Careers in Early Childhood Education

Careers in Early Childhood

Education

A Maryland Guide

Do you love working

with children?

If you have a love for children, a desire to care and teach, and a knack for working and communicating with others

as a team, then take the next step and choose a career in early childhood education! Whether you want to work

directly with children, or to support those who do, there are career choices to meet your interests.

This guide provides an overview of careers in early childhood education in Maryland. The Direct Services and

Supportive Services sections of this document describe specific jobs, including lists of job responsibilities,

recommended or required educational requirements, and potential job settings. In the Education Options section,

you will find information about two- and four-year degrees, training, and other preparation programs and options.

Finally, the Grants and Scholarships section explains some of the financial assistance that is available in Maryland to

support your career in early childhood education.

Join the early childhood profession and help Maryland prepare world-class students with bright futures! This guide

will help get you on your way.

Start planning YOUR CAREER in early

childhood education TODAY!

Careers in Early Childhood Education

A MARYLAND GUIDE

Table of Contents

Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Direct Service Careers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .3

Supportive Service Careers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 16

Education Options. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . .24

Associate and Bachelor’s Degree Programs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

MAAPP. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . .25

Community-Based Training. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Grants, Scholarships, and Incentives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Maryland Child Care Credential Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .30

Useful Websites and Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

INTRODUCTION

he Maryland system of early childhood education preparation and credentialing is built on

the knowledge that the early years are learning years, a critical time in which children are

growing not just physically, but intellectually, socially, and emotionally. In order to build on

this period of potential, caregivers and teachers must understand how to meet children’s needs and

to stimulate their development. Maryland’s professional development system supports potential and

current early childhood professionals in acquiring the training and experiences they need to be

effective.

Pathways to Careers in Early Childhood Education

The job descriptions in this document include a brief overview of the required education and/or

experience for various positions. There are a number of different paths of education and experience

that can be taken to arrive at a career in early childhood education. These paths include meeting the

minimum training and other requirements required by law for a particular position, or obtaining an

early childhood education degree. The following charts illustrate the pathways college students and

current or prospective child care workers can take to build a career in early childhood education.

Child Care Credentialing Pathway

Preparation

Professional Opportunities

 Maryland Child Care Credential – Level 1 or 2 (see p. 27)

 Child Care Aide

 Family Child Care Provider

 Maryland Child Care Credential – Level 3 or 4

 Career Technology Education (CTE) High School

Diploma with 90 clock hours of approved coursework

 Child Development Associate (CDA) Credential™

 Child Care Teacher

 Family Child Care Provider

 Maryland Child Care Credential – Level 4+

 Child Care Center Director

(20 children or less)

 Family Child Care Provider

 Maryland Child Care Credential – Level 5 - 6

 Child Care Center Director

(21 children or more)

 Nursery School Teacher

 Family Child Care Provider

College Pathway

Preparation

Professional Opportunities

 Two-year degree:

o Associate of Arts in Science

o Associate of Arts in Teaching

Early Childhood Education

 Child Care Center Director

 Family Child Care Provider

 Public School Paraprofessional

 Four-year degree:

o Early Childhood Education

 Child Care Center Director

 Family Child Care Provider

 Nursery School Administrator

 Public School PreK or Elementary Grade Teacher

For more information about career options or preparation, visit the Division of Early Childhood

Development of the Maryland State Department of Education at

http://earlychildhood.marylandpublicschools.org/

Acknowledgements

The Maryland State Department of Education gratefully acknowledges the work of Child Care Aware

of Kansas and the Kansas Department of Social and Rehabilitation Services for their publication,

Kansas Careers in Early Childhood Education: A Kansas Guide, which served as the basis for this

document.

DIRECT SERVICE CAREERS

Family Child Care Provider

 Understands the concepts, principles,

theories, and research related to the

development of children, infants through

thirteen years old, that enable family child

care providers to construct learning

opportunities that support a child’s

development, acquisition of knowledge,

and motivation

 Understands the major concepts of

curriculum planning for children birth to

age 13. Applies the principles of child

growth and development in early

childhood education settings

 Knows the components of a safe and

healthy family child care environment for

children, including healthy meal planning

and knowing how to respond to

emergency situations, accidents, and

illness

 Knows how to meet the requirements of

the Americans with Disabilities Act (ADA),

establish an inclusive child care

environment, and meet the needs of all

children in care

 Is familiar with professional aspects of

establishing a family child care home

business, including licensing

 Collaborates with parents and is aware of

the resources available to support family

child care home providers, children, and

families

 Understands the responsibilities of

identifying and reporting incidents of child

abuse and neglect

Minimum Age Requirement

18 years of age or older

Minimum Required Education

 Basic first-aid and CPR training

 Sudden Infant Death Syndrome (SIDS)

training

 Emergency and disaster planning training

 24 clock hours of approved training as

detailed in the Code of Maryland

(COMAR). Examples of training that would

fulfill this requirement include:

 Child Development Associate (CDA)

Credential issued by the Council for

Professional Recognition,

 Or Family Child Care Preservice

Modules

 Or 90 clock hours preservice training

 Or associate degree that includes at

least 15 semester hours of early

childhood education or elementary

education course work,

 Or bachelor's or higher degree in an

approved program of early childhood

education, elementary education, or

other discipline

 Approved training in supporting

breastfeeding practices

 Three clock hours of approved training in

complying with the ADA

 Approved training in medication

administration

Setting

 Family child care (in a home residence)

Note: A person who provides child care in the

child’s home is generally referred to as a

nanny and only receives payment through

parent fees. It is important to note that the

Maryland State Department of Education does

not regulate nanny care.

