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Description
NAEYC’s Lauren Hogan speaks about the Unifying Framework for the Early Childhood Education Profession report and helps legislators understand how federal relief dollars can be used for early education.
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A
That
is
better
for
families
that
is
better
for
early
childhood
educators.
It's
better
for
our
economy
for
businesses,
everybody
can
see.
The
pandemic
has
laid
bare
all
these
challenges
and
I
know
a
lot
of
the
states
that
are
on
this
call
already
have
made
substantial
changes
to
the
work
that
is
happening
in
early
childhood
already,
and
so
this
is
an
opportunity
and
a
moment
to
really
make
some
of
those
shifts
going
forward.
A
So
I'm
going
to
talk
a
little
bit
just
broadly
about
some
of
these
opportunities
and
about
the
context
within
the
unifying
framework
for
early
childhood
education
and
the
way
that
a
few
states
have
sort
of
started
to
make
what
that
is,
and
I'm
going
to
start
to
talk
about
some
of
the
ways
that
states
are
making
some
alignment
to
the
unifying
framework.
For
what
that
looks
like
to
move
forward.
A
Eight-
and
this
is
across
states
and
settings,
and
so
you
already
heard
about
some
of
the
disparities
between
settings
where
you
have
teachers
in
pre-k,
you
have
teachers
in
k3,
you
have
teachers
in
child
care
and
family
child
care,
and
thinking
about
this
inclusive
vision
of
making
sure
that
our
policies
work
for
early
childhood
educators,
regardless
of
the
setting
that
is
about
who
they
are,
the
competencies
they
hold
and
how
they
get
them.
How
they're
compensated?
A
Not
what
setting
that
they're
in
so
we
have
this
widespread
financial
crisis
for
families,
for
educators
for
programs,
we
have
an
exacerbated
lack
of
supply
as
folks
who
know
and
are
monitoring
what's
happening
in
their
state.
We
have
a
tremendous
staffing
challenge
in
early
childhood
education
right
now,
and
the
impact
that
that's
heavy
on
kids
is
staff
and
so
clearly
identified
in
terms
of
turnover
where
teachers
are
going.
A
Some
of
this,
we
have,
in
fact
we
talked
about
this.
This
has
in
some
ways
widened
the
gap
between
the
birth
of
five
and
three
spaces
and,
in
some
ways
made
it
even
more
transparent
sort
of
some
of
the
disparities
and
challenges
between
those
two
buckets
and
so
thinking
about
how
it
how
what
the
science
tells
us
about
the
birth
to
age,
eight
workforce
and
how
to
respond
to
that.
So
that
we're
able
to
link
those
two
pieces
together.
A
We
know
that
there's
an
urge
and
a
temptation
in
some
places
to
look
at
the
staffing
challenges
and
respond
by
increasing
calls
for
a
looser
regulatory
environment
and
lowered
standards
for
ratios
and
qualifications,
because
we
need
bodies
in
a
classroom
to
provide
a
safe
or
not
so
safe
space
for
kids
to
be
while
their
parents
go
to
work.
But
I
think
we
cannot
forget
that
even
as
child
care
is
viewed
and
is
a
crucial
work
for
support
for
families,
it
remains
a
crucial
development
support
for
children.
A
We
can't
let
go
of
the
need
to
talk
about
an
early
childhood
profession
that
centers
the
needs
of
children
and
families
that
recognizes
specialized
knowledge
and
skills
and
competencies
in
the
context
of
skilled
and
valuable
work.
That
deserves
to
be
compensated
because
of
the
competencies
that
it
holds
and
the
work
that
they
do.
A
When
we
talk
about
what's
going
to
happen
and
how
we
can
transform
a
child
care
and
early
learning
system
so
that
it
works
for
everybody,
I'm
going
to
go
to
look
at
the
opportunities
in
implementing
the
the
unifying
framework
for
the
early
childhood
education
profession,
and
this
is
the
document
that
was
constructed
by
an
initiative
called
power
to
the
profession
which
valor
was
part
of
which
many
states
were
part
of.
It
was
a
three-year
initiative.
A
15
national
organizations
and
11
000
early
childhood
educators
across
the
country
to
really
construct
a
unifying
framework
for
an
early
childhood
education
profession,
and
this
provides
us
with
a
road
map
to
move
forward
where
we
are
not
layering
the
recommendations
on
top
of
existing
systems.
This
is
really
about
unwinding
and
reorienting
and
realigning
some
of
the
existing
systems
that
we
have
to
free
up
the
funding
and
focus
on
the
workforce
to
exactly
some
of
the
things
that
daphne
is
identifying
and
that
laura
talked
about
so
that
we
can
drive
access
and
quality.
