3 Introduction The children of Arizona reflect broad difference in racial and cultural heritage, language, health, and family situations that constitute the diversity of this great state. While every child’s growth and development varies greatly depending upon a variety of factors, children possess potential for learning. Research shows that high-quality early childhood education produces substantial long-term educational, social, and economic benefits with the largest benefits for children occurring when teacher are professionally prepared, implementing the practices and strategies they have learned, and adequately compensated.1 Furthermore, the knowledge and skills required of an effective early childhood educator have increased as science has revealed more about the capabilities of young children, how they learn best, and the importance of early learning for later school success.2 Core knowledge and competencies define the content (knowledge) and skills (competencies) that adults working with young children need to support children’s individualized learning experiences and development.3 Core knowledge and competencies are important because they:  define what early care and education professionals need to know and be able to do to provide quality care and education for children;  Indicates term defined in the glossary the first time it appears in the document. 1 Whitebrook, M. (2003) Early Education Quality: Higher teacher qualifications for better learning environments – A review of the literature. Berkeley, CA: Center for the Study of Child Care Employment, Institute for Research on Labor and Employment, University of California at Berkeley. 2 Better Teacher, Better Preschools: Student Achievement Linked to Teacher Qualifications Issue 2 / Revised December 2004, W. Steven Barnett, National Institute for Early Education Research. 3 http://www.zerotothree.org/public-policy/state-community-policy/nitcci/professional- development-for-the-infant-toddler-workforce.pdf  serve as the foundation for decisions and practices carried out by professionals in all early care and education settings;  establish a set of standards for early care and education settings that support the professionalism of the field; and,  are an integral part of a comprehensive professional development system.4 Core knowledge and competencies may be used in a variety of ways:  Teachers; paraprofessionals; family, friend, and neighbor caregivers; and practitioners working directly with children can use the competencies to assess their own skills, strengths, knowledge, and abilities; then identify their own learning needs and areas for growth to create professional development plans.  Home visitors represent a wide range of prevention and early intervention professionals who come from different disciplines such as early intervention, education and special education, health, mental health, family support, and social services. All can use the competencies to steer their family-centered and family-driven practices.  Directors, administrators, mentors, coaches, and others who provide support to practitioners can use the competencies to provide orientation; develop job descriptions; develop salary scales; evaluate performance; assess strengths, challenges, and learning needs; and support individuals in creating professional development plans.  Trainers, training organizations and professional development sponsors can use the competencies to design and organize professional development opportunities in order to provide a range of opportunities for participants to develop core competencies. 4 http://www.del.wa.gov/publications/partnerships/docs/CoreCompetencies.pdf