Child Care Center Administrator

or Director

 Understands the roles and responsibilities

of a program administrator

 Exhibits knowledge and understanding of

MSDE‐Office of Child Care: Child Care

Licensing Regulations

 Demonstrates an understanding of

curriculum and curriculum planning that

promote best practices in their child care

programs

 Knows how to meet the requirements of

the ADA, establish an inclusive child care

environment, and meet the needs of all

children in care

 Knows how to purchase developmentally

appropriate materials and equipment

 Uses appropriate design when creating an

environment (shared or permanent) that

meets Child Care Regulations and the

needs of staff, children, and families

 Possesses effective and professional

communication skills

 Understands staff supervision, scheduling,

evaluation, and ongoing professional

development requirements

 Is aware of available early care and

education-related resources

 Exhibits understanding of budget

planning, responsibility, and sound

business practices

 Understands the responsibilities of

identifying and reporting incidents of child

abuse and neglect

Minimum Age Requirement

21 years of age or older

Minimum Required Education for All

Administrators/Directors

 High school diploma or certificate of high

school equivalence, or have successfully

completed at least two courses for credit

from an accredited college or university

 Six semester hours or 90 clock hours of

approved pre-service training, or hold the

Child Development Associate (CDA)

Credential that is issued by the Council for

Professional Recognition

 Three semester hours of approved

training, or the equivalent, related

exclusively to the care of infants and

toddlers

 Nine clock hours of approved pre-service

training in communicating with staff,

parents, and the public

 Three semester hours of approved

administrative training

 Three clock hours of approved training in

complying with the ADA

Additional Minimum Required Education

and Experience for a Preschool Center

with Fewer than 20 Children

 Either 1 year of experience working under

supervision primarily with preschoolers in

a licensed child care center, nursery

school, church-operated school, recreation

and parks program, or similar setting

 Or 2 years’ experience caring for

preschoolers as a registered family day

care provider

Additional Minimum Required Education

and Experience for a Preschool Center

with 21 to 40 Children

 Either 30 semester hours of coursework

(20 hours specifically in early childhood

education)

 Or 60 semester hours from an accredited

college/university plus 2 years’ experience

working with preschool age children

Additional Minimum Required Education

and Experience for a Preschool Center

with More Than 40 Children

 Hold an associate degree (at least 15

semester hours of early childhood

coursework), or a bachelor’s degree in any

field and have completed 2 years’

experience working with preschool age

children

 Or hold State certification for early

childhood education

Additional Minimum Required Education

and Experience for a School Age Center

with 60 or Fewer Children

 400 hours of experience working with

school age children in a licensed center,

school, or similar setting

 Or 1 year of experience caring for school

age children as a registered family child

care provider

Additional Minimum Required Education

and Experience for a School Age Center

with 61 or More Children

 800 hours of experience working under

supervision primarily with school age

children in a licensed center, school, or

similar setting

 Or 2 years of experience caring for school

age children as a registered family child

care provider

Existing Certification

An individual is considered qualified as a

director of a school age center if the individual

is State certified for kindergarten, nursery

school through third grade, or grades 1

through 8.

Settings

 After school program

 Business supported/operated child care

program

 Child care center

 *Head Start and *Early Head Start

 PreKindergarten program

 *Private preschool

*Different programs may have different

minimum requirements.

Child Care Teacher

 Understand developmental stages and

milestones from infancy through age

twelve, major theories of child

development, and how children learn

 Understand methods of assessment and

observation techniques used to observe

and evaluate children

 Understand inclusionary practices based

on national standards and best practices

in early childhood education and school

age programs

 Knows how to meet the requirements of

the ADA, establish an inclusive child care

environment, and meet the needs of all

children in care

 Develop and use strategies for positive

child guidance and discipline based on

theory and best practices

 Understand the impact of health, nutrition,

family, and parenting styles on child

growth and development

 Understand the influence of culture and

community on child development

 Understand the responsibilities of

identifying and reporting incidents of child

abuse and neglect

Minimum Age Requirement

19 years of age or older

Minimum Required Education

Option 1

 A high school diploma, a certificate of

high school equivalence, or courses for

credit from an accredited college or

university

 Six semester hours or 90 clock hours or

their equivalent of approved pre-service

training, or hold the CDA

 Nine clock hours of approved pre-service

training in communicating with staff,

parents, and the public

 At least one of the following:

 One year of experience working under

supervision primarily with

preschoolers in a licensed child care

center, nursery school, church-

operated school, or similar setting, or

as a registered family child care

provider caring for preschoolers; or

 One year at an accredited college, or a

combination of experience and college

that together are equivalent to one

year

Option 2

Hold an associate or higher degree with

approved courses in early childhood

education

Option 3

Have been qualified before July 1, 2008, as a

child care teacher in a preschool center and

have been continuously employed since that

time at the same or another preschool center

Option 4

Have been approved as a teacher by the

Department for early childhood in nursery

school through third grade; or have been

certified by the Department or by any other

state for early childhood in nursery school

through third grade

Additional Training

Nine clock hours of approved pre-service

training in ADA compliance and

communicating with staff, parents, and the

community

Settings

 Business supported/operated child care

program

 Child care center

 *Head Start and *Early Head Start

 PreKindergarten program

 *Private preschool

*Different programs may have different

minimum requirements.

Child Care Teacher Infant/Toddler

Option

 Understand the stages of and milestones

in the areas of social and emotional,

language, cognitive, and physical

development from birth through age three

 Work effectively with infants and toddlers

with a diagnosed disability including:

program planning, individualization,

environment and equipment modifications

 Understand major theories of child

development

 Knows how to meet the requirements of

the ADA, establish an inclusive child care

environment, and meet the needs of all

children in care

 Understand appropriate interaction,

supervision, and health and safety needs

of children birth through age three

 Understand how to support nutritional

and feeding needs of children birth

through age three, including how to

develop schedules and appropriate care

routines to support development

 Understand the use of appropriate

equipment, materials, and room design for

an optimal infant/toddler environment

 Develop, plan, and implement appropriate

activities for children birth through age

three

 Understand how culture and diversity

affect infant/toddler development and

caregiving

 Work effectively with parents and families

of infants and toddlers

 Implement IFSP (Individualized Family

Services Plan) for infants/toddlers with

diagnosed disabilities

 Understand the responsibilities of

identifying and reporting incidents of child

abuse and neglect

Minimum Age Requirement

19 years of age or older

Minimum Required Education

 Meet the requirements of the Child Care

Teacher and complete 3 semester hours of

approved training, or the equivalent,

related to the care of infants and toddlers

 Or high school diploma or certificate, 90

clock hours, plus have completed 6

semester hours of approved training, or

the equivalent, related exclusively to the

care of infants and toddlers; and have

completed approved training in

supporting breastfeeding practices and 9

clock hours of ADA compliance and

communication skills

Settings

 Business supported/operated child care

program

 *Early Head Start

*Different programs may have different

minimum requirements.