A
What
we
need
is
a
unified
early,
a
unified
set
of
skills
and
competencies
that
work
across
all
states
and
settings
so
that
we
can
help
educators,
regardless
of
setting,
regardless
of
how
they're
prepared
come
through
and
have
the
depth
of
knowledge
around
the
standards
and
competencies.
So
that
they
can
move
forward
with
those
as
part
of
the
power
to
the
profession
initiative,
a
group
of
individuals
and
organizations
higher
ed
leaders
developed
and
updated
a
set
of
professional
standards
and
competencies
for
early
childhood
educators
that
is
leveled
for
the
first
time
ever
to
three
different
designations.
A
A
This
is
really
an
effort
to
say
we
need
to
reduce
some
of
the
ca
caffeine,
essentially
of
what
we
have
in
terms
of
labels
and
roles
in
early
childhood
education
right.
If
you
get
40
early
childhood
educators
in
a
room
and
ask
them
what
they
what
they
call
themselves,
you
might
get
40
different
answers.
It's
really
difficult
for
educators
to
navigate
for
parents,
to
understand,
for
policy
makers
to
navigate,
and
it's
part
of
a
career
lattice
that
sort
of
leads
to
nowhere,
and
it
does
nothing
for
early
childhood
educators
in
terms
of
leading
to
compensation.
A
That
leads
to
comparable
compensation
with
benefits
that
these
differences
in
setting
and
funding
streams
are
not
dictating
the
difference
in
the
nature
of
the
work
being
done
and
that,
regardless
of
where
they're
working
they're
being
comparably
compensated
for
that
work,
that
it's
increases
with
competency,
which
our
profession
doesn't
do
right.
Now
we
don't
increase
compensation
with
competencies.
Sometimes
you
go
from
earning
10
40
an
hour
to
earning
10
55
an
hour
when
you
earn
your
bachelor's
degree
to
everybody's.
A
There
needs
to
be
an
accountability
mechanism
and
the
field
welcomes
the
accountability
that
is
aligned
with
our
definitions
of
professional
competency
and
that
results
in
increased
compensation.
So
we
have
this,
give
and
take
of
support
and
resources
and
infrastructure
that
comes
from
employers
with,
for
example,
now
the
relief
dollars
that
are
coming
in
and
yes,
I
have
a
baby,
yoda
band-aid.
On
my
finger,
which
I
realize
you
can
all
see
now.
Thank
you.
A
So
I'm
going
to
talk
a
little
bit
just
with
a
couple
of
minutes,
and
then
I
will
stop
and
we
can
all
chat
for
questions
and
opportunities
that
you
all
have.
I
think
that
a
lot
of
our
strategies
that
we're
using
now
can
be
successful
and
when
we're
thinking
about,
for
example,
increasing
reimbursement
rates
and
shifting
to
contracts
with
increased
funding,
whether
it's
through
the
stabilization
grants
or
the
emergency
ccf
dollars
that
states
are
getting.
A
This
is
a
strategy
to
advance
the
profession
as
long
as
we're
talking
about
the
mechanisms
in
place
to
ensure
that
the
funding
increases
are
directed
towards
the
workforce,
and
there
are
ways
to
do
that
in
contracts
and
grants
and
increasing
reimbursement
rates
that
really
address
that
we're.
Looking
at
higher
education.
We
can
look
at
things
like
higher
ed
relief.
There
are
states
using
pdg
dollars,
help
higher
education
programs
seek
accreditation
as
a
strategy
to
advance
the
profession.
A
We
cannot
do
this
with
50
different,
completely
different
mechanisms
to
move
it's
too
hard
for
early
childhood
educators
to
be
able
to
move
across
states
and
settings.
If
they
go
now,
they
have
to
start
all
over
again.
Essentially,
there
is
no
reciprocity,
there's
room
for
a
standard
that
allows
for
the
adaptation
of
states
to
move
within
that
we
have
states
that
are
looking
at
recommended
wage
scales
in
alignment
with
the
ecu
one.
A
Two
and
three
designations
like
minnesota,
so
they're,
looking
at
how
to
establish
the
compensation
skills
that
they
have
in
alignment
with
the
pathway
that
moves
and
really
be
able
to
put
those
into
regulatory
and
into
legislative
language.
That
really
allows
the
state
to
move
towards
those,
and
I
think,
working
towards
the
wholesale
redesign
of
financing
and
the
structure
of
the
child
care
system.
In
alignment
with
the
framework
and
an
intensive
focus
on
the
education
and
compensation
of
the
workforce.
A
Like
they're
doing
in
states
like
new
mexico
and
vermont,
I
will
say:
there's
lots
of
different
additional
opportunities
to
look
at
how
to
take
advantage
of
moments
right
now
and
I'll,
just
name
a
couple
of
those
using
relief
dollars
and
I'll
drop
a
few
recommendations
into
the
chat
as
well.
So
that
folks
can
look
at
how
we're
really
making
real
the
advantage
of
some
of
the
dollars
that
are
on
the
table.
