Truly transforming Minnesota so that all children have access to a qualified, diverse, supported and fairly compensated early childhood educator will take many years of policy changes, significant investment of resources and fervent commitment to the end goal.
This legislative session we are recommending changes that build on successful programs we already have in place in Minnesota; things that we already know work. We have focused on initiatives that will help stem the tide of loss of early childhood teachers. We have a crisis in our state and are recommending that Minnesota take steps now to address this crisis knowing that we still have work to do to fully reform the overall system.
EC Workforce Policy Recommendations for 2019
For more information about early childhood related legislation, we recommend Child Care Aware of Minnesota’s web page. They do a fabulous job of putting out a weekly bill tracker and update about all things related to early childhood. Child Care Aware of Minnesota Bill Tracker
Welcome to the webpage for Minnesota’s Transforming the Workforce Core Team!
“Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and education of young children bear a great responsibility for these children’s health, development, and learning. The Institute of Medicine (IOM) and National Research Council (NRC) were commissioned to explore the implications of the science of child development for the professionals who work with children birth through age 8. In the resulting report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation, the committee finds that much is known about what professionals who provide care and education for children need to know and be able to do and what professional learning supports they need. However, that knowledge is not fully reflected in the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government and other funders who support and oversee these systems. The report offers recommendations to build a workforce that is unified by the foundation of the science of child development and early learning and the shared knowledge and competencies that are needed to provide consistent, high-quality support for the development and early learning of children from birth through age 8.”
National Academies of Science – Transforming the Workforce for Children Birth through age 8: A Unifying Foundation