: center director, site manager, school administrator, program manager,
coordinator, and principal. Although an administrators title may vary by program type,
the same core competencies apply to all, regardless of setting. Administrators may
use the Core Competencies to identify areas of need, create targeted professional
development plans for the entire staff or individual practitioners, and to evaluate the
appropriateness of training offerings. The competency framework can also support
administrators to develop rich job descriptions and, in conjunction with a career lattice,
can be used to reward practitioners based on competency and performance in areas
linked with childrens growth and development.
8
Texas Core Competencies for Early Childhood Practitioners and Administrators
Trainers, Higher Education Instructors, and Workshop Organizers
Trainers, higher education instructors, and workshop organizers are those who are
responsible for the development of trainings or coursework. Additionally, workshop
organizers can be individuals or agencies that are responsible for planning and
implementing professional development opportunities for early childhood professionals.
Trainers and workshop organizers can use the Core Competencies to develop rich
learning objectives that meet the needs of learners at varied levels of knowledge and
practice, and to assess or design training content with an appropriate scope and depth.
Likewise, higher education instructors can use the Core Competencies to develop early
childhood courses that help students understand the application of theory in practice,
and to develop a progression of courses that allow students to build knowledge and
skills over time.
Policymakers and Program Leaders
Policymakers and program leaders are those responsible for program level, local level,
or state level decisions, policies, laws, or statutes that affect the lives of citizens.
Policymakers and program leaders can use the Core Competencies to create and
implement policies that support quality improvement and professionalism within the
early care and education workforce.
9
Texas Core Competencies for Early Childhood Practitioners and Administrators
1.3 Children with Identifed Special Needs
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner
Competencies, plus)
Advanced Competencies
(all of the Beginner and
Intermediate Competencies, plus)
1. States the names of
children with identifed
special needs and
discusses plans for
appropriate care and
learning opportunities.
2. Consistently follows
specifc requirements
for children in their care
(Individual Education
Plans, Individual
Family Service Plans,
medical and nutritional
requirements.)
3. Articulates basic
understanding of special
needs, disability laws, and
the rights of children and
families to services.
4. Effectively incorporates
assistive technology for
children with special
needs.
5. Implements with high
fdelity activities designed
for children with special
needs.
6. Brings attention to
limitations in current
adaptations for children
with special needs and
makes recommendations
for alternative
approaches.
7. Participates in planning
teams for children with
special needs.
8. Articulates knowledge
and rationales associated
with the inclusion
philosophy.
9. Develops specifc
activities to support the
development of children
with special needs.
10. Supports other
practitioners and parents
by modeling appropriate
strategies and practices
for children with special
needs.
Core competency
area subcategory
Levels of
practice
Observable
competencies
Check boxes
to track
progress and
professional
growth
Tips for Using this Document
Observable competencies have been categorized across competency areas
according to their level of practice (beginner, intermediate, advanced.)
Step 1 Use the check boxes to document your assessment of demonstrated
observable competencies.
Step 2 Use the checklist to determine which level of practice best describes
your performance in a given area.
Step 3 Select new learning opportunities (courses, training, mentoring, peer
collaboration) within those areas and levels of practice.
Step 4 Continue to use the check boxes to monitor your progress over time.
10
Texas Core Competencies for Early Childhood Practitioners and Administrators
These core competencies represent the range of knowledge and observable skills that
practitioners working with young children need to know and demonstrate to facilitate
childrens growth and development. A process of alignment with the state early learning
guidelines (Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines and
Texas Pre-Kindergarten Guidelines) ensures a strong connection between goals for
practitioners and what children need to know, understand, and be able to do.
While professional readiness can be gauged in large part by participation in pre-
service training programs, certifcations, assessments, and professional development,
competency is refected in educators actions in the classroom through their work with
children, parents, and program staff.
Core competencies for early childhood practitioners have been defned across
the following nine areas:
1. Child Growth and Development:
1.1 Child Development: Domains, Stages, and Milestones
1.2 Typical and Atypical Development
1.3 Children with Identifed Special Needs
1.4 Infuences on Development: Biology, Families, Environment, Culture, and
Stress
1.5 Development Through Play*
2. Responsive Interactions and Guidance:
2.1 Relationships with Individual Children: Security, Warmth, and
Responsiveness
2.2 Developmentally Appropriate Guidance: Supporting Social and Emotional
Development
2.3 Development Through Play*
2.4 Scaffolding and Communication-Based Strategies: Supporting Cognitive and
Language Development*
3. Learning Environments, Planning Framework, Curriculum, and Standards:
3.1 Planning Framework: Environmental Design, Equipment, Materials, Routines,
Schedules, and Learning Formats
3.2 Curriculum and Standards
*Competencies that support Development Through Play (section 1.5 and 2.3) are highly interconnected with
competencies in Scaffolding and Communication-Based Strategies: Supporting Cognitive and Language
Development (section 2.4.) Overlap between these areas is natural, as the use of responsiveness and scaffolding
strategies often occur in the context of play. These competencies should be considered in conjunction with those in
each of these sections.
Core Competencies for Practitioners
11
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
4. Supporting Skill Development:
4.1 Social and Emotional Development: Self-Concept, Behavior Regulation,
Emotional Control, Attention, and Social Skills
4.2 Language and Communication: Listening, Speaking, and Vocabulary
4.3 Emergent Literacy: Reading and Writing
4.4 Mathematics
4.5 Science
4.6 Social Studies
4.7 Creativity and Fine Arts
4.8 Technology
4.9 Physical Development
5. Observation and Assessment:
5.1 Observation, Assessment, and Documentation
5.2 Supporting Children with Special Needs
5.3 Program Assessment and Evaluation
6. Diversity and Dual Language Learners:
6.1 Cultural Diversity and Equity
6.2 Supporting Dual Language Learners
7. Families and Community Relationships:
7.1 Respect for Families
7.2 Relationships with Children and Families
7.3 Encouraging Parent Involvement
7.4 Positive Communication
7.5 Community Resources to Support Families
7.6 Community Collaboration
8. Health, Safety, and Nutrition:
8.1 Knowledge of Regulations
8.2 Health
8.3 Environmental Safety
8.4 Nutrition
9. Professionalism and Ethics:
9.1 Ethical Standards and Professional Guidelines
9.2 Refective Practices and Professional Growth
9.3 Professional Development Outlook
9.4 Collaborative Partnerships
9.5 Advancing the Status of Children and Families
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
Levels of Practice
Across the Core Competencies, three levels of practice are defned with each level
requiring demonstration of greater depth and breadth of knowledge and increasing
ability to apply knowledge to practice.
Beginner Practitioners support early learning and development through adherence to
program and regulatory policies.
Intermediate Practitioners support early learning and development with increasing
independence and effectiveness.
Advanced Practitioners support early learning and development through leadership
in the development of program policy and practice and their ability to enhance the
knowledge and skills of others in the profession.
Basic Scope
Beginner Practitioners Intermediate Practitioners Advanced Practitioners
Beginner practitioners
implement according
to program guidelines
and polices. These
practitioners are still
building basic knowledge
and understanding
across competency areas
and must rely on the
observations and guidance
of others to increase
their effectiveness in the
classroom. Beginner
practitioners require
frequent observation and
support to identify areas
of need and appropriate
courses of action. As their
knowledge base grows
they require support
translating knowledge to
practice.
Intermediate practitioners
have the knowledge and
skills to design appropriate
environments, plan for
classroom instruction,
and model interactions
with children. They are
emerging as independent
practitioners with enough
depth and breadth of
knowledge to function with
near autonomy in their own
classrooms. Intermediate
practitioners will seek
support when they identify
a need that requires the
knowledge and skills of
others. They may be called
upon to model and support
other practitioners in the
program.
Advanced practitioners
have deep knowledge
across competency areas
and use this knowledge
at a program level to
make decisions, solve
problems, and support
staff. They function with
autonomy in their own
classrooms and willingly
support other staff in need
of guidance. Advanced
practitioners are called
on by their supervisors to
mentor others and assist
in decision-making at the
program level.
13
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
Variation in Professional Abilities Across Levels of Practice
Articulating Depth and Breadth of Knowledge
Beginner Practitioner Intermediate Practitioner Advanced Practitioner
Beginner practitioners
can communicate basic
understanding of child
development, program
policies, and regulatory
requirements.
Intermediate practitioners
can discuss with their
supervisor and other
practitioners their
understanding of child
development, program
policies, and regulatory
requirements, providing
rationales and concrete
examples.
Advanced practitioners
explain theories of child
development, program
policies, and regulatory
requirements, including
rationales to program staff
to guide others toward
deeper understanding.
They read and assimilate
new research and positions
on child development with
practice and share their
perspectives with others.
Communicating Effectively with Staff and Families
Beginner Practitioner Intermediate Practitioner Advanced Practitioner
Beginner practitioners
can articulate basic
understanding but do not
communicate on a topic
with enough depth to guide
the actions of others. They
can offer basic feedback
to parents about a childs
day, but may not be able to
offer recommendations or
guidance.
Intermediate practitioners
can discuss some
topics with enough
depth to offer parents
and other practitioners
recommendations or
referrals. They recognize
the need to solicit the
advice and expertise of
others to ensure effective
communication with
families.
Advanced practitioners
can effectively initiate
communication with
program staff and parents
about a variety of topics
and generally do not
require the support
of others to provide
recommendations or
guidance linked to current
theory and practice.
14
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
Implementing Lesson Plans, Routines, and Curriculum
Beginner Practitioner Intermediate Practitioner Advanced Practitioner
With monitoring and
guidance, beginner
practitioners can implement
specifc lesson plans,
curriculum components,
and encourage childrens
participation in rules and
routines. They may require
support setting up the
environment and routine
guidance to maintain
consistency in the learning
environment. Beginner
practitioners need feedback
and support from program
staff to implement with high
fdelity. They generally seek
guidance from others when
they perceive a need for
adjustment.
Within their own classroom,
intermediate practitioners
independently implement
lesson plans and curriculum
components and involve
children in the development
of classroom rules
and routines. They will
typically make their own
adjustments to the routines
and environment to ft the
needs of their children.
Intermediate practitioners
can implement lessons and
curriculum components with
high fdelity. They identify
the need for adjustment
and sometimes require
guidance to adapt the
curriculum or learning
formats to meet the needs
of particular children.
Intermediate practitioners
can, at times, provide
guidance to others to
improve the effectiveness of
their implementation. This
may include assisting with
assessments, connecting
them with lesson plans and
curriculum, modeling, or
demonstration of effective
practices.
Advanced practitioners
implement lesson
plans and curriculum
components with high
fdelity without assistance
from others. They
independently identify
the need for adjustment
through observation and
assessment, and can
effectively modify their
plans and curriculum to
meet the needs of their
children, or make requests
for special services
or accommodations
as needed. Advanced
practitioners routinely
provide support to others
to improve effectiveness
of implementation in other
classrooms. This support
may include training
others to link assessments
with lesson plans and
curriculum, modeling or
demonstrating effective
practices, mentoring, and
providing background
information that improves
the knowledge and
practice of others.
15
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
Decision-Making and Leadership
Beginner Practitioner Intermediate Practitioner Advanced Practitioner
Beginner practitioners
rarely make decisions
that affect the model for
care and education within
a program. They are not
free to adjust the lesson
and curriculum in their own
classrooms and will seek
guidance from others when
they feel changes should
be made.
Intermediate practitioners
make decisions that affect
the operation, care, and
education of children within
their own classrooms that
are consistent with the
programs model. They may
share insights and solutions
with beginner practitioners,
but do not typically
participate in decision-
making that sets or alters
the programs model for
care and education.
Advanced practitioners
make decisions consistent
with the programs model
that affects the operation,
care, and education of
children in other providers
classrooms. They may also
participate in setting or
altering the model for care
and education for their
program.
16
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
Core Competency Area 1:
Child Growth and Development
Core Concepts:
Children learn and develop across inter-related areas that can be
described as cognitive, physical and motor, language, and social and
emotional domains
Changes affecting one domain will also affect development in other
domains
While individual children learn and develop at different rates,
developmental progress typically follows a predictable sequence
Children vary in their learning and behavioral styles, temperament,
and personality
Biological and environmental factors, including families, physical and
emotional stress, and culture, influence learning and development
Children learn through play, experiences with their environment, and
supportive interactions with caregivers
Effective early care and education practices are rooted in developmental
theory and occur when practitioners are able to connect knowledge about
developmental domains, stages, and milestones with the needs of children
in their care. Practitioners in all types of programs (family child care, center-
based, and public pre-k) and those working with children of any age must be
able to provide care and education consistent with a childs developmental
abilities. The knowledge and core competencies represented in this section
form the foundation of care that other areas of professional competency build
upon (responsive interaction, literacy, math, and guidance strategies must be
developmentally appropriate to be meaningful.)
17
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
1.1 Child Development: Domains, Stages, and Milestones
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Provides basic defnitions of
developmental domains:
cognitive
gross and fne motor
language
social and emotional
2. Connects examples of
behaviors belonging to each
of the developmental domains
with children they work with.
3. Provides basic defnitions
for the terms developmental
stages and milestones.
4. Provides examples of
developmental stages and
milestones while describing
the children they work with.
5. Typically relies on others
to plan developmentally
appropriate activities for
children and seeks guidance
when needed to implement
activities and curriculum.
6. Locates and provides
program resources (fyers,
pamphlets) to families
requesting information about
child development.
7. Needs guidance from
others to identify suspected
developmental delays and
relies on others to carry out
next steps for assessment and
referral.
8. Articulates that
development across domains
is interconnected and that
changes in one domain
infuence changes in another.
9. Describes and identifes
basic patterns of development
associated with age groups
(0-3 mo., 4-6 mo., 6-9 mo.,
9-12 mo., 12-18 mo., 18-24
mo., 24-36 mo., 3 yrs, 4 yrs, 5
yrs.) Depth of knowledge may
be limited to the age group
they work with.
10. Articulates that child
development proceeds
gradually and continuously
across stages.
11. Articulates that children
develop at their own pace
and that age ranges for
developmental milestones are
broad and overlap.
12. Plans appropriate
classroom experiences and
curriculum across each of the
developmental domains.
13. Uses knowledge about
child development to meet the
needs of individual children
during group activities.
14. Sets goals for individual
children according to their
level of development.
15. Seeks guidance from
more advanced practitioners
about effective ways to initiate
a conversation with parents
about a childs development
or to respond to a familys
inquiries about development,
but is capable of responding to
parents questions about their
childrens development.
continued...
17. Discusses variation in the
developmental progress of
children from birth to age 8.
Depth of knowledge is not
limited to a specifed age
group.
18. Incorporates theory into
discussions about specifc
children.
19. Independently adjusts
practices on an ongoing basis
to support the developmental
needs of each child in their
care.
20. Provides families with
information about child
development, including
developmental stages and
milestones within domains.
21. Enhances the capacity of
other practitioners by modeling
and sharing information about
child development.
22. Is called on to support
other practitioners requiring
assistance with identifcation
of suspected developmental
delays and referrals.
18
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
1.1 Child Development: Domains, Stages, and Milestones, continued
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
16. Requests guidance at
times but can generally identify
potential developmental
delays and make appropriate
referrals.
1.2 Typical and Atypical Development
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates developmental
differences and uniqueness
among typically developing
children.
2. Articulates that typically and
atypically developing children
vary widely in temperament,
personality, and preferences.
3. Is fexible enough in their
interactions with children to
allow for variation in personal
preferences, behavioral styles,
and temperament.
4. Requires guidance and
ongoing support to adjust
practices and meet the needs
of atypically developing
children.
5. Describes the normal
range of variation in typically
developing children.
6. Adapts aspects of the
curriculum or program
to address the needs,
temperament, interests, and
learning styles of individual
children.