A
We
can
look
at
ccdb
shifts.
This
is
an
opportunity,
and
I
know
many
of
your
states
and
your
administration
and
your
states
are
looking
at
how
to
are
looking
at
the
ccdf
plans
that
are
due
on
july,
1st.
There's
an
opportunity
here
to
really
build
some
of
that
system.
Movement
in
looking
at
shifting
to
contracts
for
consistency
and
quality.
Looking
at
paying
programs,
as
we
did
during
the
pandemic
for
enrollment,
not
attendance
at
one
kid.
A
At
a
time
we
can
move
towards
stability
and,
as
we
saw
in
daphne's
research,
stability
makes
an
enormous
difference
in
programs
ability
to
both
retain
educators
for
the
good
of
what
happens
in
making
sure
that
we're
able
to
achieve
child
outcomes
and
being
able
to
convey
to
programs
that
they
have
stable
funding
sources
that
they
need
to
be
able
to
increase
compensation.
Because
that's
one
of
the
things
that
we
see.
A
Fundamentally,
we
have
to
move
towards
paying
the
actual
cost
of
care
and
that
that
includes
compensation
for
the
workforce,
and
that
is
really
at
the
end
of
the
day,
if
we
can't
get
to
paying
for
the
actual
cost
of
care
we're
going
to
continue
to
struggle
in
a
market
environment
that
does
not
meet
the
fundamental
needs
of
early
childhood
education.
It's
fundamentally
a
public
good,
and
I
think
the
pandemic
has
revealed
that
to
be
the
case,
so
using
the
resources
that
we
have
now
to
really
move
in
that
direction.
A
Towards
acknowledging
the
ways
in
which
early
childhood
education
is
the
public
good
is,
is
a
is
a
public
good
with
that
needs
and
depends
on
well-prepared
and
well-compensated
early
childhood
educators
to
really
deflect
reflect
the
diversity
of
the
children
and
families
that
they
serve.
So
I
will
pause
so
that
we
actually
have
time
for
questions.
C
Lauren,
thank
you
so
much
you
gave
us.
I
was
trying
to
jot
down
all
the
policy
examples
that
you
gave,
and
so
many
so
just
know
that
folks
will
have
our
lots
of
resources
on
our
webpage
and
you
can
certainly
follow
up
with
lauren
or
any
of
us
for
some
of
the
great
state
examples
you
gave
we're
at
our
time.
C
I
know
we've
got
one
question
from
lisa
in
oregon
and
we
could
probably
spend
an
hour
on
this,
but
it's
around
those
state,
wage
scales
and
salary
scales
that
we
you
mentioned
lauren
and
how,
to
my
knowledge,
they
don't
affect
private
providers,
yet
they're
all
just
sort
of
ideals
that
we've
looked
at.
But
could
you
just
really
briefly
sort
of
touch
on
how
do
states
navigate
that
when
it
comes
to
you
know,
private
providers.
A
Yeah,
it's
a
great
question,
obviously,
and
one
that
I
think
the
field
has
struggled
with
pretty
substantially
around
so
first
I
would
say
there
are
private
providers
that
accept
public
dollars.
So
it's
right
and
this
I'm
not
telling
you
anything,
you
all
know,
but
private
providers
that
participate
in
a
subsidy
system
where
you
have
the
ability
to
say
look
if
we
are
putting
in
the
money.
A
If
we're
paying
the
cost
of
care
employers,
you
employers,
have
an
obligation
to
ensure
that
you
are
able
to
then
pay
your
early
childhood
educators
and
it's
a
little
different
for
family
child
care.
So
we
can
talk
about
that
because
there
are
strategies
for
that,
but
acknowledging
that
that's
function.
A
It
is
so
important
to
build
in
the
evaluation
upfront
so
that
we're
able
to
say
how
do
we
make
the
changes
and
what
impact
does
it
make
so
that
we
can
continue
to
argue
for
more
but
you're
right?
It
is
fundamentally
we
it.
There
isn't
a
solution
that
is
solved
by
parents
like
parents
can't
pay
more
educators
can't
make
less.
We
can't
bankrupt
the
providers,
because
then
there
won't
be
any
family
choice
at
all
it
does.
It
does
require
a
substantial
public
investment,
and
so
there
is
no
we've
been
subsidizing.
A
That's
part
of
this
profession
of
being
part
of
a
profession
that
says
there
is
accountability
here
and
there's
obligations
for
infrastructure
and
supports
and
resources
that
come
with
that
accountability,
so
that
we're
really
able
to
do
it.
I
would
say
so
far
in
terms
of
states
imposing
we're
not
seeing
states
imposing
salary
schedules,
we're
seeing
states
establish
salary
schedules
so
that
they
can
say
this
is
what
we're
headed
towards.
This
is
what
we
know.