Nursery School Teacher

 Demonstrate developmentally appropriate

practices

 Understand the role of play in the early

childhood environment

 Use strategies to promote children's

learning and development

 Build positive relationships and use

supportive interactions in working with

young children

 Identify key components to designing the

learning environment.

 Understand curriculum and create lesson

plans that will enhance emergent learning

and skill development

 Effectively work with children with a

diagnosed disability including: program

planning, individualization, environment

and equipment modifications

 Implement Extended IFSP (Individualized

Family Services Program) or IEP

(Individualized Education Program) for

children with diagnosed disabilities

 Identify how observation and assessment

can be applied to short and long-term

planning for groups and individual

children

 Develop appropriate learning experiences

across curriculum content areas

 Understand school readiness and the

teacher’s role facilitating the development

of readiness skills

 Understand the responsibilities of

identifying and reporting incidents of child

abuse and neglect

Minimum Required Education

 A bachelor's degree, 120 semester hours

of college credit from an accredited

institute of higher education, or a foreign

credential that is determined by the

Maryland State Department of Education

to be equivalent to a bachelor’s degree

 If degree/credit/foreign credential does

not include at least 6 semester hours of

approved early childhood coursework,

additional requirements must be met

 Hold or have completed: (i) The CDA; or

(ii) 6 semester hours, 90 clock hours or

their equivalent of approved pre-service

training; or be certified by the Department

as a teacher for early childhood in nursery

through third grade

Minimum Required Education for a

Montessori Program

 Montessori diploma or credential awarded

by an approved organization or program

Settings

 Maryland State Department of Education

approved nursery school program

Child Care Teachers

(School Age Option)

 Understand developmental stages and

milestones from infancy through age

twelve, major theories of child

development, and how children learn

 Understand methods of assessment and

observation techniques used to observe

and evaluate children

 Understand inclusionary practices based

on national standards and best practices

in early childhood education and school

age programs

 Knows how to meet the requirements of

the ADA, establish an inclusive child care

environment, and meet the needs of all

children in care

 Develop and use strategies for positive

child guidance and discipline based on

theory and best practices

 Understand the impact of health, nutrition,

family, and parenting styles on child

growth and development

 Understand the influence of culture and

community on child development

 Understand the responsibilities of

identifying and reporting incidents of child

abuse and neglect

Minimum Age Requirement

19 years of age or older

Minimum Required Education

 Hold a high school diploma or a certificate

of high school equivalence or have

successfully completed courses for credit

from an accredited college or university

 One of the following:

 6 semester hours or 90 clock hours or

equivalent of approved pre-service

training

 9 clock hours of approved pre-service

training in communicating with staff,

parents, and the public, or at least one

academic, for-credit course from an

accredited college or university

 3 clock hours of training in ADA

compliance

 One of the following:

 400 hours of experience working

under supervision primarily with

school age children in a licensed child

care center, public or private school, or

similar setting, or 400 hours of

experience caring for school age

children as a registered family child

care provider

 One year of coursework at an

accredited college

 Combination of experience and

coursework at an accredited college

that together are equivalent to 1 year

Settings

 Child care centers

 School age only child care centers

Child Care Assistant

 Use effective communication (listening,

reading, writing) skills for the early care

and education environment

 Understand and use a variety of tools used

to record and communicate critical child

information

 Understand inclusionary practices based

on national standards and best practices

in early childhood education and school

age programs

 Understand the responsibilities of

identifying and reporting incidents of child

abuse and neglect

Minimum Age Requirement

18 years of age or older

Minimum Required Education

 High school diploma or certificate of high

school equivalence, or have successfully

completed courses for credit from an

accredited college or university

 Nine clock hours of approved pre-service

training in communicating with staff,

parents, and the public, or have

completed at least one academic, for-

credit course from an accredited college

or university

 One of the following:

 800 hours of recent paid or

documented volunteer experience

supervising groups of school-age

children in educational, recreational,

social, or guidance contexts

 600 hours of approved experience and

15 clock hours of approved college

coursework from an accredited

institution

 400 hours of approved experience and

3 semester hours or 45 clock hours of

approved college coursework from an

accredited institution

 Note: One full year of undergraduate

education at an accredited college or

university may be substituted for up to

400 hours of approved experience.

Settings

 Child care centers

 School age only child care centers

Child Care Aide

 Use effective communication (listening,

reading, writing) skills for the early care

and education environment

 Understand and use a variety of tools used

to record and communicate critical child

information

 Understand inclusionary practices based

on national standards and best practices

in early childhood education and school

age programs

 Understand the responsibilities of

identifying and reporting incidents of child

abuse and neglect

Minimum Requirements

16 years of age or older; receive orientation

upon hire

Public School PreK Teacher

 Understand developmental stages and

milestones from infancy through age

twelve, major theories of child

development, and how children learn

 Understand methods of assessment and

observation techniques used to observe

and evaluate children

 Understand inclusionary practices based

on national standards and best practices

in early childhood education and school

age programs

 Knows how to meet the requirements of

the ADA, establish an inclusive child care

environment, and meet the needs of all

children in care

 Develop and use strategies for positive

child guidance and discipline based on

theory and best practices

 Understand the impact of health, nutrition,

family, and parenting styles on child

growth and development

 Understand the influence of culture and

community on child development

 Understand the responsibilities of

identifying and reporting incidents of child

abuse and neglect

Minimum Required Education

 Complete an approved teacher

preparation program which leads to

certification in Early Childhood Education,

PreK through grade 3,

 Or complete one of the following options:

 Earn a bachelor's or higher degree

from an institution of higher learning

with a major in interdisciplinary

studies or a major in an academic field

taught in early childhood education

including a minimum of 12 semester

hours of course work in both

mathematics and science and 9

semester hours of course work in both

English and social studies

 Earn a bachelor's or higher degree

from an institution of higher learning

and complete not less than 48

semester hours of content course

work including a minimum of 12

semester hours of course work in both

mathematics and science and 9

semester hours of course work in both

English and social studies;

 Complete 27 semester hours of

professional education course work taken

at an institution of higher education,

including a course in each of the following

at the appropriate age or grade level: child

development, human learning, teaching

methodology, inclusion of special needs

student populations, assessment of

students, processes and acquisition of

reading skills, best practices in reading

instruction that include the cuing systems

of graphophonics, semantics, and syntax,

use of reading assessment data to

improve instruction, and materials for

teaching reading to gain literary

experience, to perform a task, and to read

for information

 Complete a teaching experience in one of

the following ways:

 Supervised experience in a public or

accredited nonpublic school setting at

the prekindergarten or kindergarten

and primary age/grade level

 1 year of successful full-time teaching

experience in a public or accredited

nonpublic school setting at the

prekindergarten, kindergarten, or

primary age/grade level

Settings

 Maryland public school prekindergarten

Early Childhood Special Educator

(Supports and Services in the Natural

Environment)

An early childhood special educator may be

employed by a local lead agency or local

school system which operates a local infants

and toddlers program to provide supports

and services in the natural environment to

infants, toddlers, and preschoolers with

disabilities through five) and their families

through an extended Individual Family Service

Plan (IFSP) or an Individual Education Plan

(IEP).

 Knowledgeable of services

including: speech, occupational and

physical therapies, audiology, specialized

instruction, and family training

 Knowledgeable about environments and

learning experiences that value, affirm,

and respect each child’s diverse needs and

abilities

Required Education

 Bachelor’s degree or higher and meet all

requirements for a generic special

education certification for Infant/Primary

(birth – grade 3)

 Suitable qualifications (a minimum of 120

contact hours of documented pre-service

and/or in-service training in nine

competency areas) for personnel

providing early intervention services to

eligible children and their families in

excess of 15 percent of employment hours

Settings

 Home-based

 Center-based

 Public school

 Private school

Early Intervention Special

Educator (Preschool Special Education in

the Least Restrictive Environment)

An early childhood special educator may be

employed by a local school system or public

agency to provide preschool special education

in the least restrictive environment to

preschoolers with disabilities (ages three

through five) and their families through an

Individualized Education Program (IEP).

 Knowledgeable of services

including: speech, occupational and

physical therapies, audiology, specialized

instruction, and family training

 Knowledgeable about environments and

learning experiences that value, affirm,

and respect each child’s diverse needs and

abilities

Required Education

 Bachelor’s degree or higher and meet all

requirements for a generic special

education certification for Infant/Primary

(birth–grade 3) education certification for

Infant/Primary (birth–grade 3)

Settings

 Home-based

 Center-based

 Public school

 Private school

SUPPORTIVE SERVICE CAREERS

Home Visitor

Home visiting programs are voluntary, locally

managed programs that support the physical

and emotional development of children

(prenatally through age five) and also support

the family. A home visitor would provide

information on child development, parenting

strategies, counseling resources, continuing

education, employment, and quality child care

to expectant and new mothers. The home

visitor builds a relationship with the family and

works in partnership with parents to improve

maternal and child health, prevent child abuse

and neglect, encourage positive parenting,

and promote child development and school

readiness.

Job descriptions and qualifications vary for

home visiting careers. Some home visitors are

social workers, some are nurses, community

health workers, or family support workers.

Each home visiting program lists specific

criteria/skills necessary for the program, and

training by the program is required. For

example, the Nurse-Family Partnership model

of home visiting only hires bachelor’s degree

prepared nurses.

For more information, contact your local

health department or local community

organizations that support mothers with

young children.

Setting

 *Head Start and *Early Head Start

 Health departments

 Healthy Families America

 Nurse-Family Partnership

 Non-profit organization

 Parents As Teachers

 Home Instruction Program for Preschool

Youngsters (HIPPY)

Early Childhood Coordinator

 Promotes continuous, collaborative

learning

 Advocates for children and the profession

 Provides resources to child care

professionals for professional growth

 Builds collaborative relationships with

community partners and early education

programs

 References best practices to help child

care professionals

 Recruits prospective child care

professionals

 Participates in a professional association

Minimum Required Education

Skilled Level:

 Bachelor’s degree in an early childhood

related field with 2 to 5 years’ experience

Professional Level:

 Master’s degree in an early childhood

related field with 5 or more years’

experience

 Additional advanced coursework

Settings

 Child care resource and referral agency

 Government agency

 *Head Start/Early Head Start

 Non-profit organization

 Parents As Teachers

 Professional association

*Different programs may have different minimum

requirements.