7. Generally distinguishes
between atypically and
typically developing children in
their own classroom and seeks
confrmation and guidance on
next steps.
8. Seeks guidance when
working with atypically
developing children, but
is capable of providing
appropriate care and
stimulation to all children in the
classroom with little support.
9. Assists others in adapting
the environment, activities,
and learning experiences to
allow for individual variation
in temperament, interest, and
behavioral or learning styles.
10. Articulates the differences
between typically and
atypically developing children.
11. Designs and creates
environments and plans
experiences that incorporate
the unique and special needs
of individual children.
12. Independently integrates
information about individual
differences in learning and
behavioral patterns into
curriculum and lesson plans
to ensure all children receive
appropriate guidance and
quality experiences.
13. Supports other
practitioners in the
identifcation of normal
variation in typically
developing children and in
making necessary adaptations
to the environment and
program.
14. Guides other practitioners
in the identifcation and next
steps for providing appropriate
care and stimulation for
atypically developing children.
19
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
1.3 Children with Identifed Special Needs
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. States the names of children
with identifed special needs
and discusses plans for
appropriate care and learning
opportunities.
2. Consistently follows specifc
requirements for children in
their care (Individual Education
Plans, Individual Family
Service Plans, medical and
nutritional requirements.)
3. Articulates basic
understanding of special
needs, disability laws, and the
rights of children and families
to services.
4. Effectively incorporates
assistive technology for
children with special needs.
5. Implements, with high
fdelity, activities designed for
children with special needs.
6. Brings attention to
limitations in current
adaptations for children
with special needs and
makes recommendations for
alternative approaches.
7. Participates in planning
teams for children with special
needs.
8. Articulates knowledge and
rationales associated with the
inclusion philosophy.
9. Develops specifc activities
to support the development of
children with special needs.
10. Supports other
practitioners and parents
by modeling appropriate
strategies and practices for
children with special needs.
20
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
1.4 Infuences on Development: Biology, Families,
Environment, Culture, and Stress
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates that there are
biological and environmental
factors that affect child growth
and development.
2. Articulates that families are
the primary source of infuence
on childrens development.
3. Articulates that stressful
situations and environments
affect child development.
4. Articulates that cultural
practices affect child
development.
5. Uses insights from parents
to guide their interactions with
individual children.
6. Makes connections between
childrens development and
stresses at home and in child
care, and helps children
cope through supportive
interactions.
7. Discusses a range of
environmental factors that
impact childrens growth and
development, including:
biology
individual traits
family and community
relationships
stress
culture
21
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
1.5 Development Through Play*
*Competencies that support Development Through Play (section 1.5 and 2.3) are highly interconnected
with competencies in Scaffolding and Communication-Based Strategies: Supporting Cognitive
and Language Development (section 2.4.) Overlap between these areas is natural, as the use of
responsiveness and scaffolding strategies often occur in the context of play. The competencies listed
here should be considered in conjunction with those listed in each of these sections.
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Clearly identifes play as
the optimal mode for learning
and supporting childrens
development.
2. Provides examples
of playful activities that
support development within
each domain (playing with
balls supports gross motor
development, puzzles and fne
motor, books and language,
stacking cups and cognitive.)
3. Participates in child-initiated
play with all children.
4. Engages in playful activities
throughout the day (songs,
books, games, pretending.)
5. Ensures children have
access to ample play materials
throughout the day.
6. Utilizes learning centers,
stations, or interest areas to
encourage play.
7. Observes and documents
childrens play interests, and
shares the childrens interests
with parents.
8. Describes distinctions
between adult-directed or
controlled activities (safety
practices, hygiene routines)
and opportunities for playful
activity.
9. Designs, refreshes, and
adapts centers or play areas
to meet current objectives or
expand on childrens interests.
10. Expands on play initiated
by children to reinforce
language, ideas, and social
development.
11. Models problem-solving
skills during play.
12. Balances the need for
adult-guided and child-directed
learning opportunities.
13. Supports a playful attitude
on an ongoing basis by
creating opportunities for
children to make-believe,
make choices, and adjust
activities to their own interests.
14. Models for families
ways that children learn and
progress through play.
15. Helps other practitioners
learn to recognize child-
initiated play among very
young children (gazing at
toy, gesturing, joint attention,
vocalizing.)
16. Models for other
practitioners ways to engage
children in age-appropriate
play.
17. Recognizes that families
vary in their beliefs and
awareness of play as the
optimal means of supporting
learning and development
and uses this knowledge to
provide guidance to families
on appropriate play strategies
for children according to their
level of development.
18. Ensures that curriculum,
lesson plans, and daily
schedules provide ample
opportunities for both child-
initiated and adult-guided play
based on childrens interests.
22
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
Core Competency Area 2:
Responsive Interactions and
Guidance
Caregivers create a context for healthy social and emotional and cognitive
development by establishing warm and secure relationships with children. Early
childhood practitioners foster positive relationships with individual children
by ensuring protection from emotional and physical harm, providing frequent
opportunities to engage in interactions that are sensitive to childrens unique
character, are developmentally appropriate (adjusting to individual needs,
setting appropriate expectations), and offering appropriate behavioral guidance
(encouraging positive peer relations, increasing problem-solving and confict
resolution skills.) These competencies address the core knowledge and skills
needed to promote positive interactions and use developmentally appropriate
guidance techniques in accordance with childrens ages and developmental
levels.
Core Concepts:
A practitioners primary responsibility to children is to provide an
environment free from emotional and physical harm
Caregivers understand strategies that promote learning, such as
stimulating curiosity, encouraging exploration, learning through play,
and challenging children to work just beyond their current knowledge
level
Responsive interactions are individualized and require practitioners
to work with a child where they are, adjusting their approach upward
or downward to ensure that children are growing socially and
cognitively
Caregivers should provide rich language input and frequent
opportunities for children to talk with caregivers
23
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
2.1 Relationships with Individual Children: Security,
Warmth, and Responsiveness
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates and
demonstrates the basic
components of trusting
relationships with children
(nurturing, predictability,
physical and emotional
security.)
2. Provides physical and
emotional security (creates
a warm, safe, and nurturing
environment.)
3. Listens to children
attentively and responds
appropriately to their language,
vocalizations, and non-verbal
cues.
4. Speaks to children using
neutral to positive statements
and avoids negative,
demeaning, or critical
comments.
5. Treats children with fairness
and respect.
6. Has a patient, relaxed style
that helps maintain calmness
in the classroom.
7. Provides frequent
descriptive praise to
reinforce positive behavior,
efforts, interests, and
accomplishments (I like the
way you put away the toys!)
8. Communicates with children
throughout the day (in whole
group activities, small groups,
mealtimes, outdoor play.)
9. Provides emotional support
to ease the transition from
home to school.
10. Shows respect for linguistic
and cultural individuality.
continued...
12. Identifes and describes
cognitive and affective signals
of children in the classroom.
13. Recognizes signs of stress
in individual children and
responds sensitively.
14. Offers specifc descriptive
praise and encouragement
that lets children know what
they are doing well (Great job,
you found the letter A!)
15. Responds promptly
and sensitively to childrens
cognitive and affective signals
(acknowledges and expands
on childrens attempts at
communication, play, and
expression of needs.)
16. Adjusts response style to
match each childs personality
and temperament (knows
which children respond well to
humor, soft voices.)
17. Manages own biases
so all children experience
acceptance rather than
rejection (is aware and in
control of reactions or lack of
response to particular children
or groups of children.)
18. Solicits information
from families about their
childs interests and uses
this information to increase
feelings of acceptance and
belonging.
19. Informs others about
attachment and relationship
theory to build their
understanding about the
importance of forming warm
and secure relationships with
children.
20. Helps others learn to
recognize and respond
sensitively to cognitive and
emotional signals.
21. Uses intentional strategies
and activities to teach
tolerance and acceptance of
individual differences.
24
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
2.1 Relationships with Individual Children: Security, Warmth, and
Responsiveness, continued
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
11. Uses frequent positive non-
verbal behaviors to increase
feelings of acceptance (smiles,
sits at childs level, allows child
to sit near or with teacher,
reassuring touch.)
2.2 Developmentally Appropriate Guidance: Supporting
Social and Emotional Development
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates program policies
and procedures for confict
resolution and age-appropriate
discipline.
2. States appropriate
behavioral expectations for
children in the age group they
work with.
3. Responds promptly when
problem behaviors occur (may
seek guidance from others to
ensure appropriate strategies
are used.)
4. Applies basic confict
resolution and behavior
management strategies
consistent with program policy.
5. Seeks guidance and
support from others when
problem behaviors persist, and
shares this information with
parents.
6. Labels negative behaviors
rather than the child (Hitting
is not ok. instead of Dont be
a bully.)
continued...
14. Discusses rationales
for confict resolution and
disciplinary policies based on
developmental theory.
15. Communicates
understanding of how
to structure learning
opportunities and activities
that are developmentally
appropriate (attention span,
interests, abilities, self-control)
for the children they work with.
16. Uses specifc and
intentional strategies and
activities to model and support
emotional development
(reads and discusses books
about feelings, uses puppets
and role play to increase
understanding.)
17. Uses guidance strategies
that help children solve their
own problems rather than
relying on overly directive
approaches (offers choices,
encourages communication
and problem-solving skills,
models appropriate actions.)
continued...
24. Discusses the ways
in which developmentally
appropriate guidance
strategies support the
emergence of self-concept
and social, emotional, and
moral competence.
25. Offers guidance and
modeling to others to increase
their ability to differentiate
their guidance approaches
to meet the needs of children
at different developmental
levels and with different
personalities.
26. Creates and designs
written program policies
for effective positive child
guidance.
27. Uses observational and
assessment data to adapt and
modify guidance plans.
28. Collaborates with families
to develop individually
appropriate expectations and
guidance plans.
29. Creates and designs
written program policies for
effective interactions with
children.
continued...
25
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
2.2 Developmentally Appropriate Guidance: Supporting Social and
Emotional Development, continued
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
7. Verbalizes appropriate
expectations and limits
for children, and models
appropriate behavior for
children.
8. Encourages self-regulation
by consistently implementing
program rules and routines
(signals transitions, referring to
the sequence and structure of
the day, balancing structured
and unstructured playing and
learning opportunities.)
9. Verbalizes for children
logical consequences for
behaviors.
10. Models and encourages
pro-social behaviors (caring,
sharing, helping others.)
11. Provides opportunities for
children to make appropriate
choices (choosing between
play activities, foods, etc.)
12. Acknowledges, models
and encourages emotional
expression (encourages
children to express feelings,
labels feelings, thinks aloud to
model their own feelings and
reactions, makes connections
between actions and
emotional reactions.)
13. Models and supports
children as they learn self-help
skills.
18. Communicates with
families to identify areas
of concern and develop
cooperative strategies to
manage behavior in the
classroom.
19. Adjusts guidance
approaches to ft the
personalities, character,
and developmental level of
individual children.
20. Recognizes rising tensions
and helps children understand
the logical consequences of
their actions before problem
behaviors occur.
21. Provides opportunities
for children to make choices
in a variety of contexts
(peer play, one-on-one, and
independent activities) and
scaffolds instruction to help
children link their choices and
consequences.
22. Uses intentional activities
and discussions to support
childrens self-concept skills
(likes/dislikes, physical
strengths, abilities.)
23. Facilitates peer relations
and friendship building by
modeling and encouraging
children to use language and
treat others with respect.
30. Develops and integrates
concepts, including emotional
understanding and pro-social
behaviors, into curriculum and
activities.
26
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
2.3 Development Through Play*
*Competencies that support Development Through Play (section 1.5 and 2.3) are highly interconnected
with competencies in Scaffolding and Communication-Based Strategies: Supporting Cognitive
and Language Development (section 2.4.) Overlap between these areas is natural, as the use of
responsiveness and scaffolding strategies often occur in the context of play. The competencies listed
here should be considered in conjunction with those listed in each of these sections.
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Initiates conversations about
a childs own interests and
uses open-ended questions (if
age-appropriate) to elicit more
elaborate responses.
2. Clearly identifes play as
the optimal mode for learning
and supporting childrens
development.
3. Provides examples
of playful activities that
support development within
each domain (playing with
balls supports gross motor
development, puzzles and fne
motor, books and language,
stacking cups cognitive, etc.)
4. Participates in child-initiated
play with all children.
5. Engages in playful activities
throughout the day (songs,
books, games, pretending.)
6. Ensures children have
access to ample play materials
throughout the day.
7. Utilizes learning centers,
stations, or interest areas to
encourage play.
8. Shares information with
parents about the role of play
in their childs development
and reports on their childs
interests in the classroom.
9. Describes distinctions
between adult-directed or
controlled activities (safety
practices, hygiene routines)
and opportunities for playful
activity.
10. Designs, refreshes, and
adapts centers to meet current
objectives or expand on
childrens interests.
11. Expands on play initiated
by children to reinforce
language, ideas, and social
development.
12. Models problem-solving
skills during play.
13. Balances the need for
adult-guided and child-directed
learning opportunities.
14. Supports a playful attitude
on an ongoing basis by
creating opportunities for
children to make-believe,
make choices, and adjust
activities to their own interests.
15. Models for families
ways that children learn and
progress through play.
16. Helps other practitioners
learn to recognize child-
initiated play among very
young children (gazing at
toy, gesturing, joint attention,
vocalizing.)
17. Models for other
practitioners ways to engage
children in age-appropriate
play.
18. Recognizes that families
vary in their beliefs and
awareness of play as the
optimal means of supporting
learning and development
and uses this knowledge to
provide guidance to families
on appropriate play strategies
for children according to their
level of development.
19. Ensures that curriculum,
lesson plans, and daily
schedules provide ample
opportunities for both child-
initiated and adult-guided play
based on childrens interests.
27
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
2.4 Scaffolding and Communication-Based Strategies:
Supporting Cognitive and Language Development*
*Competencies that support Development Through Play (section 1.5 and 2.3) are highly interconnected with
competencies in Scaffolding and Communication-Based Strategies: Supporting Cognitive and Language
Development (section 2.4.) Overlap between these areas is natural, as the use of responsiveness and scaffolding
strategies often occur in the context of play. The competencies listed here should be considered in conjunction
with those listed in each of these sections.
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates that children
differ in their receptive
(understands what is said)
and expressive (uses speech
to communicate thoughts)
language abilities.
2. Listens attentively to
childrens communications
(language, vocalizations, non-
verbal cues) and responds
promptly (does not ignore
childrens vocalizations,
questions, comments.)
3. Uses a variety of questions
(open, closed, inferential) to
encourage child engagement
in lessons and activities.
4. Allows children time to
respond to questions before
providing the answer or asking
another question.
5. Seeks guidance and
support from others to adjust
questioning style for children
that are consistently unable to
respond.
6. Provides children with
frequent opportunities to talk
with caregivers throughout the
day (small group, whole group,
outdoor play, mealtimes.)
7. Describes the purpose
and strategies for scaffolding
learning.
8. Expands on childrens
understanding and interests by
elaborating on what children
say (child says; I went to the
zoo. Depending on level of
child, teacher adds, Did you
see an elephant or a lion? or
Can you tell me about some of
the animals you saw?)
9. Scaffolds downward when
childrens responses (or non-
response) shows a lack of
understanding (asks follow-up
questions that guide a child
toward a meaningful response;
for example, if the teacher
asks, What do you think is
happening in this picture? and
the child is unable to provide a
description, the teacher asks
What is the wolf trying to do to
the pigs house?; fnally, Is the
wolf trying to blow it down?)
10. Scaffolds upward when
responses indicate a question
or inquiry is too easy for a child
(asks follow-up questions that
pull for deeper understanding;
for example, if child responds,
The wolf wants to blow down
the house. The teacher
queries, Why does he want
the house to fall down? or
Why is he having a harder
time blowing down this
house?)
