Summary of the Core Competencies

This course will provide practitioners with an overview of Florida's Core Competencies For Early Care and Education Practitioners. 

Purpose of the Core Comps

Practitioners develop knowledge and skill in a variety of ways, and the Florida Core Competencies for Early Care and Education Practitioners are designed to support formal and informal pathways of early care and education training and education.

Identifies and defines what practitioners need to know and be able to do, the knowledge and behavioral expectations, to provide quality early care and education for children and their families.

Outlines a set of characteristics and attributes that define a continuum of professional development, that develops over time, along multiple pathways, and supports effective job performance in early care and education.

Creates a framework & common language for that can be used consistently among early care and education practitioners across agencies, institutions, and organizations.

Serves as a standard for decisions and practices carried out by practitioners in all early care and education settings and programs.

Provides guidelines for developing, tracking, supporting, and promoting staff qualifications, curricula, distance learning and professional development tools and resources for practitioners in multiple early care and education systems and settings.

Creates a framework to promote recognition of the significance of the early care and education profession, inform accountability systems, and guide training, education, articulation agreements between institutions, and interagency agreements.

Identify all the purposes for the core competencies.

  • Creates a common language that can be used by practitioners.
  • Outlines a set of characteristics and attributes that define a continuum of professional development that develops over time.
  • Requires a formal education pathway in order to develop all the knowledge, skills and abilities required to put the core competencies into action.
  • Serves as a standard for decisions and practices carried out by practitioners in all early care and education settings and programs.

The levels associated with the Core Competencies

The Florida Core Competencies for Early Care and Education Practitioners have been organized from basic to high-level skills across four levels or tiers.

Each tier is a prerequisite to the next, with knowledge and skill in one tier required before moving to the next higher tier.

Knowledge and skill development generally progresses from knowing and following practices to planning and implementing activities and procedures to eventually analyzing and evaluating programs and practices.

In some instances, however, skills and knowledge are not completely linear and not all begin at the entry level, so some skills may seem similar across different levels.Untitled content

Tier I represents demonstrated knowledge and skills across seven core knowledge areas; these are knowledge and skills that practitioners with minimal training and experience need in order to work effectively with young children.

Tier II represents demonstrated knowledge and skills in addition to those described at Tier I across seven core knowledge areas. It is likely that teachers that have completed at least 120 clock hours of specialized training and education.

Tier III represents knowledge and skills in addition to those described in Tier II across seven core knowledge areas; it's likely that teachers have completed 180 clock hours of specialized training and education in early care and education.

Tier IV represents demonstrated knowledge and skills above Tier III across all seven core knowledge areas; it is likely that teachers that have completed 180 clock hours of training and education.

Match the Tiers questions.

  • It is likely that practitioners in this Tier that have completed at least 120 clock hours of specialized training and education in early care and education.
    Tier 2
  • A practitioner in this Tier has the knowledge and skills that practitioners with minimal training and experience need in order to work effectively with young children.
    Tier 1
  • A practitioner in this Tier has likely completed 180 clock hours of specialized training and education in early care and education and has at least two years of experience in the field.
    Tier 3
  • A practitioner in this Tier has likely completed 180 clock hours of training and education and has over four years of experience in the field.
    Tier 4