Child Care Referral Consultant

 Educates families on the elements of

quality child care

 Helps families learn about the various

types of child care

 Shares information with families about the

impact of learning activities on

development

 Assists families in locating child care

services to meet family needs, including

enhanced services for families with

children with disabilities

 Develops partnerships with families to

support children’s learning, development

and well-being

Minimum Required Education

Entry Level:

 Bachelor’s degree in an early childhood

related field with 1 years’ experience

Professional Level:

 Bachelor’s degree in an early childhood

related field with 2 or more years’

experience

 Additional advanced coursework,

including training in children with special

needs, adult education, and

communication

Settings

 Child Care Resource Centers such as the

Maryland Family Network

(www.marylandfamilynetwork.org)

 Nonprofit organizations

Professional Development

Trainer/Coordinator

 Encourages and empowers others to

engage in and continue their knowledge

in early childhood education

 Utilizes techniques to promote transfer of

learning for classroom staff

 Understands adult learning and effective

instructional strategies

 Serves as an expert in subjects taught

 Integrates information on growth,

development, learning patterns, diverse

abilities, multiple intelligences and shows

how to apply it to early childhood

 Promotes continuous, collaborative

learning

 Advocates for programs and policies that

impact the overall quality of services for

children and families

Minimum Required Education for

Providing Pre-service or Core of

Knowledge Training

 Bachelor's, master's, or doctoral degree

from an accredited college or university in

early childhood education, elementary

education, child development, home

economics, nursing, social work, special

education, or a related field

 At least one course in both child

development and curriculum development

 Additional course work requirements as

they apply to the age group covered in

the core of knowledge or pre-service

training

 At least 4 years’ experience working in a

child care setting directly with children of

the age group to be discussed in the

course

Minimum Required Education for

Providing Continued Training

 Associate, bachelor's, master's, or doctoral

degree from an accredited college or

university in early childhood education,

elementary education, child development,

home economics, nursing, social work,

special education, or a related field

 Valid credential or certification in early

childhood education, elementary

education, or care of children

 At least 4 years’ experience working in a

child care setting directly with children of

the age group to be discussed in the

course, or a combination of education and

experience sufficient to substantiate the

applicant's special skills or expertise in the

training area

Settings

 Child Care Resource Centers such as the

Maryland Family Network

(www.marylandfamilynetwork.org)

 Community agency

 Private Consultant

 Corporations or for-profit companies

 County/State department of social

services or education

 Government agency

 Health care agency

 Mental health agency

 Non-profit organization

 Professional association

Technical Assistance

Specialist/Coach

 Supports early childhood programs in the

development of goals

 Provides support to early childhood

professionals that encourages ongoing

self-reflection, self-assessment, and

problem-solving strategies

 Provides support to early childhood

programs to integrate information on

growth and development, learning

patterns, diverse abilities, and multiple

intelligences and applies to practice

 References best practices to encourage

early childhood programs in shaping

actions and interventions

 Identifies successes and strengths of

programs to help promote best practice

Minimum Required Education

Requirement will vary according to the

organization. To learn more information,

contact the hiring organization.

Settings

 Child Care Resource Centers such as the

Maryland Family Network

(www.marylandfamilynetwork.org)

 Non-profit organizations

 Private organizations

Maryland EXCELS Technical

Assistance/Coach

About the Maryland EXCELS Program

Maryland EXCELS (EXcellence Counts in Early

Learning and School-Age Care) is a quality

rating and improvement system for early care

and education programs that employs Quality

Assurance Specialists. The program awards

ratings to participating Child Care Centers,

School-Age Child Care Programs, Family Child

Care Homes, and Public PreKindergarten

programs based upon nationally recognized

quality standards and best practices. Maryland

EXCELS is designed to increase awareness of

the elements of high quality care and

education, to recognize and support those

who are meeting those standards, and to

educate families and the community about

the importance of high quality child care and

early childhood programs. The work of the

Quality Assurance Specialists includes:

 Knowledge of trends, regulations, policies,

and issues affecting education program

improvement and school readiness gaps

 Knowledge of procedures and practices

which ensure safe and sanitary conditions

at child care facilities

 Skill in implementing and monitoring

program evaluations

 Develop and initiate policies and

procedures and the ability to present

recommendations clearly and concisely

 Interpret and apply child care laws,

regulations, and standards in their work

with early childhood programs

Minimum Required Education and

Experience

 Bachelor’s degree in education,

educational administration, or a closely

related field

 Two (2) years professional administrative

or teaching experience in an education

program

 Experience monitoring child care

programs

Settings

 Maryland EXCELS

Licensing Specialist

The Child Care Licensing Specialist is an entry

level position at the Maryland State

Department of Education responsible for

performing the duties and responsibilities of

inspecting, licensing and monitoring child care

centers, family child care homes, and non-

public nursery schools to ensure compliance

with child care regulations and the provision

of quality child education development

programs.:

 Process prospective provider applications

for child care centers, family child care

homes and nonpublic nursery schools to

determine eligibility for licensure and/or

nonpublic nursery school approval by

following established office policies and

procedures

 Manage caseload, including use of

automated technology systems, to

determine provider compliance with

applicable Code of Maryland Regulations

by following OCC (Office of Child Care)

policies and procedures

 Investigate complaints lodged against

licensed, registered and illegal child care

providers, and nonpublic nursery schools

to determine the validity of allegations by

following established office policies and

procedures

 Complete background checks consistent

with other professionals working one-on-

one with young children

Minimum Required Education

 Bachelor’s degree in child development,

education, social work, or psychology from

an accredited four-year college or

university.

Desired or Preferred Qualifications

 Knowledge of procedures and practices

which ensures safe and sanitary conditions

at child care facilities, child care centers

and family care homes

 Skill in implementing and monitoring

programs

 Develop and initiate policies and

procedures and to present

recommendations clearly and concisely

 Exercise good judgment and direction in

the interpretation and application of

division policies and procedures

Settings

 Maryland State Department of Education

Managers of Child Care Resource

Centers, Local Agencies, and

Nonprofit Organizations

 Recruits, screens, trains, supervises, and

evaluates staff and volunteers

 Demonstrates the ability to strengthen the

program’s team

 Advocates for programs and policies that

impact the overall quality of services for

young children and their families

 Develops a fiscal business plan to reflect

the program’s mission, philosophy, and

financial position

 Applies, evaluates, and shares knowledge

and resources to further promote program

planning, evaluation, and marketing

Recommended Education and

Experience

 Master’s degree in an early childhood

related field with at least two years’

relevant experience in a

licensed/registered child care setting

Settings

 Child Care Resource Centers such as the

Maryland Family Network

(www.marylandfamilynetwork.org)

 Local agency

 Government agency

 Non-profit organization

Mental Health Consultant

The job description and requirements for a

mental health consultant in early childhood

education would vary according to the

program with which the position is associated.