11. Uses questions throughout
the day to assess what children
know and plan new learning
opportunities.
12. Discusses developmental
learning theories in connection
with concrete examples of
scaffolding and individualized
support strategies.
13. Models, discusses, and
trains others in the use
of downward and upward
scaffolding techniques.
14. Integrates scaffolding
supports into curriculum
and activities (adds leveled
prompts and guiding questions
to activity guides and books
selected for read-alouds.)
28
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
Core Competency Area 3:
Learning Environments, Planning
Framework, Curriculum, and
Standards
These competencies address the core knowledge and skills needed to
understand and utilize strategies that are characteristic of high quality early
childhood programming such as: consistent schedules and routines, transition
activities for moving from one activity or place to another, interesting materials
and activities appropriate by age group, how to arrange a classroom to enhance
childrens learning, and the integration of curriculum and early learning standards
with practice.
Core Concepts:
Physical and psychological components of effective early childhood
programs must be carefully planned, implemented, monitored, and
revised on an ongoing basis
Learning and development are optimized when the environment offers
nurturance and ample opportunities for exploration, play, and challenges
that are matched to a childs needs and interests
Curriculum planning occurs across all areas of programming and child
development and should include: social and emotional development,
language and literacy, cognition and general knowledge, fne arts, and
health and physical development
Early childhood environments must be furnished and arranged to meet
childrens developmental needs, including space for periods of movement,
quiet areas for rest, indoor and outdoor spaces, and supports for
autonomous exploration
Caregivers recognize the importance of establishing and consistently
following positive rules and routines to maintain a safe, secure
environment for learning and development
Materials and equipment must be carefully selected to ensure safety and
promote high quality learning experiences for children with a wide range
of developmental abilities, needs, and interests
Curriculum and activities should align with accepted early learning
guidelines and standards
29
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
3.1 Planning Framework: Environmental Design,
Equipment, Materials, Routines, Schedules, and Learning
Formats
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates that children
learn best through hands-on
opportunities to explore and
experience the physical world.
2. Ensures children are
comfortable (lighting,
temperature, noise levels.)
3. Provides a clearly identifed
personal space for each childs
belongings.
4. Consistently uses signals to
alert and prepare children for
transitions (fnger plays, songs,
chants, changes in lighting.)
5. Models appropriate use and
care of materials.
6. Ensures there are ample
materials to allow children to
make choices and explore a
variety of interests.
7. Models potential ideas
and uses for materials in
the environment before
transitioning to centers.
8. Consistently follows a daily
schedule.
9. Creates instructional plans
that are fexible enough
to allow children to make
choices.
10. Ensures there are
activities, games, toys, and
materials in the classroom to
support exploration across
domains: social and emotional,
cognitive, physical, and
language.
11. Makes changes to the
environment based on
observations of what is
working and not working for
children in the classroom.
12. Moves around the room
assisting children working
with materials (demonstrates
function, provides descriptions
and labels, encourages
critical thinking about a childs
activity.)
13. Modifes and develops
a classroom schedule that
balances the need for:
quiet and active periods
adult and child-directed
activities
individual, small, and large
group play
indoor and outdoor play
14. Balances instruction so
children experience planned
and impromptu opportunities
for learning.
15. Uses the results of formal
and informal assessment to
plan learning opportunities
for individuals, and small and
large groups.
16. Adapts and sets up
age-appropriate, stimulating
environments for others.
17. Models, trains, and
discusses ways practitioners
can support childrens
exploration of materials and
space in the classroom.
18. Designs environments for
children with special needs.
19. Collaborates with program
staff and parents to design
environments that support
each child.
30
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
3.2 Curriculum and Standards
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Names and provides a
brief description of core
content areas included in the
classroom curriculum.
2. Communicates awareness
of state early learning
guidelines and knows where to
locate these resources.
3. Assists with implementing
planned curriculum, and may
require guidance and support
from others.
4. Encourages childrens
participation in curriculum
activities and lessons.
5. Provides age-appropriate
instruction.
6. Discusses the scope
and sequence for key
content areas covered in the
classroom curriculum.
7. Discusses desired outcomes
for children described in the
state early learning guidelines
for children in the age range
they work with.
8. Implements curriculum
activities and lessons
with high fdelity (seems
prepared, presents concepts
as intended, keeps children
engaged.)
9. Typically implements
curriculum in their own
classroom without support
from others, and may seek
guidance if a need for
signifcant modifcation is
required.
10. Modifes and extends
lessons to meet the needs
of children and deepen their
understanding of topics they
show interest in.
11. Shares strategies with
families and other practitioners
that extend curriculum and
activities supporting outcomes
of state early learning
guidelines.
12. Discusses the connection
between curriculum and
learning and developmental
theory.
13. Discusses connections
and gaps between state
early learning guidelines and
curriculum.
14. Makes adjustments and
extensions to the curriculum
based on each childs
individual needs.
15. Models, trains, and
discusses curricula with
others to improve fdelity of
implementation.
16. Participates in program
discussions and decision-
making about curriculum
adoptions and needs.
31
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competency Area 4:
Supporting Skill Development
Supporting childrens skill development requires knowledge about specifc
content areas (social and emotional development, language, academic skills)
and approaches to learning appropriate for young children. Emphasis on
these skills should always occur in the context of responsive interactions and
appropriate guidance, and within a programmatic framework that is both planful
and intentional. Additional examples of practitioner behaviors that support skill
development across these domains can be found in the state early learning
guidelines.
Core Concepts:
High levels of teacher responsiveness (attention to childrens verbal
and non-verbal signals, building on child focus, contingent responses
to signals, offering choices) supports skill development
Good instruction requires planning and intentionality, and should be
connected to curriculum
Children need many opportunities to practice in order to master new
skills
New learning can be reinforced by integrating practice throughout
the daily routine and by consistently using vocabulary specifc to new
skills and concepts
Skill development is best nurtured when practitioners meet children
where they are and understand that children are at different levels
of competence and knowledge across skill areas
Practitioners can support children as they move toward mastery
of skills by approaching instruction through the lens of a gradual
release cycle (teacher models/demonstrates teacher has child
help with a task child has teacher help with a task child
completes task independently)
32
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
4.1 Social and Emotional Development*: Self-Concept,
Behavior Regulation, Emotional Control, Attention, and
Social Skills
*Competencies that support the development of social and emotional competence are highly
interconnected with competencies in responsive interactions, developmentally appropriate guidance,
and learning environments. The competencies listed here should be considered in conjunction with
those listed in each of these sections.
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Differentiates their approach
to meet the varied strengths
and needs of individual
children and seeks guidance
from others when an approach
is not effective with particular
children.
2. Engages in thinking aloud
and in conversations to
support the development
of self-concept skills (likes/
dislikes, feelings, ones own
body and thoughts.)
3. Engages children in
books, songs, games, and
activities about self-awareness
(provides children with a
variety of opportunities to draw
and describe themselves.)
4. Provides children cues to
remind them that there are
times to control their bodies
and actions (hands in your
lap, quiet feet) and is
sensitive to the limitations in
the emerging ability to control
their bodies and movement.
5. Models and uses language
to support childrens mastery
of self-help skills (cleaning
up a spill, using soap when
washing hands, cleaning up
toys.)
continued...
15. Implements planned
activities and lessons that
support social and emotional
development with high fdelity
(is well prepared, presents
concepts as intended, keeps
children engaged.) May seek
guidance when adjustment
requires the knowledge and
experience of others.
16. Engages children in
spontaneous discussions and
activities that encourage the
development of social and
emotional skills.
17. Embeds developmental
guidance and scaffolding
strategies into social and
emotional curriculum activities
and lessons.
18. Uses observational and
assessment data to adapt
activities and provide targeted
instruction to small groups
and individual children. May
seek support but generally
implements assessment-linked
plans independently.
19. Provides ample
opportunities for children to
communicate with each other
and form friendships.
20. Models social and
emotional support strategies,
assessment use, lessons,
and activities for other
practitioners.
continued...
22. Integrates knowledge of
developmental theory, state
early learning guidelines,
curriculum, positive guidance,
and learning strategies to plan
effective social and emotional
activities and instruction.
23. Enhances the capacity
of others through discussion,
modeling, and training to
engage children in positive
interactions and activities that
support social and emotional
development.
24. Discusses and provides
training in the appropriate
use of a variety of social and
emotional assessment tools
(ongoing, informal, formal;
curriculum-based) to help
other practitioners improve
administration of assessments
and integration of results into
lesson plans and interactions
with children.
33
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
4.1 Social and Emotional Development: Self-Concept, Behavior
Regulation, Emotional Control, Attention, and Social Skills, continued
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
6. Encourages self-regulation
in children by consistently
following established daily
schedules, rules, and routines.
7. Intervenes promptly and
sensitively when behavior
begins to escalate.
8. Acknowledges, models
and encourages emotional
expression (encourages
children to express feelings,
labels feelings, thinks aloud to
model their own feelings and
reactions, makes connections
between actions and emotional
reactions.)
9. Engages children in books,
songs, games, and activities
to increase understanding of
emotions (using puppets to act
out emotional responses, role
play, introducing emotional
vocabulary through pictures.)
10. Refrains from distracting or
redirecting childrens attention
from chosen activities until
necessary.
11. Uses a variety of strategies
to help children persist in
a task (offers praise and
encouragement, expands on
play ideas, offers support if
needed.)
12. Models and encourages
pro-social behaviors (caring,
sharing, concern for others,
helping others.)
13. Treats all children with
warmth, kindness, and respect.
14. Assists children when
needed in their communications
and interactions with peers
(guides them as they resolve
conficts, speak respectfully to
each other, initiate and expand
on each others play ideas.)
21. Uses a variety of age-
appropriate techniques
consistent with the state
early learning guidelines to
support social and emotional
development.
34
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
4.2 Language and Communication: Listening, Speaking,
and Vocabulary
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Listens attentively (shows
patience as child works
to express thoughts or
communicate non-verbally.)
2. Speaks clearly
(grammatically correct, tone
and volume is easy for children
to hear/understand.)
3. Talks to children or imitates
sounds infants and toddlers
make throughout the day
(small group, whole group,
centers, free play, outdoors.)
4. Engages children in
conversations about a variety
of topics (their likes, dislikes,
family, books, lessons.)
5. Praises and encourages
childrens attempts at
communication.
6. Extends childrens language
and/or models for children how
to express complete ideas or
sentences (child gestures and
says ball and adult says you
see the red ball.)
7. Uses specifc labels and
descriptors throughout the day
(This is your bottle versus
give it to me.)
8. Uses a variety of questions
(open, closed, inferential) to
encourage communication.
9. Implements planned
language activities and
lessons that support
language development and
communication with high
fdelity (is well prepared,
presents concepts as
intended, keeps children
engaged.) May seek guidance
when adjustment requires the
knowledge and experience of
others.
10. Engages children in
communication and activities
that extend childrens
language.
11. Embeds developmental
guidance into language and
communication curriculum
activities and lessons.
12. Uses observational and
assessment data to adapt
activities and provide targeted
oral language instruction to
small groups and individual
children. May seek support,
but generally implements
assessment-linked plans
independently.
13. Provides child-friendly
defnitions of new words
encountered in books,
activities, and lessons.
14. Provides repeated
opportunities for children to
hear and use new vocabulary
(singing songs, playful rhymes,
and naming items in the
environment.)
15. Applies upward and
downward scaffolds to support
childrens mastery of new
vocabulary on a consistent
basis.
continued...
19. Integrates knowledge of
developmental theory, state
early learning guidelines,
curriculum, positive guidance,
and learning strategies to
plan effective language and
communication activities and
instruction.
20. Enhances the capacity
of others through discussion,
modeling, and training to
engage children in positive
interactions and activities that
support communication and
language development.
21. Discusses and provides
training in the appropriate use
of a variety of language and
communication assessment
tools (ongoing, informal,
formal; curriculum-based)
to help other practitioners
improve administration of
assessments and integration
of results into lesson plans and
interactions with children.
35
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
4.2 Language and Communication: Listening, Speaking, and Vocabulary,
continued
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
16. Uses a variety of age-
appropriate techniques
consistent with state early
learning guidelines to support
communication and language
development, such as talking
about:
nature
their home and school
environment
families
communities
books
shared experiences
personal interests
17. Implements strategies
that support dual language
learners.
18. Models communication
and language building
strategies, assessments,
lessons, and activities for other
practitioners.
36
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
4.3 Emergent Literacy: Reading and Writing
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Engages children in planned
and spontaneous read-alouds
throughout the day and seeks
guidance when implementation
does not proceed as planned
or adjustment is needed.
2. Uses a variety of strategies
to engage listeners and make
reading fun (character voices,
props, modulating tone,
animation, hand movements.)
3. Encourages child
participation in read-alouds
(pauses to allow children
to ask questions or make
comments, allows children
to join in on repeated parts,
sound effects.)
4. Provides opportunities for
children to see writing (models
writing on paper large enough
for children see the writing
process, writes down what
children say, labels elements
in childrens work or posters.)
5. Provides children with a
variety of writing opportunities
(shared and independent,
different mediums such as salt
or sand trays, shaving cream,
fnger paint.)
6. Implements planned literacy
activities and lessons that
support the emergence of
reading and writing skills
with high fdelity (is well
prepared, presents concepts
as intended, keeps children
engaged.) May seek guidance
when adjustment requires the
knowledge and experience of
others.
7. Engages children in planned
and spontaneous discussions
and activities that orient and
familiarize children with print
in their environment (points to
labels, words, or icons used to
organize classroom materials;
points to words or tracks print
while interacting with books;
makes class posters, charts,
or books together.)
8. Embeds developmental
guidance into literacy
curriculum activities and
lessons.
9. Uses observational and
assessment data to adapt
activities and provide targeted
instruction to small groups
and individual children. May
seek support, but generally
implements assessment-linked
plans independently.
10. Provides repeated
opportunities for children to
hear and apply new literacy
knowledge.
11. Consistently applies
upward and downward
scaffolds to support childrens
mastery of new literacy skills.
continued...
15. Integrates knowledge of
developmental theory, state
early learning guidelines,
curriculum, positive guidance,
and learning strategies to plan
effective literacy activities and
instruction.
16. Enhances the capacity
of others through discussion,
modeling, and training to
engage children in positive
interactions and activities that
support the development of
early literacy skills.
17. Discusses and provides
training in the appropriate
use of a variety of early
literacy assessment tools
(ongoing, informal, formal;
curriculum-based) to help
other practitioners improve
administration of assessments
and integration of results into
lesson plans and interactions
with children.
37
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
4.3 Emergent Literacy: Reading and Writing, continued
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
12. Uses a variety of age-
appropriate techniques
consistent with state early
learning guidelines to support
early literacy development:
reading from varied genres
talking about books, the
alphabet, and print
shared and interactive
writing
games that encourage
phonological sensitivity,
including listening, rhyming,
alliteration, and segmenting
words and sentences
13. Implements strategies
that support dual language
learners.
14. Models strategies,
assessments, lessons,
and activities that support
literacy development for other
practitioners.
38
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
4.4 Mathematics
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Engages children in
planned and spontaneous
math activities and lessons
and seeks guidance when
implementation does not
proceed as planned or
adjustment is needed.
2. Uses math-specifc
vocabulary throughout the
day (more and less, long and
short, labels shape of things.)
3. Integrates mathematical
language and concepts
into everyday routines and
experiences (counting orange
slices at snack, sorting
crayons by color, patterning
blocks while building a tower.)
4. Implements planned math
activities and lessons that
support the emergence of
mathematical thinking with
high fdelity (is well prepared,
presents concepts as intended,
keeps children engaged.)
