7 Arizona Early Childhood Workforce Knowledge & Competencies The Arizona Early Childhood Workforce Knowledge and Competencies identify the basic knowledge, skills, and abilities needed for early childhood professionals across all sectors of early care and education, early intervention, mental health, physical health and social services/child welfare working with expectant parents, infants, toddlers, young children birth to age eight, and their families. There are eight Core Knowledge Areas: Child Growth & Development Curriculum & Learning Environment Child Observation & Assessment Effective Interactions (Adult-Child, Child-Adult, and Child-Child) Health, Safety & Nutrition Family & Community Partnerships Professionalism Program Management Each core knowledge area addresses competencies specific to special needs , inclusion, and cultural diversity and are made up of the following components: Rationale: Explains why the core knowledge area is important for early childhood professionals. Core Knowledge Component: Defines the content an early childhood professional must know to provide high quality services to children birth-age eight and their families. Core Knowledge Competency: Define the knowledge, skills, and abilities early childhood professionals need to provide high quality services to children birth-age eight and their families. Indicator: Each core knowledge competency is divided into five levels of indicators following a progression of knowledge, skills and abilities  Indicates term defined in the glossary the first time it appears in the document. important to providing high quality services to children birth-age eight and their families. The levels build on one another, with the belief that a professional working on competencies at Level 3 is already proficient in most or all of the competencies at Levels 1 and 2. However, it is still possible for a professional to be operating at different proficiency levels in different knowledge areas. For example, an individual may be at competency level 2 in Child Growth and Development while still working through the Level 1 competencies in Professionalism. Professionals progress from one level to another through many pathways, including higher education, training and professional development, work experience, mentoring or coaching, and self-reflection. Indicator Levels Level 1 Professionals are developing an awareness of the core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: recognizing, identifying, labeling and observing. Level 2 Professionals are able to articulate core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: describing, discussing, explaining and paraphrasing. Level 3 Professionals are able to apply core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: demonstrating, illustrating, implementing and applying. Level 4 Professionals are able to analyze and create based upon core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: comparing, contrasting, developing, relating, creating, constructing, designing and modifying. Level 5 Professionals are able to judge and advocate for core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: critiquing, assessing, appraising, revising, justifying and advocating.