Learn more about early childhood mental

health and the professionals who support it at

the Early Childhood Mental Health

Consultation Project website,

www.marylandpublicschools.org/msde/divisio

ns/child_care/program/ECMH.htm

 Have knowledge and experience in core

issues related to early childhood, such as

typical and atypical child development,

emotional and behavioral health, family

systems, cultural competence, and

knowledge of evidence-based approaches

to managing problematic behavior

 Have specialized knowledge of how young

children function in group settings

 Have knowledge and qualifications that

are aligned with core competencies in the

state of Maryland for mental health and

early childhood professionals

 Complete background checks consistent

with other professionals working one-on-

one with young children

Recommended Education and

Experience

 Bachelor’s degree, preferably in a human

services related field (such as psychology,

special education, social work, or

counseling)

 If degree is not in a human-services

related field, must have accumulated

credits at the undergraduate, graduate, or

professional development level in a

human-services related discipline or field

Settings

 Local agency

 Government agency

 Private practice

 Private consultant

Family Specialist/Counselor

 Develops partnerships with families to

support children’s learning, development,

and well-being

 Shares information with families about the

impact of learning activities on

development

 Provides early childhood information and

resources to families

 Advocates for the families as they seek

counseling and/or services

 Connects families with parenting

materials, websites, support groups, and

community resources specific to their

needs

 Collaborates with service providers and

other family specialists/counselors in the

community to ensure that families get

needed services

Recommended Education

Entry Level:

 Associate degree in an early childhood

related field with 1 to 2 years’ experience

Professional Level:

 Bachelor’s or master’s degree in an early

childhood related field with 5 or more

years’ experience

Settings

 Corporation

 Government Agency

 *Head Start or *Early Head Start

 Healthy Families

 Non-profit organization

 Parents as Teachers

*Different programs may have different

minimum requirements.

Community College Instructor—

Non-Credit Adjunct

 Familiar with online instructional strategies

and best practices

 Able to initiate and develop a

project/program from beginning to end

with minimal supervision

 Have strong documentation and

organizational skills related to data

collection, analysis, and use

 Able to use college standard

computerized data systems and a variety

of data and word processing software

 Excellent written, oral, and interpersonal

communication skills

Minimum Required Education and

Experience

 Associate’s degree in Early Childhood with

5 to 10 years’ experience

 Bachelor’s degree preferred with 3 to 5

years’ experience

 Some experience in teaching adults

Settings

Community college

Community College Instructor—

Instructional Specialist in Child

Care Training

 Responsibilities include teaching non-

credit child care classes, designing and

developing curriculum in child care

training, and advising and supporting

students

 Knowledge of assessment, curriculum

development, and/or curriculum design in

child care

 Ability to deliver instruction in non-

traditional setting using various delivery

methods

 Intermediate computer skills in Microsoft

Office and Internet required.

Minimum Required Education and

Experience

 Master’s degree in education required

(early childhood education preferred)

 Three years’ experience in teaching child

care training courses

 Experience in assessment, curriculum

development, and/or curriculum design in

child care

 Experience in delivering instruction in

non-traditional setting using various

delivery modes

Settings

 Community college

EDUCATION OPTIONS

Associate and Bachelor’s Degree

Programs

When pursuing a degree, make sure the

institution of higher learning is recognized as

an accredited college or university by the U.S.

Department of Education.

Institutions with an asterisk* participate in the

Child Care Career and Professional

Development Fund (CCCPDF). For child care

providers and staff who are participating in

the Maryland Child Care Credentialing

Program, scholarship funding is available

through the CCCPDF to pursue a college

degree in early childhood education,

education for children, child development,

family studies, or related disciplines. This list of

participating schools is current as of

publication. Verify the list on the CCCPDF web

page.

Associate Degree Programs

Anne Arundel Community College*

Baltimore City Community College

Carroll Community College*

Cecil College

Chesapeake College*

College of Southern Maryland*

Community College of Baltimore County*

Frederick Community College*

Garrett College

Hagerstown Community College*

Harford Community College*

Howard Community College*

Montgomery College-All Campuses*

Prince George's Community College*

Wor-Wic Community College

Bachelor’s Degree Program

Bowie State University

Coppin State University

Frostburg State University

Hood College

Notre Dame of Maryland University*

Salisbury University*

Stevenson University

Towson University*

University of Maryland, Baltimore County*

University of Maryland, Eastern Shore*

University of Maryland, College Park

Washington Adventist University*

Maryland Approved Alternative

Preparation Programs (MAAPP)

The MAAPP Excellence in Early Childhood

Education (ECE) program is an alternative

program through which already-employed

teachers in selected licensed child care centers

and registered family child care homes

utilizing a State recommended and/or

approved curriculum can obtain a Professional

Eligibility Certificate (PEC) in ECE.

Qualified MAAPP-ECE applicants must hold a

current position in a licensed early childhood

setting and a bachelor’s degree in education

or a related field from an accredited college or

university. Applicants must also be committed

to stay in a licensed or registered child care

program for two years after completing

MAAPP-ECE.

Participants in MAAPP-ECE will receive:

 State-approved coursework,

completed outside of school hours,

which builds on pedagogical skills and

prepares teachers to meet the needs

of children in PreK through 3

grade.

 Supported classroom development

through internship experiences and

ongoing feedback from mentors.

 Maryland’s Professional Eligibility

Certificate in Early Childhood

Education upon successful program

completion.

Community-Based Training

Often individuals seeking to become early

childhood professionals, and those currently

in the industry need a specific knowledge and

skill to supplement their professional child

care knowledge. Local communities can help

those seeking additional training

opportunities.