May seek guidance when
adjustment requires the
knowledge and experience of
others.
5. Engages children in planned
and spontaneous discussions
that encourage mathematical
thinking through comparison
and hands on manipulation.
6. Embeds developmental
guidance into math curriculum
activities and lessons.
7. Uses observational and
assessment data to adapt
activities and provide targeted
math instruction to small
groups and individual children.
May seek support but generally
implements assessment-linked
plans independently.
8. Provides repeated
opportunities for children
to hear and apply new
mathematics knowledge.
9. Consistently applies upward
and downward scaffolds to
support childrens mastery of
new mathematics skills.
10. Uses a variety of age-
appropriate techniques
consistent with state early
learning guidelines to support
mathematical thinking:
counting
sorting
patterning
measurement
adding and subtracting
recognizing numbers in
print
geometry and spatial sense
continued...
12. Integrates knowledge of
developmental theory, state
early learning guidelines,
curriculum, positive guidance,
and learning strategies to
plan effective mathematics
activities and instruction.
13. Enhances the capacity
of others through discussion,
modeling, and training to
engage children in positive
interactions and activities that
support the development of
early mathematics skills.
14. Discusses and provides
training in the appropriate
use of a variety of early
mathematics assessment tools
(ongoing, informal, formal;
curriculum-based) to help
other practitioners improve
administration of assessments
and integration of results into
lesson plans and interactions
with children.
39
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
4.4 Mathematics, continued
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
11. Models strategies,
assessments, lessons,
and activities that support
mathematical development for
other practitioners.
4.5 Science
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Engages children in
planned and spontaneous
science activities and
lessons and seeks guidance
when implementation does
not proceed as planned or
adjustment is needed.
2. Uses scientifc vocabulary
throughout the day (touch,
taste, feel, cause and effect,
making predictions, collecting,
comparing, exploring,
reporting fndings, use of
specifc tools like magnifying
glass, weather vane, and
scale.)
3. Integrates language and
concepts related to science
into everyday routines and
experiences (describing
changes in nature such as
observing shadows, ice
melting, dew on grass, and
mechanical properties like
electricity for the classroom
lights and music player, safety
around heating sources.)
4. Implements planned science
activities and lessons that
support the emergence of
scientifc thinking with high
fdelity (is well prepared,
presents concepts as intended,
keeps children engaged.
May seek guidance when
adjustment requires the
knowledge and experience of
others.
5. Engages children in planned
and spontaneous discussions
that encourage scientifc
thinking through exploration,
comparison, and hands-on
manipulation.
6. Embeds developmental
guidance into science
curriculum activities and
lessons.
7. Uses observational and
assessment data to adapt
science activities and provide
targeted instruction to small
groups and individual children.
May seek support but generally
implements assessment-linked
plans independently.
8. Provides repeated
opportunities for children to
hear and apply new scientifc
knowledge.
continued...
12. Integrates knowledge of
developmental theory, state
early learning guidelines,
curriculum, positive guidance,
and learning strategies to plan
effective science activities and
instruction.
13. Enhances the capacity
of others through discussion,
modeling, and training to
engage children in positive
interactions and activities that
support the development of
scientifc skills.
14. Discusses and provides
training in the appropriate
use of a variety of early
science assessment tools
(ongoing, informal, formal;
curriculum-based) to help
other practitioners improve
administration of assessments
and integration of results into
lesson plans and interactions
with children.
40
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
4.5 Science, continued
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
9. Consistently applies upward
and downward scaffolds to
support childrens mastery of
new scientifc knowledge.
10. Uses a variety of age-
appropriate techniques
consistent with state early
learning guidelines to support
scientifc thinking:
physical science
life science
earth and space
personal safety
health skills
11. Models strategies,
assessments, lessons, and
activities that support scientifc
skill development for other
practitioners.
4.6 Social Studies
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Honors and teaches
children about differences in
childrens heritage, home, and
communities by integrating this
diversity into the classroom
environment, discussions, and
activities.
2. Engages children in read-
alouds, discussions, and
activities that encourage
children to think about their
roles as members of a family,
group, and community.
3. Uses a variety of age-
appropriate techniques
consistent with state early
learning guidelines to build
social studies skills:
people, past and present
economics
geography
citizenship
4. Models strategies,
assessments, lessons,
and activities that support
social studies skills for other
practitioners.
5. Integrates knowledge of
developmental theory, state
early learning guidelines,
curriculum, positive guidance,
and learning strategies to
plan effective social studies
activities and instruction.
6. Enhances the capacity of
others through discussion,
modeling, and training to
engage children in positive
interactions and activities that
support the development of
social studies skills.
41
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
4.7 Creativity and Fine Arts
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Models and encourages
children to express their
individual and unique interests
creatively through language,
music, dramatic play, and art.
2. Emphasizes the process of
creating rather than the end
product (supports childrens
efforts and recognizes their
completed work will vary
substantially.)
3. Engages in discussions and
activities that foster imagination
and provides opportunities
for children to translate their
thoughts and feelings into
creative projects.
4. Uses a variety of age-
appropriate techniques
consistent with state early
learning guidelines to build
creative and artistic skills:
art
music
drama
5. Models strategies, lessons,
and activities that support
artistic expression for other
practitioners.
6. Integrates knowledge of
developmental theory, state
early learning guidelines,
curriculum, positive guidance,
and learning strategies to
plan quality creative arts
experiences.
7. Enhances the capacity of
others through discussion,
modeling, and training to
engage children in positive
interactions and activities that
support creative expression.
4.8 Technology
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Provides age-appropriate
opportunities for children to
develop technological skills
and to use technology to
support skill development in
other areas (operates music
players, practices using
a mouse and keyboard to
navigate educational software,
explores internet resources on
a topic of interest.)
2. Models and discusses how
to use technology (software,
touch screens, websites) for
learning.
3. Models strategies, lessons,
and activities that support
technology skill development for
other practitioners.
4. Integrates knowledge of
developmental theory, state
early learning guidelines,
curriculum, positive guidance,
and learning strategies to
plan opportunities for children
to engage in technology-
supported experiences.
5. Enhances the capacity of
others through discussion,
modeling, and training to
engage children in positive
interactions and activities
involving technology.
42
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
4.9 Physical Development
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Provides children with a
variety of opportunities to
engage in various activities
that support the development
of gross motor skills (freeze
tag, red light green light,
bean bag toss, equipment for
climbing, balls, hoops.)
2. Provides children with
opportunities to engage in a
variety of activities that support
the development of fne motor
skills (age-appropriate fnger
foods, writing, dress-up dolls,
tongs, manipulatives, lacing
cards.)
3. Plays games with children to
encourage the development of
eye-hand coordination (placing
block in a bucket, lacing and
beading, using scissors to cut
out shapes.)
4. Participates in physical
activities, providing modeling
and encouragement for
children.
5. Modifes activities and
equipment according to the
needs of individual children.
6. Models strategies, lessons,
and activities that support gross
and fne motor skill development
for other practitioners.
7. Integrates knowledge of
developmental theory, state
early learning guidelines,
curriculum, positive guidance,
and learning strategies to plan
quality gross and fne motor
experiences for children.
8. Enhances the capacity of
others through discussion,
modeling, and training to
engage children in positive
interactions and activities that
support physical development.
43
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competency Area 5:
Observation and Assessment
These competencies address the core knowledge and skills needed to
understand the goals, benefts, and uses of assessment in early childhood
environments. Observation and assessment serve multiple purposes in effective
early childhood programs, including (a) determining the readiness of children
for educational experiences and identifying children that may require more
specialized or focused intervention, (b) informing and guiding decisions about
instruction and intervention, and (c) gathering data and feedback that is used
to evaluate and improve the educational and developmental components of the
program. Once the need for assessment has been clearly defned, practitioners
must consider the methods and tools (formal and informal, norm referenced,
validated) best suited for that purpose, and fnally how the information will be
analyzed, reported, and used.
Core Concepts:
Screenings and evaluations are used to identify potential
developmental delays and may indicate a need for more extensive
evaluation
Diagnostic screenings are typically conducted by highly trained
professionals and are used to learn more about the nature and
extent of an individual childs health, developmental, or learning
needs (hearing, speech and language delays, learning disabilities)
Assessments are used to determine an individual childs level of
academic performance, including strengths and needs
Instructional assessment is used to inform planning and guide
instruction for individuals and groups of children (response to
intervention, instructional and curriculum-based assessments,
tracking performance in relation to benchmarks and standards)
Program evaluation and accountability assessments are used
to determine the effectiveness of the program, determine the
programs impact on stakeholders, and report to funding agencies
and policymakers
44
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
Methods:
Formal assessment approaches include screening measures,
diagnostic testing, instructional assessment, and progress
monitoring
Informal assessment approaches include observations, refection,
written records, portfolios, and checklists
Procedures:
Ensures assessment selection is age-appropriate [gathered in
realistic settings and situations (play based), ongoing, and relies on
multiple sources of information]
5.1 Observation, Assessment, and Documentation
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. States reasons for
conducting assessments
(suspected delay, track growth
in skills targeted through
instruction, determine school
readiness.)
2. Articulates the programs
process for recommending
assessments and names
specifc tools used by the
program (the program uses
Ages and Stages and is
collected 3 times per year.)
3. Demonstrates awareness
of the negative effects of bias
and judgment in working with
children.
4. Maintains confdentiality
between the program and
a childs family regarding
individual observation and
assessment results.
5. Collects samples of
childrens work and records
observations of individual
children to track changes in
abilities over time.
continued...
10. Describes the measurable
skills and rationales for
providing targeted experiences
to facilitate early learning and
development (0-3 are assessed
in developmental skills, older
children may also be assessed
in content areas such as literacy
and math.)
11. Articulates distinctions
between formal (screening,
progress monitoring, diagnostic)
and informal assessments used
to track to children over time
(childrens art, writing, teacher
observations, developmental
checklists.)
12. States the importance and
program protocol for testing
children who speak a language
other than English (testing in
both their home language and
English when possible.)
13. Uses a variety of observation
and assessment techniques
throughout the day to document
childrens knowledge and
skills across domains, and in
structured and unstructured
activities.
continued...
19. Integrates knowledge of
developmental theory and
outcomes supported by state
early learning guidelines to
develop and select appropriate
assessments for individuals
and groups of children.
20. Develops and modifes
program protocols and
assessment guidelines
and provides training in
observation and assessment
protocol to other practitioners
and staff.
21. Enhances the capacity of
others through discussion,
modeling, and training in the
use of a variety of observation
and assessment tools/
methods.
22. Integrates multiple sources
of assessment information to
develop plans that meet the
specifc needs of individual
children, and provides written
recommendations to be shared
with other staff and families.
continued...
45
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
5.1 Observation, Assessment, and Documentation, continued
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
6. Assists or takes
responsibility for reporting
informal assessment results.
7. Seeks guidance from others
if suspecting a potential delay
that may require screening or
further assessment.
8. Communicates with
parents about assessments
and observations of a childs
strengths, needs, and interests
in a sensitive manner.
9. Provides daily records
and written observations on
children that can be clearly
understood by others.
14. Integrates insights from
families and other professionals
into their own assessment of
individual children (family states
child responds to questions
better when working one-
on-one, speech pathologist
provides list of accepted speech
sound substitutions for a
particular child.)
15. Tracks progress for
individual children informally by
collecting relevant work samples
over an extended period of
time (dated writing samples,
self portraits, anecdotal notes
regarding daily language use.)
16. Uses assessment results to
guide instructional planning and
make modifcations to existing
plans across skill domains (form
skill level small groups; target
particular skills for individuals,
groups or all children; re-write
activities to provide more
support or complexity.)
17. Clearly communicates
the results of assessments to
appropriate program staff and
parents (reports are accurate,
positive, and non-judgmental.)
May seek support from other
practitioners to determine and
communicate next steps for
individual children.
18. Models appropriate use of
a variety of observations and
assessment tools for other
practitioners.
23. States ethical principles
that guide assessment
practices (objectivity,
standardization, non-biased
judgments, confdentiality,
fdelity.)
46
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
5.2 Supporting Children with Special Needs
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates that children
with disabilities are required
by law to have an Individual
Education Plan (IEP) or
Individual Family Service Plan
(IFSP) developed based on
observation and assessment.
2. Implements according
to a childs IEP or an IFSP
and seeks guidance when
support is needed to modify
the environment, activities or
support strategies to meet a
childs special needs.
3. Participates in teams that
develop IEPs or IFSPs for
children with disabilities or
special needs.
4. Models for other
practitioners appropriate
implementation of
modifcations outlined in IEPs
or IFSPs.
5. Takes a leadership role
in teams developing IEPs
or IFSPs for children with
disabilities or special needs.
5.3 Program Assessment and Evaluation
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Contributes to the
programs evaluation model
and progress monitoring
efforts by supporting data
collection efforts/requests
(accommodating classroom
observers, collecting surveys
from families, responding to
self-assessments.)
2. Supports program
evaluation and improvement
efforts by participating in
recommended professional
development opportunities.
3. Collects assessment
information about the
classroom, families, and
practice to be used to identify
strengths and weaknesses in
the program.
4. Integrates assessment
fndings related to the
classroom environment and
ones teaching behaviors
into professional practice
(modifes activities to
strengthen particular aspects
of instruction, seeks out
new learning opportunities
when fndings show lack of
understanding/knowledge.)
5. Takes a leadership role in
efforts to evaluate and improve
the program (development of
evaluation plan, supporting
others in the collection and
interpretation of data.)
6. Analyzes and interprets
evaluative/progress
monitoring data and makes
recommendations for needed
professional development
or changes to the facility/
environment.
47
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competency Area 6:
Diversity and Dual Language
Learners
These competencies address the core knowledge and skills needed to
create a culturally inclusive atmosphere that provides cultural continuity with the
childs home culture and creates an atmosphere that is free of biases, where all
children and their home cultures are respected and valued. Diversity and equity
are critical values in our society and have meaningful impacts on the social and
emotional health of young children. These competencies ensure that practitioners
respect the value of all cultures and take active steps to honor each child in their
care.
Core Concepts:
Childrens cultural identity is developed within the family and
community setting
Programs should work to maintain a childs cognitive, linguistic, and
emotional connection to the home culture and language
Children have the ability to learn more than one language at the
same time
Childrens language and literacy skills in their home language will
transfer and support learning of a second language
48
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
6.1 Cultural Diversity and Equity
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates the importance
of a familys culture as
an infuence on a childs
development (creative
expression, response style.)
2. Nurtures and interacts with
children as individuals.
3. Engages children in positive
discussions, read-alouds,
and play activities focused on
cultural differences.
4. Is supportive of children
who make non-stereotypical
play choices (boys choosing
dresses in dramatic play,
preferring academic tasks to
imaginative play.)
5. Articulates the infuence
of culture on interactions
with families (meaning of
eye contact and non-verbal
communication, accepted
roles and boundaries for
caretakers and educators) and
how to engage in effective and
positive conversations with all
families.
6. Embraces cultural
differences and works
closely with families to help
children transition to the early
childhood setting.
7. Plans activities with
families that support each
childs culture and uses these
activities in class to increase
childrens awareness and
understanding of differences
and similarities across
families.
8. Refects on own biases and
gaps in knowledge regarding
cultural infuences on children
in their classroom and seeks
resources and support from
other staff to fll in gaps and
adjust practices.
9. Integrates, labels, and
discusses materials (music
recordings, books, pretend
food, dolls, toys) that represent
the unique cultures of children
in the classroom.
10. Encourages participation
from families and staff to
ensure a variety of cultural
perspectives are represented
in program curriculum,
activities, and plans.
11. Ensures classrooms have
materials (music, books, toys,
posters, graphics) that are
sensitive to and represent
the cultural diversity of the
program.
