1. Knowledge and practice standards for emerging and initial teacher preparation for early childhood care and education
PROFESSOR H.B. EBRAHIM (UNISA) DR C.D. MARTIN (UFS) DR.L. EXCELL (WITS) DR. C. MANTLANA (WS) DR K. BIPATH(UP) MS N. MAKWETU (Rhodes)

2. What is a standard?
To define the knowledge and practice standards for ECCE teacher education, we brought together multiple stakeholders, viz. teacher educators, individuals from non-governmental organisations and lecturers from TVET colleges.
The working group engaged with the competency based model as proposed by the new policy guiding initial and continuing professional preparation for birth to four (Department of Higher Education, 2017).
Existence of a professional profile as being advantageous for the development of an ECCE teacher education system – provided that it avoids being overly prescriptive and narrow.
Definition of competence points to a body of knowledge (knowing); practice (doing); mind-set, roles and responsibilities that requires local, context specific responsiveness. 
A standard is what all ECCE teachers should know and be able to do.
Acknowledge the tensions that exist between professional preparation and demands of the labour force, which could lead to a one size fits all approach to professionalisation of the field.
Consequently, we see the competent teacher as one who is in a continuous process of being and becoming and one who is able to build on a body of professional knowledge and practice standards through critical reflection so as to develop professional roles, responsibilities and mind-sets for working with children, families and communities - (LIFELONG LEARNER).
We the role of professional preparation as a site for research, critical reflection and innovation (Urban, 2012).

3. How did we come up with the standards?
6 teacher educators from the university sector conducted a documentary analysis of national and international ECCE policies, ECCE regulatory frameworks and research around teacher competencies, professionalisation , roles, responsibilities in ECCE.
Sensitive to issues of contexts, policies, minimum standards, professional competencies and models of teacher education. 

The university sector developed the standards and then sent this out for comment to the broader group.
The report was also unpacked and discussed at the PIECCE programme framework meeting in August 2017.

4. 10 Core Competencies which must be considered in the development of knowledge and practice standards for ECCE teacher education
Becoming a professional by paying attention to mindset, roles and responsibilities
Understanding and promoting child development and learning in different contexts
Building family and community relationships
Ensuring effective health, safety and nutrition practices
Creating effective learning environments including managing behaviour
Planning and facilitating learning through play and other transformative pedagogies in appropriate ways (developmentally, culturally, linguistically etc.)
Using curriculum and relevant content knowledge to build meaningful learning opportunities (6 Early Learning and Development Areas (ELDAs) in NCF)
Observing, documenting and assessing to support young children’s development and learning .
Understanding and addressing diversity, inclusion and equity to act in the best interest of all children, families and communities.
Showing basic leadership, management and administration skills

5. Organisation of the 10 competencies to function as knowledge and practice standard: Overlapping and interrelated
Professional Knowledge (knowing)
different types of knowledge that is responsive to children, context and inclusivity.
Theory-practice relationship – linking of knowledge and practice.
Professional mind-set, roles and responsibilities
Reflective and Critically reflective Model for ECCE teacher education
Ethics
Value based teacher education
Protocols and Guidelines for working with children, families and communities
Professional Practice (Doing)
Drawing on professional knowledge and apply to practice.
Contextually responsive and inclusive.
Learn in, from and through practice.

6. Example of different levels for the degree and diploma: child development, growth and learning
Competencies
What must teacher know..
What must teachers do..
Mind-set, roles and responsibilities
Understanding of Child Development, Growth and Learning
know how children develop including the processes and theories of child development, maturation and learning
address children’s development and learning in contextually and individually appropriate ways.
have knowledge of policies, regulations and procedures that relate to working with children, families and the community so as to enhance children’s growth, development and learning.
have deep insight into and be able to explain to others how children grow, develop and learn.
critically evaluate different theories and methdologies on how children grow, learn and develop so as to create inclusive learning environments
share information and research on child growth, development and learning with other professionals and families.
build strong pedagogic relationships with children so as to be appropriately responsive.
demonstrate knowledge of policies, regulations and procedures that relate to working with children, families and the community so as to enhance children’s growth, development and learning.
Adopt a holistic view of how children, grow, learn and develop.
knows that there are maturational and environmental factors that contribute to children’s growth, development and learning
employs knowledge of children’s growth, development and learning as the basis for planning, making decisions and implementing practices
begins to engage as a critically reflective teachers and as advocates for children’s rights so as to support children’s growth, development and learning
Know the stages, processes and theories of child development, learning and maturation.
Knows how to plan for development, growth and learning of all children.
model for others how to adapt educational practices to facilitate development, growth and learning in more complex and challenging ways.
creates programmes that are individually, culturally and linguistically responsive for children and families
Nurtures ability in others to comprehend how development, growth and learning is interconnected
and how this information can be applied in facilitating early childhood development.

7. The way forward
Process of developing the different levels of knowledge and practice standards for the Degree and Diploma (NQF levels 5-7).
Share information with various stakeholders.
Use these knowledge and practice standards to develop quality and inclusive ECCE teacher education qualifications.