Appendix
Legal References
Chapter 1
Economic Opportunity Amendments of 1965, Pub. L. No. 89-253, 79 Stat. 973 (1965). https://www.congress.gov/bill/89th-congress/house-bill/8283/text
Family and Medical Leave Act of 1993, Pub. L. No. 103-3, 107 Stat. 6 (1993). https://www.congress.gov/bill/103rd-congress/house-bill/1/text
Housing and Community Development Act of 1974, Pub. L. No. 93-383, 88 Stat. 633 (1974). https://www.congress.gov/bill/93rd-congress/senate-bill/3066/text
Human Services Amendments of 1994, Pub. L. No. 103-252, 108 Stat. 623 (1994). https://www.congress.gov/103/statute/STATUTE-108/STATUTE-108-Pg623.pdf
Omnibus Budget Reconciliation Act of 1981, Pub. L. No: 97-35, 95 Stat. 357 (1981). https://www.congress.gov/bill/97th-congress/house-bill/3982
Personal Responsibility and Work Opportunity Reconciliation Act of 1996, Pub. L. No. 104-193, 110 Stat. 2105 (1996). https://www.congress.gov/bill/104th-congress/house-bill/3734/text
Chapter 6
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat. 1425 (2002). https://www.congress.gov/bill/107th-congress/house-bill/1/text
Chapter 9
Education for All Handicapped Children Act, Pub. L. No. 94-142, 87 Stat. 773 (1975). https://www.govinfo.gov/app/details/STATUTE-89/STATUTE-89-Pg773
Improving Child Care Access, Affordability, and Stability in the Child Care and Development Fund (CCDF), 89 F.R. 15366 (2024). https://www.federalregister.gov/documents/2024/03/01/2024-04139/improving-child-care-access-affordability-and-stability-in-the-child-care-and-development-fund-ccdf
Wash. Rev. Code § 26.44.030 (1965). https://apps.leg.wa.gov/rcw/default.aspx?Cite=26.44.030
Chapter 11
Wash. Admin. Code § 110-300 (2018). https://app.leg.wa.gov/wac/default.aspx?cite=110-300
Recommendations for Defining the Profession: Power to the Profession Unifying Framework (2020)
|
Issue Addressed |
Recommendations |
How ECE is Moved to a Profession |
|
Lack of agreement about a name (early care and education, early learning, etc.) Difficulty defining who was “in” the field and who was not |
Distinguish between the Early Childhood Education Profession and the Early Child Education Field Profession is Early Childhood Education Professionals are Early Childhood Educators Those in the Profession include early childhood educators (ECEs), pedagogical and instructional administrators (P&IAs), and professional preparation faculty and trainers (PPF&T) ECEs include those who provide direct service to children B-8 and who meet the guidelines for the profession P&IAs include those who guide the practice of ECEs and who meet the guidelines for the profession PPF&T are a subset of higher ed faculty and professional development staff that instruct, observe, and monitor the practice of aspiring ECEs and who have met the guidelines Those in the ECE Field are not in the profession but are allies of and support the profession (i.e., home visitors, policy or advocacy specialists, children’s librarians, and those who do not meet the professional qualifications) |
Created a bounded field of practice that was not all-inclusive Increased clarity |
|
Too many titles for, and little clear delineation of positions and required preparation |
Establish three designations of ECEs, each with a distinct scope of practice ECE 1 | Helps develop and sustain high-quality child development and learning environment | Requires 120 clock hours of professional preparation | Pay commensurate with level preparation level of preparation and responsibility ECE 2 | Assist or be responsible for developing and sustaining high-quality child development and learning programs (depending on program types) | Requires ECE Associate degree | Pay commensurate with level of preparation and responsibility ECE 3 | Responsible for independently developing and sustaining high-quality development and learning environment | Requires ECE Bachelor’s degree | Pay commensurate with level pararation and responsibility; comparable to pay for public school teachers |
Defined the necessary preparation by position in the profession Clarified compensation as commensurate with level of education and responsibility |
|
Program standards and accountability lies with the regulatory body–not the profession ECE is not viewed as a public good requiring public investment |
Unified standards put in place and enforced by the profession ECEs will hold necessary credential to practice, meet standards and guidelines and work only within their scope of practice Professional preparation programs will maintain accreditation by recognition body, provide preparation programs aligned to standards and competencies set by the profession Employers/owners will hire and retain ECEs by providing compensation and working conditions that support well-being, ensure that workplace and employee’s practice is aligned with standards and competencies set by the profession Federal government and agencies will focus legislation, regulations, and funding on implementing the Framework recommendations, protect and invest in ECE as a public good, engage with and be responsive to members of the profession and the public served by ECE |
Places authority for professional standards with the profession: autonomy achieved Recognizes ECE as a public good served by a profession |
|
Professional standards and competencies No agreed upon set of standards that come with authority to remove ECEs who do not practice within standards |
The Professional Standards and Competencies for ECE will serve as the core standards for the profession (revision of previous NAEYC standards for professional development) Standards will be “leveled” for the three levels of ECE positions (establish the depth and breadth of the competencies required at these different designations) ECEs will be licensed (following completion of approved preparation program, passing the national assessment, and gaining licensure) |
Universal standards for practice set for the entire profession (regardless of age or setting) |
|
Professional compensation Practitioners in the ECE field are underpaid, not recognized as doing work that requires preparation and commensurate compensation |
Compensation for ECEs will be at least comparable to public school salaries and comparable across all settings Compensation will include an adequate benefits package Increases compensation commensurate with increased preparation and competency |
Compensation recognizes professional status, required preparation, and competency |