12. Enhances the capacity
of others through discussion,
modeling, and training in
culturally and linguistically
sensitive interactions
(raising awareness of non-
stereotypical play choices,
response styles.)
13. Develops and provides
information and resources to
families and staff regarding
cultural differences, infuences
on development, and culturally
sensitive classroom practices.
49
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
6.2 Supporting Dual Language Learners
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates the language
model of the program, when
applicable (states activities
and times of day designated
for instruction in English or
other language.)
2. Provides explanation and
instruction of basic words
for those English Language
Learning (ELL) children in the
classroom that may not be
ready for more sophisticated
vocabulary.
3. Uses visual representations
(props, manipulatives,
pictures) to support ELL
childrens understanding
of classroom activities and
instruction.
4. Discusses differences in
instruction between languages
spoken in the classroom
(differences in Spanish and
English punctuation, syllabic
versus phonemic languages,
grammar.)
5. Modifes activities according
to the needs of Dual Language
Learning (DLL) and ELL
children, while adhering to
the instructional model of the
program.
6. Models strategies, lessons,
and activities that support
DLL/ELL children for other
practitioners.
7. Integrates knowledge of
developmental theory, state
early learning guidelines,
curriculum, positive guidance,
and learning strategies to plan
quality experiences for DLL/
ELL children.
8. Enhances the capacity of
others through discussion,
modeling, and training of
effective techniques that
engage DLL/ELL children
in positive interactions and
activities that support their
development across domains.
50
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
Core Competency Area 7:
Family and Community
Relationships
These competencies address the core knowledge and skills needed to
work with children with diverse family structures and infuences and be able
to positively support and communicate with individual children and families.
Children grow and develop in concert with and in response to the family systems
in which they are raised. Practitioners must have skills related to this critical
infuence on child development and well-being. Establishing and maintaining
healthy working relationships with the families is an important piece of this
section.
Core Concepts:
Families are the primary infuence on a childs development
Family context and situations vary greatly in terms of living
arrangements, goals and values, ethnicity, and culture
Programs and practitioners are better able to support childrens
development when they provide experiences and set expectations
that are aligned with those of the family
Practitioners communicate frequently and positively with parents
to ensure parents are informed about their childrens needs and
interests while in care, collaborate and problem solve when children
are met with challenges, follow up on parent requests and joint
decisions, and provide resources and referrals to appropriate aids
and services
Early childhood programs and practitioners must be responsive to
the unique contexts and situations created by interdependencies
between family systems, social institutions, and communities
Forming collaborative partnerships with community organizations,
childhood advocates, businesses, and families increases the capacity
of the program
51
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
7.1 Respect for Families
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates that families are
the primary source of infuence
on childrens development
and learning (childrens
engagement and learning
in school are affected by
stress at home, family roles,
parenting styles.)
2. Maintains confdentiality
when discussing children and
their families both inside and
outside of school.
3. Shares information with
parents about their childrens
accomplishments, skill
development and interests in
the classroom.
4. Solicits information and
observations from parents
about their childrens strengths
and interests.
5. Adheres to, and integrates
when possible, the
expectations, values, and
wishes of families in a non-
judgmental way.
6. Invites family participation in
the classroom and in activities
that support their childrens
education (share customs,
culture, talents, special skills
with class.)
7. Builds awareness and
acceptance of differences
across families and the
community by integrating
pictures and materials that
refect these differences in
classroom plans and the
environment.
8. Encourages parent
involvement and participation
in program decision-making.
7.2 Relationships with Children and Families
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Engages children in
discussions, activities, and
lessons that allow children to
share their family experiences,
routines, and traditions with
others.
2. Communicates respectfully
and sensitively with children
and their families.
3. Helps children and their
families with the transition from
home to school.
4. Plans activities that
encourage children to
discuss and share their family
experiences, routines, and
traditions with others.
5. Collaborates with families
when circumstances at home
are infuencing behaviors at
school.
6. Models, trains, and supports
other practitioners to interact
sensitively with children
experiencing stress at home.
52
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
7.3 Encouraging Parent Involvement
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Welcomes parents and
families into the classroom.
2. Ensures parents are aware
of upcoming events and
opportunities to participate in
their childrens day.
3. Encourages parent
feedback and uses these
insights to modify plans and
practice.
4. Plans opportunities for
parent involvement in the
classroom and communicates
specifc requests and
suggestions in order to engage
parents.
5. Allows parents fexibility
to participate in a variety
of classroom activities in
accordance with their own
schedules.
6. Uses knowledge about
families to make programmatic
changes.
7. Participates in planning
opportunities for families to
participate in school events
and classroom activities.
7.4 Positive Communication
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Communicates clearly with
parents about their childrens
daily needs and activities.
2. Effectively applies program
confict resolution policies and
seeks guidance as needed.
3. Plans and conducts family
conferences with a fair and
supportive attitude (reports are
accurate, positive, and non-
judgmental.)
4. Maintains open
communication with parents
regarding daily schedules,
educational materials in use,
and planned activities (uses
a communication board or
center to display current
copies of lesson plans,
schedules; sends home
weekly highlights, upcoming
events.)
5. Provides families with
information about child
development, including
developmental stages,
milestones within domains,
and infuences on childrens
growth, development, and
learning.
6. Models and supports other
practitioners in communicating
positively with families.
7. Develops and modifes
written communications to
families to ensure readability
and that the appropriate tone
and content are conveyed.
8. Helps other practitioners
and families resolve conficts
and enact policies to prevent
or mitigate similar problems in
the future.
53
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
7.5 Community Resources to Support Families
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Locates on-site fyers,
brochures, and resources
that help link families with
community supports.
2. Identifes and provides
appropriate resources to
share with families when the
need for community support is
suspected.
3. Utilizes available technology
and sources to provide parents
with communications and
resources in their primary
language.
4. Supports other staff
and families in identifying
appropriate community
resources to meet the needs
of individual children.
5. Builds program resource
libraries for connecting families
with community resources and
special services.
7.6 Community Collaboration
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Demonstrates respect and a
helpful attitude when working
with community volunteers and
representatives.
2. Participates in planning
activities and directing
volunteers and community
representatives working in the
school.
3. Participates as needed
in collaborations with other
service providers working with
the families and children in
their classroom.
4. Participates in appropriate
community activities that
support the school and
families of children in their
classroom.
5. Advocates on behalf of
families for services and
resources not currently
available in the community.
6. Helps families partner with
other programs and services
in the community.
7. Assumes a leadership role
in collaborating and sharing
information about effective
early childhood practice with
other service providers and
community organizations.
8. Participates in community
outreach activities to increase
awareness of unmet needs in
the community.
54
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
Core Competency Area 8:
Health, Safety, and Nutrition
These competencies address the core knowledge and skills needed to be
able to ensure childrens safety, promote sound health practices, recognize and
respond to child abuse and neglect, and provide nutritious meals and snacks.
This includes knowledge of a broad array of prevention, preparedness, and
implementation of health and safety practices.
Core Concepts:
Health, safety, and nutrition practices should be matched to
childrens developmental needs and abilities
Values regarding health, safety, and nutrition vary across cultures
and families
Practitioners should work with families to ensure preferences are
respected and integrated to the extent possible
When childrens health and safety are threatened they will often
show physical and emotional symptoms of illness, injury, abuse, and
neglect
Practitioners must possess extensive knowledge of laws, regulations,
and program policies in place to safeguard children
55
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
8.1 Knowledge of Regulations
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates understanding
of laws, regulations, and
procedures regarding health
and safety, including:
guidelines for
administration of
medication
CPR and frst aid training
fre and disaster drills
reporting abuse and
neglect
controlling the spread of
communicable disease
2. Explains state statutes and
procedures for reporting child
abuse and neglect.
3. Articulates the signs and
symptoms of child abuse and
neglect.
4. Ensures children are only
released to persons authorized
by parents/guardians.
5. Maintains confdentiality
of child and family health,
nutrition, and abuse and
neglect information.
6. Articulates the rationales for
laws and regulations related
to child health, safety, and
nutrition.
7. States the most current
information and laws regarding
children and families.
8. Trains on emergency
preparedness procedures
in collaboration with other
community service providers.
56
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
8.2 Health
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Describes symptoms of
common childhood illnesses
and related reporting
requirements and procedures.
2. Describes common
causes of abuse and signs of
potentially abusive adults.
3. Follows policies and
procedures regarding
sanitation (during diapering,
toileting, cleaning toys,
washing dishes and surfaces.)
4. Seeks support immediately
when abuse or neglect is
suspected.
5. Follows procedures outlined
by medical practitioners and
parents regarding childrens
specifc medical conditions.
6. Practices standard
precautions regarding handling
of bodily fuids and blood.
7. Relates in a professional
and sensitive manner to
both children and adults in
suspected abuse situations.
8. Responds appropriately
and sensitively to childrens
illnesses.
9. Provides health-related
information to families
(community services,
emergency facilities, fact
sheets for specifc diagnoses
and treatment.)
10. Shows respect for
culturally infuenced health
practices.
11. Administers medicine and
approved medical treatments
according to guidelines.
12. Works with families and
supports other practitioners
when a need for health
referrals is identifed.
13. Integrates knowledge
of regulatory requirements,
program policies, and
developmental theory to
plan activities and lessons
that support healthy bodies,
lifestyles, and environments.
14. Enhances the capacity
of others through discussion,
modeling, and training to
identify, minimize, respond,
and report health concerns
appropriately.
15. Discusses with other
practitioners the impact of
stress on childrens physical
and emotional health and
appropriate approaches
caregivers can utilize to
support children experiencing
stress.
16. Discusses with other
practitioners ways in which
approaches to health vary
across cultures.
57
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
8.3 Environmental Safety
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Describes essential
components of safe and
hygienic indoor and outdoor
physical environments.
2. Actively supervises
children indoors and outdoors
(classroom, playground, feld
trips, transportation.)
3. Monitors the safety of
materials in the classroom
and outside (removes broken,
sharp objects, entanglements)
and reports hazards they are
unable to remedy on their own.
4. Encourages children to
follow safety rules (walking
feet inside, playground safety.)
5. Safely stores and utilizes
hazardous chemicals,
medication, emergency
materials, etc.
6. Maintains a clutter-free
space for children to play and
learn.
7. Responds appropriately
to bullying and fosters the
development of social skills
to prevent children from
developing bullying behavior.
8. Models and teaches simple
safety precautions and rules to
children.
9. Models safety procedures
for other practitioners.
10. Integrates knowledge
of regulatory requirements,
program policies, and
developmental theory to plan
for environments and materials
that reduce the risk of physical
harm and develop emergency
plans that facilitate swift
response in emergencies.
11. Enhances the capacity of
others through discussion,
modeling, and training to
identify, respond, and report
health concerns appropriately.
12. Provides routine monitoring
of indoor and outdoor safety of
the facility, integrating updated
protocols, and data from
safety reports. Seeks support
from outside consultants or
providers as needed.
13. Assists other practitioners
in making changes to the
environment that increase
safety.
14. Demonstrates the use
of safety equipment and
protocols (fre extinguishers,
lock down procedures.)
15. Develops written program
safety protocols.
58
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
8.4 Nutrition
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates current policies
and procedures related to food
and nutrition.
2. Articulates that denying or
requiring children to eat food
is not an appropriate form of
punishment.
3. Describes the nutritional
needs of children, including
special cultural requirements.
4. Maintains a sanitary eating
environment.
5. Practices safe food handling
and hand washing procedures.
6. Models and encourages the
development of self-help skills
during mealtime.
7. Prevents and remedies
health hazards in meals
(choking, allergies) based on
the developmental level of
children in their care.
8. Monitors childrens eating
and encourages positive
habits (eating healthy foods,
drinking plenty of water.)
9. Ensures children with
food allergies are not served
restricted foods.
10. Develops menus that
meet the nutritional needs of
children (follows USDA Child
and Adult Care Food Program)
giving special attention to
specifc dietary and cultural
needs of individual children.
11. Plans opportunities for
children to experience foods
with different taste, texture,
and cultural signifcance.
12. Plans age-appropriate
food preparation and cooking
activities for children.
13. Engages children in
activities and discussions that
teach children about good
nutrition.
14. Communicates with
families about their childrens
eating patterns, food
preferences, and concerns.
15. Demonstrates sensitivity
to variation in cultural
requirements and family food
preferences.
16. Integrates knowledge
of regulatory requirements,
program policies, and
developmental theory to plan
activities and lessons that
support good nutrition and
eating habits.
17. Enhances the capacity of
others through discussion,
modeling, and training
in engaging children
in conversations and
activities that increase their
understanding of nutrition and
its relation to good health.
18. Provides resources to
families about food and
nutrition and explains how
these concepts are discussed
and presented in curriculum.
19. Integrates observations
and information about the
eating patterns of individual
children into menu and
mealtime planning.
20. Supports other
practitioners when needed to
identify feeding and nutritional
defciencies in individual
children, and assists them in
speaking with families and
making appropriate referrals.
59
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competency Area 9:
Professionalism and Ethics
Early childhood practitioners serve a valuable and complex role in society.
They must balance the demands of effective professional practice and decision-
making, knowledge of regulations, and appropriate interactions with children,
families, colleagues, and the broader community. These competencies address
the core knowledge and skills needed to understand and use ethical guidelines
and other professional standards related to practice.
Core Concepts:
Professional practice in early care and education programs is
governed by local laws and regulations, state and federal indicators,
and organizational policies and goals
Standards, guidelines, and position statements are available to
enhance the quality of care and education beyond that required by
licensing and regulations
Practitioners have knowledge of a professional code of ethics
Professional development is an ongoing commitment to increasing
ones knowledge and ability to apply research and theory to practice
Professional early care and education practitioners recognize their
role as an advocate for improving the quality of life for children and
their families
Professionals seek to understand the principles, theories, and
practices of leadership skills development in their feld
Professionals have a responsibility to conduct themselves ethically
with program staff, families, board, and community members
60
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
9.1 Ethical Standards and Professional Guidelines
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Maintains a professional
appearance.
2. Uses language appropriate
for the workplace and children.
3. Demonstrates good work
habits (attendance, punctuality,
shows respect for colleagues.)
4. Balances personal and
professional commitments
and seeks support from others
when needed.
5. Maintains confdentiality and
fairness between families and
program.
6. Adheres to professional
ethics in the workplace over
personal values, and seeks
guidance when ethical issues
arise.
7. Meets minimal regulatory
requirements for professional
development hours.
8. Follows applicable
regulations and laws
pertaining to the early
childhood profession.
9. Provides a strong ethical
example for other practitioners.
10. Recognizes and reports
ethical dilemmas to ensure
inappropriate behaviors are
addressed.
11. Provides clear written
communications.
12. Identifes effects of stress
on interactions with children
and staff and develops
strategies to remedy and
maintain performance.
13. Guides others in
developing and maintaining
professionalism and ethical
behavior.
14. Provides guidance and
a course of action when
unethical behavior and
concerns are identifed.
15. Integrates ethical code into
practice, written policies, and
instruction.
61
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
9.2 Refective Practices and Professional Growth
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Welcomes input and
feedback about ones own
strengths and weaknesses
from other professionals and
integrates feedback to the best
of their ability.
2. Engages in refective
conversations regarding
activities and lessons
(identifying what worked and
where improvement is needed.)
3. Refects on childrens
responses to instruction
and interaction, and adjusts
practices to improve childrens
experiences.
4. Develops personal
plans for growth based on
refections of current practice.
5. Formalizes an action plan
for personal growth (matches
refections on practice to
workshop interests, courses,
and literature; seeks
mentoring and guidance
from more advanced
professionals.)
6. Participates in program
evaluation efforts and in
developing action plans for
program improvement.
7. Thinks critically about how
ones own belief systems
affect practice.