Examples of where trainings can be found:

 Child Care Resource Centers such as

the Maryland Family Network

(www.marylandfamilynetwork.org)

 Community colleges

 Four-year colleges/universities

 Local health departments

 Career Technology Education (CTE)

High School Programs

GRANTS, SCHOLARSHIPS, AND INCENTIVES

When planning to attend college courses

check with the financial aid office at the

college or university. They will know what

grants and scholarships are available to you.

Find grants and scholarships:

 Through local civic clubs and community

service organizations

 Search the internet to find what’s available

in your local community

 Check with your employer

 Visit the Maryland Higher Education

Commission,

http://www.mhec.state.md.us/

Child Care Career and Professional

Development Fund (CCCPDF)

The Child Care Career and Professional

Development Fund is a tuition assistance

program for child care professionals to obtain

or continue their pursuit of a college

education at participating colleges/universities

in Maryland. The Fund is available to

individuals participating in the Maryland Child

Care Credential program at Level Two and

pays the cost of tuition, fees, and course

related textbooks, as funding allows.

Child care center staff and family child care

providers can earn a college degree in:

 Early Childhood Education

 Child Development

 Elementary Education

 Special Education

For more information, visit

http://earlychildhood.marylandpublicschools.

org/child-care-providers/office-child-

care/credentialing-branch/child-care-career-

and-professional.

Free Application for Federal

Student Aid (FAFSA)

The application process opens on January 1 of

each year. Apply as soon as possible! You and

your family’s federal income tax for the prior

year must have been computed.

 Cost of Attendance – Expected Family

Contribution = Financial Need

 The EFC (Expected Family Contribution) is

used to calculate your need and eligibility.

 The FAFSA results will determine if you are

eligible for additional scholarships, Pell

Grants or other grants and student loans.

For more information on FAFSA or to

complete the application, go to

www.fafsa.ed.gov or speak with a financial aid

officer at the college you are attending or plan

to attend. The process can be overwhelming

so be sure to use the college as a resource!

MARYLAND CHILD CARE CREDENTIAL PROGRAM (MCCCP)

All children deserve excellent child care and

education. The Maryland system of early

childhood education preparation and

credentialing supports child care professionals

so they can work with families to deliver the

best possible futures for Maryland children.

Credentialing is a voluntary program overseen

by the Maryland State Department of

Education for early care and education

professionals going above and beyond

minimum requirements. In addition to

strengthening knowledge and increasing job

effectiveness, the credentialing process

provides benefits that include monetary

bonuses and tuition reimbursement from the

State.

There are seven staff credential levels (1,2,3,4,

4+,5, and 6) and four administrator levels

(1,2,3, and 4), each one recognizing a child

care provider’s achievement of a specified

number of training hours, years of experience,

and professional activities which lead to

quality child care. Levels one through four are

noncredit levels and can be achieved with

continuing education units (CEU) and MSDE-

approved trainings. Levels five and higher of

staff credentialing and levels three and four of

administrator credentialing require college

degrees from an accredited institution. There

is some overlap between the requirements for

staff and administrator requirements.

Child care providers participating in the

program complete training in topic areas in

order to develop the knowledge and skills

they need to provide the highest quality care

for the children and families they serve.

Although the Maryland Child Care Credential

is a voluntary program, all regulated family

child care providers and child care center staff

are eligible and encouraged to participate.

Goals of the MCCCP

The major goals of the credential program are

to:

 Produce a well-qualified workforce;

 Increase the overall quality of child

care programs ensuring that all

children enter school ready to

succeed;

 Improve the status and increase the

compensation for child care providers;

 Recognize for-credit and non-credit

career preparation; and

 Provide a structure for professional

growth through professional

competencies.

See the chart on the next page for an

overview of the staff credentialing

requirements in Maryland and how it relates

to a career in Early Childhood Education.

Overview of MCCCP Credential Levels

Coursework/Training/Degree/Experience

Maryland Child Care

Credential

Professional Opportunity

(Other Requirements May Apply)

All professional opportunities would be

appropriate for the Admin Level

Credential

Staff Level

Admin Level

None

Family Child Care Provider

Child Care Aide

45 clock hours Core of Knowledge Training

Family Child Care Provider

Child Care Aide

90 clock hours Core of Knowledge Training

One year of experience or one year of college, or a mixture

of both adding up to one year

Family Child Care Provider

Child Care Aide

Child Care Teacher

135 clock hours Core of Knowledge Training

 Career Technology Education High School Diploma

 Child Development Association (CDA) Credential

Two years’ experience

Family Child Care Provider

Child Care Aide

Child Care Teacher

Child Care Center Director

(20 children or less)

240 clock hours Core of Knowledge Training

Two years’ experience

---

1 & 2

All professional opportunities

would be appropriate at the

Admin Level Credential

Associate of Arts in Science or Associate of Arts in Teaching

Early Childhood Education or related field with 15 hours of

approved coursework

or 30 credit hours of approved college coursework

or 15 college credit hours of approved coursework

and current enrollment in approved course of study

Two years’ experience

Family Child Care Provider

Child Care Aide

Child Care Teacher

Child Care Center Director

Nursery School Teacher

Public School Paraprofessional

Bachelor’s degree in Early Childhood Education or related

field plus specific courses

or bachelor’s, master’s, or doctoral degree in

unrelated field plus 15 approved credits

or associate or higher degree with 15 approved

credits and enrollment in approved course of study

toward a higher degree

Two years’ experience

Family Child Care Provider

Child Care Aide

Child Care Teacher

Child Care Center Director

Nursery School Teacher

Nursery School Administrator

Public School PreK

*Please Note!

This chart is only an overview of MCCCP requirements. To see full requirements, and the Level 4+ staff credential not represented in

this overview, please visit http://earlychildhood.marylandpublicschools.org/child-care-providers/office-child-care/credentialing-

branch/child-care-credential-program

Career Technology Education

Students graduating from a Maryland high school Career Technology Education (CTE) program in

early childhood education have the opportunity to meet the requirements for the Child Development

Association (CDA) Credential, which is a pathway to an early childhood career. The CTE program only

counts toward credentialing requirements if courses are accepted for college credit.

