The Factors Of The Integrated Competency Framework For Early Childhood Educators

Abstract

As we study factors affecting the integrated competency framework for early childhood teachers, we should keep in mind that an educator’s expertise is ultimately aimed at improving children’s learning and development outcomes while considering every child’s potential and limitations in order to avoid overloading the learner. The competency framework for early childhood teachers comprises four components: educators’ socio-psychological orientation; core competencies; professionally relevant qualities and abilities; and professionally relevant psycho-physiological characteristics. The purpose of the study was to identify factors promoting or inhibiting the integrated competency framework for early childhood teachers. To obtain the most complete and reliable information, we not only used practitioners’ self-evaluations, but also determined their actual proficiency level using tools such as interviews, examination of performance appraisal records, feedback from peers, children, parents, etc. We proposed indicators to better explore learning sessions characterized by a hands-on, creative approach. In order to ensure higher teaching performance and provide each educator with an environment encouraging creative pursuits and professional development, we recommended that instruction management be informed by assessment results. Based on the obtained data on teachers’ challenges, needs and demands, we created an assessment scorecard incorporating all available information about the integrated competency framework.