8. Thinks critically about ones
own work in light of current
research and theories of
learning and development, and
adjusts practices to ensure
childrens experiences are
meaningful.
9. Uses a variety of strategies
to guide others toward
becoming more refective
practitioners (refective
questioning, evaluating self-
assessments, reviewing video
of interactions, recording daily
refections.)
10. Encourages the expression
of multiple perspectives and
recognizes that as a feld
what we know to be effective
evolves as new research
and practice change our
understanding about how
children learn and develop.
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Practitioners
9.3 Professional Development Outlook
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Identifes state and local
professional associations by
name.
2. Participates in the local
early childhood professional
development system and/or
workforce registry.
3. Participates in staff
discussions about current
early childhood practice.
4. Values mentoring
opportunities and ongoing
support from other
practitioners.
5. Works toward degrees
and credentials, and takes
advantage of resources
available through participation
in professional organizations
as well as state and national
education assistance
opportunities.
6. Researches current trends
in evidence-based practices in
early childhood.
7. Actively participates in staff
development opportunities
(shares ideas, listens with an
open mind, plans opportunities
to put new knowledge into
practice.)
8. Shares experiences
and knowledge with other
practitioners.
9. Presents at state and local
early childhood conferences
and meetings.
10. Supports the growth
and development of other
practitioners (encourages
others to pursue their
education, recommends
training opportunities.)
11. Shares knowledge and
provides mentoring and
guidance to other practitioners.
9.4 Collaborative Partnerships
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Discusses the importance of
collaboration in early care and
education settings.
2. Names various services
in the community providing
support to children and
families.
3. Cooperates with agencies
and professionals providing
programs and services for
children and families in early
childhood settings.
4. Communicates the value of
collaborative relationships to
others.
5. Collaborates with a variety
of agencies and organizations
in the community that provide
services and support to
children and families.
6. Participates on collaborative
teams with families,
community service providers,
and colleagues.
7. Supports children by
providing additional services,
resources, and referrals when
families are unwilling or unable
to advocate for their childrens
well-being.
8. Identifes and discusses
unmet service needs in the
community.
63
Core Competencies for Practitioners
Texas Core Competencies for Early Childhood Practitioners and Administrators
9.5 Advancing the Status of Children and Families
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates the importance
of childrens experiences in
early childhood programs.
2. Articulates ways in which
the care of young children
differs from the care of older
children.
3. Articulates understanding
that local, state, and national
governing bodies enact public
policies that affect the care
and education of children
(discusses laws or statutes
that limit or provide services,
discusses current policy
proposals.)
4. Researches advocacy
issues.
5. Advocates for recognition
of early care and education
as a profession, including
the economic impact (effects
on present labor market and
tax revenues, as well as
future benefts associated
with quality early childhood
experiences, including
improved economic stability
and quality of life.)
6. Uses understanding of the
policy process to advocate
for and promote legislation
that improves services for
young children and families
(participates in outreach
campaigns, contacts and
informs decision-makers
about how policies will affect
children.)
64
Texas Core Competencies for Early Childhood Practitioners and Administrators
Building an effective administrative program can be complex as it requires a
broad range of understanding about laws and regulations, management, fnance,
and programming, as well as family and community engagement. In addition to
implementing and understanding these core areas of administration, administrators
should have a deep understanding of evidence-based practices inside the early
childhood classroom. Gaining a comprehensive understanding of these skills is
not easily obtained and requires extensive training and professional growth in both
leadership and management. These competencies represent the range of knowledge
and observable skills needed to effectively manage early childhood programs, and are
intended to serve as a guide to those interested in acquiring a better understanding of
the scope of responsibilities associated with early childhood program administration.
The competencies can also be used as a resource for professionals, educators, and
trainers focused on improving the quality of early childhood programs.
Intended Audience
Center Directors
Assistant Directors
Curriculum Specialists
Site Managers
School Administrators
Program Managers
Early Childhood Coordinators
Principals
Assistant Principals
Teachers
Offce Managers (including clerical or support staff)
Program Improvement Teams
Core competencies for early childhood administrators have been defned
across the following six areas:
1. Establishing and Maintaining an Effective Organization:
1.1 Program Development
1.2 Program Operations and Administration
1.3 Program Evaluation
Core Competencies for Administrators
65
Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
2. Business and Operations Management
2.1 Business Practices
2.2 Financial Management
2.3 Facilities
2.4 Marketing and Public Relations
3. Human Resource Leadership and Development:
3.1 Personal and Professional Awareness
3.2 Human Relationships
3.3 Leadership and Support
3.4 Personnel Management
4. Maintaining a Healthy and Safe Environment:
4.1 Knowledge and Enforcement of Regulations
4.2 Health
4.3 Safety
4.4 Nutrition
5. Implementing a Developmentally Appropriate Curriculum and Environment:
5.1 Curriculum Design
5.2 Teaching Practices
5.3 Child Assessment
5.4 Learning Environment
5.5 Environmental Assessment
6. Instituting Family & Community-Centered Programming:
6.1 Positive Relationships with Families
6.2 Community Collaborations
66
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
Levels of Practice
Across these categories, three levels of administrator competencies are defned with
each level requiring demonstration of greater depth and breadth of knowledge and
increasing ability to apply knowledge to practice. Administrators at an intermediate
level are able to demonstrate all of the competencies listed at the beginner level.
Administrators at an advanced level are able to demonstrate all of the competencies
listed at both the beginner and intermediate levels.
Beginner Administrators lead and support the program by adhering to laws governed
by the state and program policies.
Intermediate Administrators lead and support the program with increasing
independence and effectiveness.
Advanced Administrators lead and support the program by providing strong
leadership and high quality program components that promote the well-being of children
and families.
Basic Scope
Beginner Administrators Intermediate Administrators Advanced Administrators
Beginner administrators
can maintain or oversee
the daily operations of
some or all program
components. They may
provide supervision and
support to practitioners
and other program staff.
Beginner administrators
are still acquiring the
key knowledge and
skills across areas of
practice required to
modify or develop core
program components.
They seek support from
other administrators and
agencies when challenges
arise or a need for change
is identifed.
Intermediate administrators
have key knowledge
and skills necessary to
plan and modify program
components. They are able
to support practitioners and
train other administrative
level staff to ensure
program components
are implemented with
high fdelity. Intermediate
administrators have
emerging knowledge
of best practices and
advances in the feld of
early childhood theory.
They make decisions and
provide leadership at the
program level in a manner
consistent with the mission,
vision, and philosophy of
the program.
Advanced administrators
have deep knowledge
across competency areas
and use this knowledge
to defne and shape
the mission, vision,
and philosophy of the
program. They embody
strong leadership skills
and leverage these skills
to advance the program
across areas, including:
the recruitment, training,
and support of highly
effective classroom and
administrative staff,
and aligning program
components with advances
in early childhood theory
and evidence-based
practices.
67
Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
Variation in Professional Abilities Across Levels of Practice
Articulating Depth and Breadth of Knowledge
Beginner Administrators Intermediate Administrators Advanced Administrators
Beginner administrators
can communicate basic
understanding of child
development, program
policies, and regulatory
requirements, and can
articulate standard
practices associated with
the program components
for which they are
responsible.
Intermediate administrators
engage in discussions
about child development,
program policies, regulatory
requirements, and
standard program practices
(applying rationales and
concrete examples) at
a level that increases
the knowledge and
understanding of others.
Their implementation and
management of programs
is grounded in knowledge
of best practices.
Advanced administrators
read and assimilate current
research about evidence-
based practice and
program management, and
guide other administrators
and staff toward more
effective practice through
discussion, training, and
mentoring.
Communicating Effectively with Staff and Families
Beginner Administrators Intermediate Administrators Advanced Administrators
Beginner administrators
provide written and verbal
communication to staff and
families regarding program
components for which they
are responsible. They may
seek support from other
administrators or agencies
when the knowledge and
skills of others is needed to
communicate clearly and
resolve issues.
Intermediate administrators
can support practitioners
and other administrators
with regard to particular
program components
to ensure clear oral and
written communication
with families and staff.
They recognize the need
to solicit the advice and
guidance of those with
specialized experience
and expertise to ensure
effective communication
with staff and families.
Advanced administrators
initiate communications
with staff and families
designed to increase the
capacity of the program
and the well-being of
families enrolled in the
program. They typically
do not require support to
make referrals for services,
make recommendations,
and provide guidance
linked to theory and
practice.
68
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
Implementing, Supervising, and Training
Beginner Administrators Intermediate Administrators Advanced Administrators
Beginner administrators
oversee the daily
operations of the program
components for which they
are responsible, adhering
to all applicable laws,
regulations, and program
policies.
Intermediate administrators
recognize the importance
of assessment, feedback,
planning, and modifcation
needed to effectively
oversee the program
components for which
they are responsible. They
may require training and
assistance to understand
what changes are needed
to increase effectiveness.
Advanced administrators
put in place systems for
ongoing evaluation across
program components
and routinely involve
staff in discussions,
collaborations, and training
opportunities designed
to improve the programs
ability to serve the needs
of families and staff.
Planning, Decision-Making, and Leadership
Beginner Administrators Intermediate Administrators Advanced Administrators
Beginner administrators
make decisions and
engage in problem-solving
and planning activities
with regard to program
components for which
they are responsible.
They may require support
and training to build the
knowledge and skills that
foster effective decision-
making, organizational,
and leadership skills.
Intermediate administrators
have the knowledge
required to establish a
clear vision, mission, and
philosophy for the program,
and are able to leverage
resources to support
program components. They
identify needs and seek
guidance when needed
to plan, make decisions,
and lead the program in
a manner that supports
families and staff.
Advanced administrators
align the programs
vision, mission, and
philosophy with the
needs of their particular
community, and ensure
that program components
are consistent with
current early childhood
research and state early
learning guidelines and
core competencies.
They provide guidance,
training, and mentoring
to other early childhood
administrators to help build
the capacity of the early
childhood system in their
community.
69
Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competency Area 1:
Establishing and Maintaining an
Effective Organization
These competencies address the core knowledge and skills needed in
order to establish, implement, and maintain an effective early care and education
program. Key components in this area relate to the general administration of
the program within the context of clearly defned goals and values. Specifcally,
effective administrators integrate the mission, vision, and philosophy of the
program into daily activities, staffng decisions, curriculum choices, professional
development, and planning. Early childhood programs are bound by numerous
laws, regulations, and policies originating across multiple agencies and levels
of government. Adherence to these requirements is central to the role of the
administrator. Finally, effective organizational leaders recognize the importance
of routinely evaluating the program and integrating feedback into strategic
planning.
Core Concepts:
Child development theories and evidence-based program practices are
central to effective program planning and administration
Organizations operate around established goals, objectives, and
organizational values which may be referred to as mission, vision, and
philosophy (why we serve children and families, what our program will
look like at its most effective state, how we believe children and families
best respond and grow)
Program administrators must possess knowledge of federal, state, and
local laws and regulatory standards that apply to program operation
and potential risk management issues, such as those pertaining to
discrimination, disabilities, child abuse and neglect, confdentiality, labor
and employment, and custody and family laws
Programs should have clearly defned roles and responsibilities for
staff, and administrators should be knowledgeable in how to leverage
organizational resources including staff, funding, facilities, and materials
to ensure program effectiveness
Program evaluations are conducted for the purposes of assessing program
strengths and identifying areas for improvement
Different program evaluation methods can be used and the information
gained should be utilized in program planning efforts
70
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
1.1 Program Development
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates the current
mission, vision, and philosophy
of the program.
2. Articulates the value of
aligning community needs with
the programs mission, vision,
and philosophy.
3. Engages in program
planning activities to detail
program objectives and set
short and long-term goals.
4. Articulates ways in which
current practice is shaped to
refect the mission, vision, and
philosophy of the program.
5. Demonstrates the ability
to write a management
philosophy that includes the
programs mission, vision,
philosophy, and organizational
objectives.
6. Periodically revisits and
revises program practices
to ensure alignment with the
programs mission, vision, and
philosophy.
7. Modifes program goals
and objectives in response to
the needs of families and the
community.
8. Clearly articulates roles
and responsibilities of staff
members in a manner that
supports program goals and
objectives.
9. Ensures staff receive
training and guidance to build
their understanding of program
goals and objectives.
10. Ensures alignment
between the programs
mission, vision, and philosophy
and the program goals and
objectives with all curricular
and enrichment program
components.
11. Provides guidance,
consultation, and training
to other administrative and
support staff to develop a
mission, vision, and philosophy
that meets the needs of the
community while incorporating
contemporary theory on child
growth and development.
71
Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
1.2 Program Operations and Administration
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Applies federal, state, and
local regulatory standards to
program operations.
2. Applies a system for
identifying tasks and
prioritizing their completion to
refect reasonable schedules
and timelines.
3. Designs, develops, and
implements an enrollment
process.
4. Maintains operational
records and documents.
5. Identifes needed supplies,
materials, and equipment.
6. Adjusts program practices,
policies, and structures to be
in compliance with changes
in federal, state, and local
policies.
7. Reviews the program
policies and procedures on
a regular basis to determine
effectiveness, and makes
revisions where necessary.
8. Adjusts the day-to-day
routines and activities of the
program to better meet the
needs of families and staff.
9. Monitors and maintains
the inventory of supplies,
materials, and equipment.
10. Provides guidance,
consultation, and training
to other administrative and
support staff to ensure
program policies and
procedures effciently support
objectives and goals.
11. Evaluates the effectiveness
of supplies, materials, and
equipment to program
operations and stays abreast
of technology advancements.
1.3 Program Evaluation
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Describes the defnition,
purpose, and process of
program evaluation.
2. Names and describes
appropriate tools of evaluation
as applied to a program
(surveys, observations,
interviews.)
3. Discusses issues and
questions specifc to their
program that can be answered
through evaluation.
4. Ensures evaluation activities
follow ethical guidelines
(consent, confdentiality, non-
biased.)
5. Includes allocations for
program evaluation in short
and long-term fnancial plans.
6. Identifes and plans
fnancing for appropriate
evaluation tools and
procedures (contracting with
outside consultants, hiring
staff with skills to conduct
routine assessments,
purchasing commercially
available instruments.)
7. Develops evaluation
plans that are integrated into
program practice and occur on
an ongoing basis.
8. Organizes, interprets, and
reports evaluation fndings.
9. Integrates evaluation
fndings into short and long-
term plans.
10. Provides guidance,
consultation, and training
to other administrative and
support staff to improve their
understanding of program
evaluation and their ability
to make evidence-based
decisions.
72
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
Administrators must have extensive knowledge of business best practices,
as well as thorough knowledge of the laws and regulations applicable to their
program. Maintenance and enhancement of the facility requires knowledge of
local/state/federal codes, designing developmentally appropriate environments,
as well as budgetary planning and procurement practices. These competencies
address the core knowledge and skills needed in order to effectively operate a
fscally sound early care and education program, including the ability to increase
enrollment.
Core Competency Area 2:
Business and Operations
Management
Core Concepts:
Accounting practices, such as budgeting, accounts payable and
receivable, bookkeeping, and purchasing procedures, are important
to consider when managing the fnancial aspect of a program
Basic accounting and reporting formats play a strong role in year-end
budgetary analysis and planning
Program administrators should possess knowledge of federal, state,
and local subsidy structures for early childhood services
Industry-specifc budgetary issues have a strong impact on program
operations and design, including staff scheduling and hours
of operation, enrollment plans, sliding scale/discounting, and
professional development costs
Effective marketing, public relations, and outreach efforts can
enhance the enrollment efforts of a program
73
Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
2.1 Business Practices
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates legal issues
that affect early childhood
programs.
