106 Professionalism (P) Rationale Research indicates that early childhood professionals play a critical role in the development and well-being of each child in their care. When early childhood professionals are equipped with specialized training and education, and continue their professional development, they are better able to provide care and education that support every aspect of children’s growth and learning. Each early childhood professional is a member not only of their local community but of the larger community of early childhood care and education. When each professional assumes the responsibilities of the profession in regards to ethical behavior, professional development, advocacy for children and their families, and effective communication of the value and importance of high quality early childhood programs, the beneficiaries include themselves, children, families, and the profession as a whole. Leadership involves not only holding positions of authority but also possessing the skills and qualities of leadership, such as vision and initiative. Leadership provides inspiration and a sense of security to others. Leadership does not mean simply holding a title but using one’s qualities and skills to facilitate the growth and development of others and the community. Early childhood education depends on excellence in leadership. Core Knowledge Components Based on current theories and ongoing research, early childhood professionals in various care and educational settings must understand: Commitment to Quality – They utilize knowledgeable, reflective, and critical perspectives on early education. Professional Development – They participate in continuous, collaborative learning to inform practice. Ethics – They know about and uphold ethical standards and other professional guidelines. Leadership – They communicate with the community, exhibit classroom and leadership skills, and advocate for appropriate practices in the early childhood field. Core Knowledge Competencies The competencies and indicators on the following pages specify how the specific knowledge, behaviors and practices are demonstrated by early childhood professionals across five levels of proficiency that follow a progression of knowledge, skills and abilities. The levels build on one another, with the belief that a person working on competencies at Level III has already achieved most or all of the competencies at Level I and II.