Improving Program Quality and Professional Competence

How can we do better at serving, supporting, and advocating for young children and their families and do better at working together as professionals? The articles in this issue of the Journal highlight that a critical key to becoming better—whether as an individual, a team, or an entire field—is relationships. Each article looks at a different facet of improvement and growth in the early childhood field of practice, from the micro-level of one-on-one reflective supervision to the program level, as family service agencies strive to fill gaps in serving vulnerable populations, to the macro-level of early childhood systems and policies.

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Table of Contents

Pg 2—This Issue and Why It Matters

Pg 5—Defining Competencies for the Early Childhood Workforce

Pg 12—An Evolving Vision for Designing Professional Learning: Inspiration From Aotearoa New Zealand

Pg 20—PERSPECTIVES: Power to the Profession Task Force: Foundational to Early Childhood Education

Pg 24—National Workforce Registry Alliance Dataset Sheds Light on Infant–Toddler Educator Characteristics

Pg 35—What Happens When Young Children Do Not Meet Criteria for IDEA Part B/C?: Early Discovery for Mild Delays

Pg 48—Closing the Gap Through Enhanced, Family-Centered Approaches to Care Navigation: Increasing Successful Referrals for Developmental Delays With Colorado Project LAUNCH

Pg 57—Deconstructing a Reflective Supervision Conversation: Voices From the Field

Pg 64—Reflective Consultation With Groups via Virtual Technology: What Is Best Practice?

Pg 72—Reflective Consultation in Child Care for Medically Fragile Young Children