2. Maintains a record keeping
system in compliance with
legal and ethical mandates
(storage, access, release and
disposal of records.) Requires
frequent support and guidance
from regulatory authorities to
ensure compliance.
3. Completes tasks on time
and meets deadlines.
4. Discusses standards
for quality early childhood
programs, such as
accreditation.
5. Ensures the security and
privacy of confdential/personal
information.
6. Implements a system
for identifying tasks and
prioritizing their completion to
refect reasonable schedules
and timelines.
7. Designs and supports
others in the development of
systems for managing records,
schedules, and tasks.
8. Provides guidance,
consultation, and training to
other administrators and staff
on best business practices.
74
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
2.2 Financial Management
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Works successfully within
an established budget.
2. Manages disbursement
of payroll, taxes, equipment,
supplies, and petty cash.
3. Manages the collection of
fees and tuition.
4. Manages purchasing
procedures.
5. Describes fundraising
strategies.
6. Maintains accurate records
of income and expenditures
and follows basic accounting
reporting formats.
7. Develops and implements
a fscal business plan and
operates successfully within
the budget.
8. Develops compensation
structures that support staff
recruitment and retention
(higher compensation for
increased knowledge and
skills.)
9. Plans and manages record
keeping of government subsidy
programs.
10. Uses records and reports
of income and expenditures
and monthly and annual
reports in the development of
the new fscal budget.
11. Plans and manages
fundraising events to increase
capacity beyond what can be
provided through tuition and
fees.
12. Develops and implements
feasible fee schedule based on
analysis of cost of care, market
rate adjustments, community
need, and competitor pricing.
13. Provides guidance,
consultation, and training to
other administrators and staff
on budgeting and accounting
practices and their connection
to program planning and
strategic goals.
14. Develops compensation
structure and beneft
schedule linked with merit
and performance standards
(incentives and increased
compensation linked to
demonstration of effective
practices.)
15. Generates and manages
additional fnancial resources
necessary to support high
quality programs for children,
families, and staff.
2.3 Facilities
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Adheres to plans for
preventive maintenance,
scheduled building updates,
and replacement of equipment.
2. Maintains satisfactory
relationships with contracted
service providers (arranges
services, monitors quality.)
3. Develops facilities
management plan for needed
preventive maintenance,
scheduled building updates,
and replacement of equipment.
4. Secures fnancial resources
and plans for their use
in the maintenance and
enhancement of the facility.
5. Integrates knowledge about
current capacity and long-term
program goals into plans for
the enhancement, expansion,
and updating of the facility and
its equipment.
6. Provides guidance,
consultation, and training
to other administrators and
staff on the development of a
facilities management plan.
75
Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
2.4 Marketing and Public Relations
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Discusses current and
needed marketing resources.
2. Demonstrates effective
oral, written, and electronic
communication required for
effective marketing efforts.
3. Projects a positive
image of the program when
communicating with families,
staff, and the community.
4. Develops and evaluates
marketing strategies to
maintain and strengthen
relationships with
stakeholders.
5. Modifes the marketing
plan based on evidence of the
effectiveness of the current
marketing approach on
enrollment.
6. Plans for the identifcation
and allocation of resources to
support marketing goals.
7. Provides guidance,
consultation, and training
to other administrators and
staff on the development of
a marketing plan for building
and maintaining optimal
enrollment. Evaluates and
revises the plan as needed.
76
Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
Highly motivated and effective practitioners are central to the daily
experiences of children and families served by early care and education
programs. These competencies address the core knowledge and skills required
in order to effectively manage and develop the human resources needed to offer
high quality programs.
Core Competency Area 3:
Human Resource Leadership and
Development
Core Concepts:
An individuals own disposition, beliefs, values, and philosophies
impact their practice and those with whom they interact
Adults vary in their learning styles, dispositions, personalities, and
orientation toward career development
The early care and education profession has access to a code of
ethics specifc to the feld, that can be applied in problem-solving and
situations involving moral dilemmas
Various factors can affect recruitment and retention of practitioners,
and efforts should be made to address these factors
Effective strategies and practices are needed in order to build
cohesive teams in the workplace
Performance appraisals should be based on meaningful criteria and
should set clear performance expectations for staff
77
Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
3.1 Personal and Professional Awareness
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Demonstrates professional
work habits, including
confdentiality, respect for
others, dependability, time
management, independence,
and team work.
2. Assesses own knowledge
and skills in Texas Core
Competencies for Early
Childhood Administrators.
3. Encourages personal and
professional feedback from
staff, families, and other
stakeholders.
4. Examines own practices
through self-refection and
self-appraisal.
5. Seeks out professional
development and learning
opportunities based on Texas
Core Competencies for Early
Childhood Administrators.
6. Develops procedures for
collecting both formal and
informal professional feedback
from staff, families, and other
stakeholders.
7. Provides guidance,
consultation, and training
to other administrators and
staff on the development of a
marketing plan for building and
maintaining optimal enrollment
and participation in services,
and evaluation and revision as
needed.
3.2 Human Relationships
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Develops mutually
respectful and trusting
relationships with staff,
including those whose cultural
values, beliefs, and lifestyles
may differ from their own.
2. Utilizes effective confict
resolution strategies and seeks
guidance when the expertise
of others is needed.
3. Develops policies to
promote positive working
conditions that foster mutual
respect, cooperation,
collaboration, competence,
well-being, confdentiality, and
self-esteem.
4. Recognizes rising tensions
among staff, children, and
families and utilizes strategies
and resources to prevent and
resolve conficts.
5. Provides guidance,
consultation, and training to
other administrators and staff
to improve their understanding
of how differences in culture,
beliefs, and lifestyle infuence
human relationships, and how
to promote working conditions
that respect and value these
differences.
6. Provides guidance,
consultation, and training to
other administrators and staff
on the development of skills
to effectively manage conficts
among staff, children, and
families.
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
3.3 Leadership and Support
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates the need for
cohesive staff teams and staff
involvement.
2. Identifes job roles and
responsibilities.
3. Leverages staff effectively,
assigning job roles and
responsibilities according to
the individual strengths and
knowledge levels of staff.
4. Encourages collaboration
and facilitates the exchange of
professional ideas with staff.
5. Increases effciency
and effectiveness of the
program by delegating job
responsibilities.
6. Models appropriate
teaching, decision-making,
and problem-solving skills.
7. Provides guidance,
consultation, and training
to increase the quality of
teaching, decision-making,
and problem-solving skills of
other administrators and staff.
8. Designs team-building
opportunities to increase
job satisfaction, increase
productivity, and improve
program quality.
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Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
3.4 Personnel Management
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Ensures staff members have
copies of applicable state early
learning guidelines and the
Texas Core Competencies for
Early Childhood Practitioners
and Administrators.
2. Follows labor laws and
regulatory requirements
related to recruitment, hiring,
promoting, and terminating
staff.
3. Holds regular meetings to
encourage collaboration and
receive input and feedback
from staff.
4. Communicates staff
performance expectations
through the use of job
descriptions, personnel
policies, and employee
orientation.
5. Routinely monitors staff
behavior and interaction in
each classroom throughout
the day.
6. Assesses staff
performance to determine the
appropriateness of assigned
roles.
7. Develops performance
expectations in the form
of position descriptions,
personnel policies, new hire
orientation, and coaching
plans.
8. Develops policies to
monitor, enhance, and address
defciencies in performance.
9. Establishes and follows
clear, consistent, and
transparent processes for the
recruitment, hiring, promotion,
and termination of staff.
10. Holds staff meetings to
improve program practices
and provide time for staff
to discuss their work with
children and families.
11. Implements written
performance evaluations
that align with position
descriptions, program policies,
and philosophy and allow for
staff self-assessment and goal
setting.
12. Reviews and updates
employee policies and
procedures regularly, ensuring
that all employees are
informed of changes and have
a copy of the current employee
handbook.
13. Obtains input from current
and exiting employees in
evaluating practices involving
recruiting, hiring, promoting,
retaining, and modifying
policies and practices as
needed.
14. Implements a schedule
of regular observation and
conferencing with each
member of the teaching staff,
documents progress, and
incorporates this information
into performance evaluations.
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
Ensuring childrens safety and health is a fundamental requirement of
any early care and education program. These core competencies represent the
knowledge and skills administrators must possess to promote sound health,
safety, nutritional practices, and recognize and respond to signs of abuse
and neglect. Administrators apply this knowledge in the development and
training of program policies aimed at prevention, preparedness, and effective
implementation of health and safety practices.
Core Competency Area 4:
Maintaining a Healthy and Safe
Environment
Core Concepts:
To effectively safeguard children, knowledge of state minimum
standards and applicable codes related to child health, safety, and
nutrition is needed
Program policies and security procedures are important to
maintaining a healthy and safe environment
Emergency planning and regular drills ensure that, in any emergency,
all involved are well prepared and practiced
Health, safety, and nutrition practices should be matched to
childrens developmental needs and abilities
Values regarding health, safety, and nutrition vary across cultures
and families
Family preferences, as they relate to health, safety, and nutrition,
need to be respected and integrated to the extent possible
When childrens health and safety are threatened, they will often
show physical and emotional symptoms of illness, injury, abuse, and
neglect
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Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
4.1 Knowledge and Enforcement of Regulations
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Articulates applicable
health, safety, and nutrition
regulations and codes.
2. Creates and modifes
staffng schedules to comply
with regulatory ratios and
provide consistency for
children.
3. Ensures staff receive
ongoing training and guidance
on regulations and codes
related to health, safety, and
nutrition.
4. Provides guidance,
consultation, and training to
other administrators and staff
on applicable health, safety,
and nutrition regulations and
codes
4.2 Health
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Identifes classroom and
staff needs for health and
sanitation equipment and
supplies.
2. Provides families with
information on the health and
sanitation practices of the
program.
3. Describes and implements
policies and procedures
for care of ill children, and
seeks support when cases
are unusual and appropriate
practices are unclear.
4. Describes and implements
medication and administration
policies and procedures.
5. Ensures staff receive
ongoing training and guidance
regarding health and sanitation
regulations, policies, and
standards.
6. Models good practices and
works with staff to improve
health and sanitation.
7. Develops systems to ensure
family requirements that
protect the health of children
are enforced (asthmatic
conditions, limits on physical
activity, etc.)
8. Develops and enforces
medication administration
policies and procedures.
9. Provides guidance,
consultation, and training to
other administrators and staff
on issues related to promoting
childrens health.
10. Designs and supports
others in the development
of plans to address possible
health emergencies.
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
4.3 Safety
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Describes and implements
security and emergency
procedures and a disaster
preparedness plan.
2. Ensures staff and children
regularly practice emergency
and disaster plans (fre,
tornado drills.)
3. Monitors the indoor and
outdoor spaces of the center
for adherence to a facilities
management plan (free from
hazards) and addresses/
reports concerns to the
appropriate person.
4. Adapts the environment to
ensure the safety of children
with special needs.
5. Provides families with
information on safety
practices.
6. Supports staff to ensure
they follow procedures for
responding to suspected child
abuse and neglect.
7. Designs security and
emergency procedures and a
disaster preparedness plan.
8. Ensures staff receive
ongoing training and guidance
regarding security and
emergency procedures and a
disaster preparedness plan.
9. Develops a facilities
management plan that
addresses the maintenance
and safety of indoor and
outdoor spaces.
10. Identifes and plans
fnancing for preventive
maintenance, scheduled
building updates, and
replacement of equipment.
11. Models good practices and
works with staff to improve
safety throughout the facility.
12. Provides guidance,
consultation, and training to
other administrators and staff
on issues related to promoting
child safety.
13. Designs and supports
others in the development
of plans to address possible
safety emergencies.
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Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
4.4 Nutrition
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Implements and/or
oversees meal planning and
food services to ensure that
child nutrition standards and
guidelines are followed.
2. Ensures accurate menus
are posted for families.
3. Ensures staff adhere to the
dietary restrictions of specifc
children.
4. Provides families with
information on good nutrition
and its connection to health.
5. Develops policies and
procedures to ensure food and
nutrition practices adhere to
regulatory policy.
6. Develops food service
policies and practices that,
whenever possible, take
into account the needs and
preferences of families and
staff.
7. Works with staff to improve
nutrition and feeding practices
in the classroom (using
mealtimes to promote health,
relationship building, and
learning.)
8. Develops systems to ensure
family food allergy policies are
enforced.
9. Provides guidance,
consultation, and training
to other administrators and
staff on issues related to
promoting child nutrition and
its connection to health.
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
These competencies address the core knowledge and skills needed
in order to implement and assess developmentally appropriate learning
environments and curriculum models for all children in the program. Effective
administrators have extensive knowledge of child growth and development and
early learning guidelines that support their ability to select appropriate curriculum,
plan indoor and outdoor environments, support staff, and communicate about the
curriculum and learning environment with staff and families.
Core Competency Area 5:
Implementing a Developmentally
Appropriate Curriculum and
Environment
Core Concepts:
Program administrators should understand core knowledge and
skills presented in the Texas Core Competencies for Early Childhood
Practitioners as they relate to curriculum and the environment
Early childhood environments must be furnished and arranged to
meet childrens developmental needs
Curriculum and planning activities should align with accepted state
early learning guidelines
Curriculum and planning activities should be designed with the
childrens cultures and communities in mind
Inclusive early childhood environments should be considered for
children, families, and staff
Administrators should understand current theories of child growth
and development and their translation into developmentally
appropriate practice
Effective curriculum cycles are the result of proper planning,
assessment, and modifcation of the curriculum as needed
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Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
5.1 Curriculum Design
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Discusses state early
learning guidelines and their
connection to the curriculum.
2. Articulates ways in which
the curriculum varies to
support the needs of children
at different age levels (infant,
toddler, preschool, school-
age.)
3. Describes core content
areas, scope, and sequence
included in the curriculum.
4. Reviews daily schedules
and activities to ensure
they are developmentally
appropriate. May seek
guidance when the need for
substantial adjustment is
suspected.
5. Applies knowledge of theory
and research on child growth
and development to select
and adjust the curriculum to
refect the needs of individual
children.
6. Integrates knowledge of
the community and cultural
practices of families served
into curriculum design.
7. Uses knowledge of state
early learning guidelines to
inform curriculum choice and
implementation.
8. Involves staff in the
selection and development of
curriculum.
9. Ensures staff receive
ongoing training and guidance
to plan, implement, and assess
the curriculum (meets the
needs of individual children,
supports outcomes outlined in
state early learning guidelines.)
10. Provides guidance,
consultation, and training
to other administrators
and staff on issues related
to curriculum selection,
planning, implementation, and
assessment.
11. Provides guidance,
consultation, and training
to other administrators and
staff on the importance of
establishing a curriculum
cycle in which assessment,
planning, and implementation
are interrelated and ongoing.
5.2 Teaching Practices
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Describes developmentally
appropriate practices.
2. Ensures staff receive
ongoing training and guidance
in effective instructional
approaches as outlined in
state early learning guidelines
and Texas Core Competencies
for Early Childhood
Practitioners.
3. Models good practices and
works with staff to improve
the quality of instruction and
interaction in the classroom.
4. Provides guidance,
consultation, and training
to other administrators and
staff on issues related to
developmentally appropriate
practice across domains
(social and emotional, physical,
cognitive, language.)
5. Provides guidance,
consultation, and training
to other administrators and
staff on the importance of
establishing a teaching cycle in
which assessment, planning,
and implementation are
interrelated and ongoing.
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
5.3 Child Assessment
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Describes the importance
and uses of child assessment
as it relates to the identifcation
of needs/suspected delays
and the evaluation and
modifcation of curriculum and
activities.
2. Helps staff identify children
with physical disabilities and
suspected developmental
delays.
3. Plans and implements
evidence-based assessment
methods that take into account
differences in childrens
abilities, culture, home
language, experiences, and
disabilities.