Achievement Bonuses

Upon successful completion of the requirements, staff will be awarded a one-time only achievement

bonus for credential levels two through four and administrator level one. Bonuses are awarded

annually at staff levels four plus, five and six and administrator credential levels two, three and four.

To receive an achievement bonus, a participant shall:

 Meet the requirements for level two or higher pursuant to COMAR13A.14.09.05.

 Submit a completed application for renewal and submit documentation of continued

training, professional activities and one year of continued employment in a child care facility.

Training Vouchers and Reimbursement

Depending upon available funding, child care providers participating in the Credential Program at

Level Two or higher are eligible for training vouchers or reimbursement for approved training.

During each 12 months of participation, up to $400 is available to eligible participants to pay for the

cost of additional training needed to complete the training plan. Vouchers may only be issued for

conferences and college coursework.

For more information on the Maryland Child Care Credential Program, visit

http://earlychildhood.marylandpublicschools.org/child-care-providers/office-child-care/credentialing-branch/

child-care-credential-program

GLOSSARY

Maryland EXCELS

The Maryland Quality Rating and Improvement System employs technical assistance specialists. The

ratings awarded to participating Child Care Centers, School-Age Child Care Programs, Family Child Care

Homes, and Public PreKindergarten programs are based upon nationally recognized quality standards and

best practices.

Career Technology Education (CTE)

Career and Technology Education (CTE) is a program of study that prepares high school students for a

wide range of careers. These careers require varying levels of education — from high school and

postsecondary certificates to apprenticeships, or two- and four-year college degrees. Students can add

value to their overall education by completing CTE programs of study that offer industry-recognized

credentials and college credit while in high school. CTE evolved from vocational education’s original and

sole focus of preparing students for work immediately after high school. Today’s CTE programs

incorporate rigorous and challenging academic content standards and provide a sequence of courses

leading to an industry-recognized credential or certificate, an associate or bachelor’s degree, or entry into

apprenticeship programs.

Child Development Associate Credential (CDA)

A nationally recognized credential from the Council for Professional Recognition. According to the

Council’s website, the CDA is the most widely recognized credential in early childhood education. The

CDA is based on a core set of competency standards, which guide early care professionals as they work

toward becoming qualified teachers of young children.

Maryland Approved Alternative Preparation Programs (MAAPP)

The MAAPP Excellence in Early Childhood Education (ECE) program is an alternative program through

which already-employed teachers in selected licensed child care centers and registered family child care

homes utilizing a State recommended and/or approved curriculum can obtain a Professional Eligibility

Certificate (PEC) in ECE.

Maryland Child Care Credentialing Program

Credentialing is a voluntary program overseen by the Maryland State Department of Education for early

care and education professionals going above and beyond minimum licensing requirements. In addition

to strengthening knowledge and increasing job effectiveness, the credentialing process provides benefits

that include monetary bonuses and tuition reimbursement from the State.

College or University

This document has references to training, credits, degrees, etc. earned from colleges, universities, or other

institutions of higher learning. In all instances, these institutions must be recognized as accredited

colleges or universities by the U.S. Department of Education.

USEFUL WEBSITES AND RESOURCES

Maryland State Department of Education, Division of Early Childhood Development

http://earlychildhood.marylandpublicschools.org/

Maryland State Department of Education, Division of Special Education/Early Intervention Services

http://www.marylandpublicschools.org/msde/divisions/earlyinterv/infant_toddlers/doc/

SuitableQualifications/MDsPersonnelStandardsGuide.pdf

Maryland State Department of Education, Division of Career and Technology Education (CTE)

http://www.marylandpublicschools.org/MSDe/divisions/careertech/career_technology/index.

html

Maryland State Department of Education, Credentialing Program

http://earlychildhood.marylandpublicschools.org/child-care-providers/

office-child-care/credentialing-branch/child-care-credential-program

The Maryland Child Care Credential Program (Brochure)

http://earlychildhood.marylandpublicschools.org/system/files/filedepot/

3/msdeiichildcare090215.pdf

Maryland Approved Alternative Preparation Programs (MAAPP)

http://earlychildhood.marylandpublicschools.org/prek-grade-2/professional-development d

Maryland EXCELS

www.MarylandEXCELS.org

Maryland’s Knowledge and Competency Framework for Child and Youth Care Professionals

http://earlychildhood.marylandpublicschools.org/system/files/filedepot/20/

md-kcf_03262015.pdf

Maryland Head Start Association

www.md-hsa.org/

Maryland Family Network

www.marylandfamilynetwork.org

Maryland Child Care Resource Center Locations (links to 11)

www.marylandfamilynetwork.org/programs-

services/maryland-child-care-resource-

network/maryland-child-care-resource-center-

locations/

Child Development Associate Credential from the

Council for Professional Recognition

www.cdacouncil.org/about/cda-credential

NOTES

Careers in Early Childhood: A Maryland Guide

The Maryland State Department of Education does not discriminate on the basis of race, color, sex, age,

national origin, religion, disability, or sexual orientation in matters affecting employment or in providing access

to programs and activities and provides equal access to the Boy Scouts and other designated youth groups. For

inquiries related to Department policy, please contact:

Agency Equity Officer

Equity Assurance and Compliance Office

Office of the Deputy State Superintendent for Finance and Administration

Maryland State Department of Education

200 W. Baltimore Street - 6th Floor

Baltimore, Maryland 21201-2595

410-767-0433 - voice

410-767-0431 - fax

410-333-6442 - TTY/TDD

Careers in Early Childhood Education

A Maryland Guide

Guffrie Smith, President, Maryland State Board of Education

Dr. Jack Smith, Interim State Superintendent of Schools

Larry Hogan, Governor