4. Makes appropriate referrals
for children with suspected
developmental delays or
disabilities.
5. Ensures staff receive
ongoing training and guidance
in the appropriate forms
(formal, informal) and uses
of child assessment in the
classroom (identify needs of
children, track progress in
skill areas targeted through
instruction, determine school
readiness.)
6. Models good practices and
works with staff to ensure
appropriate assessment
procedures are followed
(non-biased judgments,
confdentiality, maintains
objectivity.)
7. Provides guidance,
consultation, and training to
other administrators and staff
to ensure that they understand
and can implement a variety
of child assessment methods
(formal, informal), across
domains/areas.
8. Provides guidance,
consultation, and training
to other administrators and
staff on the importance of
establishing assessment as
an integrated and ongoing
program component (program
modifcation and improvement
is based on evidence and
feedback.)
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Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
5.4 Learning Environment
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Ensures developmentally
appropriate space, design,
and arrangement for indoor
and outdoor environments.
May seek guidance when
adjustments are needed to
address challenges or the
needs of specifc children.
2. Guides practitioners in the
selection of materials and
equipment appropriate to the
developmental needs, abilities,
and interests of children in the
classroom.
3. Plans and implements
developmentally appropriate
indoor and outdoor
environments that encourage
participation and support
positive behavior and learning.
4. Ensures staff receive
ongoing training and
guidance on how to plan and
modify indoor and outdoor
environments that meet the
needs of individual children
and support outcomes
outlined in state early learning
guidelines.
5. Models good practices and
works with staff to design and
maintain appropriate indoor
and outdoor environments.
6. Ensures indoor and
outdoor environments are
designed and adapted to
invite participation and
accommodate the needs of
children with special needs or
disabilities.
7. Provides guidance,
consultation, and training to
other administrators and staff
on issues related to the design
and modifcation of indoor
and outdoor environments
that meet the developmental
and learning needs of children
across domains.
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
5.5 Environmental Assessment
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Describes the importance
and uses of environmental
assessment as it relates to
child safety, modifcations for
children with special needs,
and the appropriate use
of space and materials for
children at different ages and
stages of development.
2. Assists staff in the
identifcation and modifcation
of areas for concern in the
classroom environment
(create safe traffc patterns,
appropriate use of furniture,
integration of rich print, access
to a variety of age-appropriate
activities/materials.)
3. Plans and implements
evidence-based environmental
assessment methods that
take into account differences
in childrens abilities, culture,
home language, experiences,
and disabilities.
4. Develops, modifes,
and procures necessary
materials and furnishings
when assessment fndings
show weaknesses in the
environment.
5. Ensures staff receive
ongoing training and guidance
in the collection, interpretation,
and uses of environmental
assessments in the classroom
(identify needed furnishing
and materials, improved
accessibility, changes to the
layout or design that promote
interaction and learning.)
6. Models good practices and
works with staff to ensure
appropriate assessment
procedures are followed
(non-biased judgments,
confdentiality, maintains
objectivity.)
7. Provides guidance,
consultation, and training
to other administrators and
staff to ensure that they
understand and can implement
a variety of environmental
assessment tools (evidence-
based, checklists) that
target a variety of objectives
(safety, cognitively stimulating
materials, supports for
diversity.)
8. Provides guidance,
consultation, and training
to other administrators and
staff on the importance of
establishing environmental
assessment as an integrated
and ongoing program
component (program
modifcation and improvement
is based on evidence and
feedback.)
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Core Competencies for Administrators
Texas Core Competencies for Early Childhood Practitioners and Administrators
These competencies address the core knowledge and skills needed in
order to ensure the development of relationships and collaborations with families
and the community that support and promote the needs of the children in the
program and their families. Early childhood programs are key institutions in the
community and should fulfll that role dutifully. This section captures skills related
to family engagement, promoting the importance of healthy child development
in the community, and connecting families and children to vital and needed
services.
Core Competency Area 6:
Instituting Family and Community-
Centered Programming
Core Concepts:
Various factors infuence families preferences, values, and beliefs
about early childhood, including culture, home language, religion,
fnancial resources, and access to technology and media
Differences in family structure, lifestyle, and family dynamics affect
child development
Various methods and practices need to be utilized to support the
involvement of families in their childrens program
Community-based support, assistance, and resources for children
and families need to be identifed and sought out within the
community, if needed
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Core Competencies for Administrators
6.1 Positive Relationships with Families
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Provides families with
resources and materials on
health, safety, and nutrition.
2. Provides families with
resources and materials on
child social and emotional,
physical, cognitive, language,
and literacy development.
3. Routinely shares
information with parents about
their childrens growth and
development and activities in
the classroom.
4. Institutes policies that
support child-parent transitions
and ease stress related to
separation.
5. Implements orientation
procedures with families.
6. Demonstrates appropriate
methods of gaining information
from families about
expectations and goals for
their children.
7. Develops effective working
relationships with families
and provides a variety of
opportunities for family
involvement in the program.
8. Prepares, uses, and
regularly revises a parent
handbook.
9. Develops systems, both
formal and informal, in which
communication between staff
and parents is encouraged and
supported to facilitate ongoing
information sharing and joint
decision-making.
10. Develops orientation
procedures for families.
11. Gathers resources from
agencies and community-
based organizations to inform
families about resources and
referral procedures.
12. Helps families stay
informed of legislative and
policy changes that affect
early childhood services.
13. Appropriately engages
families in developing and
evaluating rules, policies, and
procedures of the program.
14. Provides opportunities for
feedback from families, such
as meetings, surveys, peer
reviews, and documentation to
assess staff performance.
6.2 Community Collaborations
Observable Competencies
Beginner Competencies Intermediate Competencies
(all of the Beginner Competencies, plus)
Advanced Competencies
(all of the Beginner and Intermediate
Competencies, plus)
1. Discusses community-
based social, health, and
education services and
resources.
2. Encourages and supports
staff in using community
resources to enhance the
curriculum.
3. Connects families to
community-based social,
health, and education services
and resources.
4. Explores issues related
to school readiness and the
transition to kindergarten or
frst grade and modifes the
program to ensure children
and families are prepared.
5. Coordinates services
and cooperates with other
agencies and professionals in
the community.
6. Advocates for and facilitates
strong collaborations between
the early care and education,
afterschool, and K-12
communities.
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Professional Development Resources
The Tex as Ear l y Chi l dhood Pr of essi onal Devel opment Syst em (TECPDS) website,
w w w.t ec [Link] g, provides information on available resources to assist early childhood professionals in meeting
their professional development needs. These resources include the Texas Trainer Registry, statewide conferences,
workshops, webinars, and certifcation and degree programs offered through Texas colleges and universities.
In addition to searching through TECPDS, the following agencies and organizations host conferences and/or
workshops across the state:
Chi l dr ens Lear ni ng I nst i t ut e at the University of Texas Health Science Center at Houston
[Link]
Educ at i on Ser vi c e Cent er s
[Link]
Head St ar t and Ear l y Head St ar t T/TA Team
[Link]
Heal t hy Chi l d Car e Tex as
[Link]
Ki nder gar t en Teacher s of Tex as (KTOT)
[Link]
Pr event Chi l d Abuse Tex as
[Link]
Tex as A& M Agr i Li f e Ex t ensi on
[Link]
Tex as Assoc i at i on of Admi ni st r at or s and Super vi sor s of Pr ogr ams f or Young Chi l dr en
(TAASPYC)
[Link]
Tex as Assoc i at i on of Chi l d Car e Resour c e and Ref er r al Agenc i es (TACCRRA) and member
organizations
[Link]
Tex as Assoc i at i on f or t he Educ at i on of Young Chi l dr en (TAEYC) and regional affliates
[Link]
Tex as Assoc i at i on f or Fami l y Chi l d Car e (TAFCC)
[Link]
Tex as Assoc i at i on f or I nf ant Ment al Heal t h (TAI MH)
[Link]
Tex as Head St ar t Assoc i at i on (THSA)
[Link]
Tex as Li c ensed Chi l d Car e Assoc i at i on (TLCCA)
[Link]
Tex as Pr of essi onal Home Chi l d Car e Assoc i at i on (TPHCCA)
[Link]
Tex as Wor k f or c e Devel opment Boar ds
[Link]
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Glossary
Admi ni st r at or s. Professionals who are responsible for planning, managing, implementing, and evaluating
early childhood programs.
Ar t i c ul at es. Accurately put into words.
Assessment . An instrument and a process used to determine an individual childrens present level of
performance and his or her early intervention or educational needs; it may also be used to evaluate an
early childhood program.
At ypi c al Devel opment . Unusual development of behavior or emotional skills, such as unusual ways of
interacting with toys or people, not being able to pay attention or becoming easily frustrated.
Chi l d Devel opment . The social and emotional, linguistic, cognitive, perceptual, and motor changes and
growth that occur between birth and the end of adolescence. Individuals develop at different rates and in
a variety of ways, but usually in a predictable sequence.
Code of Et hi c s. Defnes the core values of a profession and provides guidance for what professionals should
do when they encounter conficting obligations or responsibilities in their work.
Cogni t i ve. Of, relating to, being, or involving conscious intellectual activity (as thinking, reasoning, or
remembering.)
Col l abor at i on. To work jointly with others or to cooperate with an agency with which one is not immediately
connected.
Communi t y Resour c e. Services available to people in a geographic area that improve the quality of life.
Confdentiality. Ensuring that information is accessible only to authorized persons.
Cor e Compet enc i es. The range of requisite knowledge and observable skills that professionals need to know
and be able to do.
Cul t ur e. Behaviors, beliefs, ideas, and values that are characteristic of a particular social, ethnic, or age group.
Cur r i c ul um. A blueprint for planning and implementing an early childhood program. It addresses all aspects of
child development and of building partnerships with families.
Devel opment al Theor i es. Major theories of human development. These include nature versus nurture,
psychoanalytic theories, cognitive theories, behavioral theories, social-learning theories, and classical
conditioning theories.
Devel opment al l y Appr opr i at e. A term describing a set of principles and guidelines for best practice
in the care and education of young children from birth through age eight. It is grounded both in the
research on how young children develop and learn and in what is known about education effectiveness.
The principles and guidelines outline practice that promotes young childrens optimal learning and
development.
Devel opment al l y Appr opr i at e Pr ac t i c e. Teaching young children in ways that meet children where they
are, as individuals and as a group, and help each child reach challenging and achievable goals that
contribute to his or her ongoing development and learning.
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Devel opment al Del ays. Areas of development where a child is lagging behind other typically developing
children.
Devel opment al Domai ns. A term that refers to the specifc aspects of growth and change. Major domains of
development include social and emotional, physical, language and cognitive.
Di ver si t y. Inclusion of people with differences that are based on race, religion, culture, or socioeconomic status.
Dual Language Lear ner. Students who are still learning and developing strong language skills in their native
language in addition to learning how to speak, read and write in English.
Ear l y Car e and Educ at i on. The profession in which all early childhood educators, staff, and colleagues
work.
Et hi c s. The study of right and wrong, with a focus on duties, rights, and obligations. It involves critical refection
on morality and professional ethical standards, the ability to make choices between values, and the
examination of the moral dimensions of relationships.
Eval uat es. To determine the signifcance or worth through careful appraisal or study.
Evi denc e-Based Pr ac t i c e. Approaches and techniques supported by research fndings and/or demonstrated
to be effective through examination of and refection on current and past practices.
Equi t y. Access to experiences that help people have equal opportunities for success.
I DEA. The Individuals with Disabilities Education Act (IDEA) is a law ensuring services to children with disabilities
throughout the nation. It governs how states and public agencies provide early intervention, special
education, and related services to more than 6.5 million eligible infants, toddlers, and young children with
disabilities.
I ndi vi dual i zed Educ at i on Pr ogr am (I EP). An IEP defnes the individualized objectives of a child older than
age three who has been found with a disability, as defned by federal regulations in IDEA.
I ndi vi dual i zed Fami l y Ser vi c e Pl an (I FSP). An IFSP is a plan for special services for young children, from
birth to three years of age, with developmental delays. Once a child turns three, an IEP is put into place.
Level s of Pr ac t i c e. The increasing ability to demonstrate greater depth and apply the knowledge to practice.
Obser vat i on. Formal and informal processes designed to pay attention to and learn about a childs, adults, or
programs development and progress.
Par ent . Any signifcant adultsuch as a parent, grandparent, guardian, or foster parentwho has primary
responsibility for a child and with whom that child has a relationship.
Pl ay. Spontaneous behavior that includes a variety of individual and cooperative activities and games, such as
physical play, object play, dramatic play, constructive play, or games with rules. Play facilitates learning
and serves important physical, mental, emotional, and social functions for humans and many other
species.
Pol i cy. A course of action, selected from alternatives that guides and determines decisions and practices. The
term policy may refer to actions of governments and of public or private organizations.
Pol i cymaker s. Those responsible for program level, local level, state level, or national level decisions, policies,
laws, or statutes that affect the lives of citizens.
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Texas Core Competencies for Early Childhood Practitioners and Administrators
Pr ac t i t i oner s. Professionals who, regardless of early childhood setting, provide direct instruction and/or care
to young children.
Pr i nc i pl es of Adul t Lear ni ng. Concepts focusing on the unique needs, approaches to learning, and motives
of adult learners. Compared with children and teens, adults have special learning requirements; they
bring experiences and self-awareness to learning that younger learners do not. To understand adult
learning, a teacher should understand learning domains, approaches to learning, and how and why
adults learn.
Pr of essi onal Devel opment . The process of seeking training and education to increase skills and abilities
related to a specifc profession.
Regul at i ons. Rules or orders issued by an executive authority or regulatory agency of a government and
having the force of law.
Resear ch-Based Pr ac t i c e. Approaches and techniques supported by research fndings and/or demonstrated
to be effective through examination of, and refection on, current and past practices.
Responsi ve I nt er ac t i on. Set of strategies adults can use to get a child to open up and use language.
Ri sk . The cumulative factors that may prevent typical development in children who are fve years old or younger.
These factors can include poverty, the mental health of parents, exposure to violence and environmental
toxins, and other family stressors.
Sc af f ol di ng. Providing the appropriate amount of assistance to enable each child to perform at a skill level just
beyond what the child can do on his or her own, then gradually reducing the support as the child begins
to master the skill, and setting the stage for the next challenge.
Sc r eeni ng. Includes activities to identify children who may need further evaluation, with particular emphasis on
identifying developmental delays or abilities/disabilities.
Sk i l l s. Abilities coming from ones knowledge, practice, and aptitude that allow a person to do something well.
St at e Ear l y Lear ni ng Gui del i nes. Texas early learning guidelines include the Texas Infant, Toddler, and
Three-Year-Old Early Learning Guidelines and the Texas Pre-Kindergarten Guidelines.
Soc i al and Emot i onal Devel opment . A domain of child development that includes learning about,
recognizing, and managing emotions; developing care and concern for others; establishing positive
relationships; making responsible decisions; and handling challenging situations constructively and
ethically. This involves the development of skills that allow children to calm themselves when angry,
make friends, resolve conficts respectfully, and make safe, ethical choices.
Tr ai ner s. Professionals who are responsible for the development and presentation of trainings.
Typi c al Devel opment . Typical (or healthy) development describes the physical, mental, and social
development of a child who is acquiring or achieving skills according to the expected time frame.
Val ues. Qualities or principles that individuals believe to be desirable or worthwhile and that they cherish for
themselves, for others, and for the world in which they live.
Wor k shop Or gani zer s. Professionals and organizations that are responsible for the development and
presentation of workshops.
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Texas Core Competencies for Early Childhood Practitioners and Administrators
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Texas Early Childhood Professional Development System
7000 Fannin Street, Suite 1920
Houston, Texas 77030
1.866.282.7780
[Link]