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ECPC PROGRAM GUIDELINES 2017
Table of Contents
Program
Guidelines
Early Childhood Education
Secondary (8405100)
PSAV (E300100)
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ECPC PROGRAM GUIDELINES - 2016
Table of Contents
I. Introduction ........................................................................................................................... 2
II. Program Structure ................................................................................................................. 3
III. Program Implementation ...................................................................................................... 6
A. School Districts ................................................................................................................. 6
Regulatory Compliance .................................................................................................... 6
Teacher Certification ....................................................................................................... 6
ECPC Issuance and Record Maintenance......................................................................... 6
Staff Credential Submission ............................................................................................. 7
B. Instructors ........................................................................................................................ 7
DCF Trainer Requirements ............................................................................................... 7
Instruction ........................................................................................................................ 8
Verification of Student Completion ................................................................................. 8
C. Students ........................................................................................................................... 9
ECPC Requirements ......................................................................................................... 9
Application For Early Childhood Professional Certificate (ECPC) .................................. 13
Practical Experience Summary Documentation Form- ECPC ........................................ 15
Professional Resource File Guidelines ........................................................................... 16
ECPC Sample Observation Form .................................................................................... 20
ECPC Requirement Checklist for Students ..................................................................... 24
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ECPC PROGRAM GUIDELINES - 2016
I. Introduction
The Early Childhood Education (ECE) program (8405100/ E300100) provides the knowledge and
skills necessary for employment in the child care industry. Students who complete all
occupational completion points of the program and pass the required exams, will have
completed the Department of Children and Families’ (DCF) mandated 40 hour Introductory
Child Care Training and five (5) clock hours of DCF-approved literacy training.
Students who complete the entire program and meet all requirements as outlined in the
Requirement Checklist for Students can be awarded the Early Childhood Professional Certificate
(ECPC). The ECPC is a preschool specialization approved by the DCF as meeting the Staff
Credential requirement. Per Section 402.305(3), F.S. licensed child care facilities must have one
credentialed staff member for every 20 children.
The ECPC is also one of the acceptable minimum credentials for employment as a Voluntary
Prekindergarten (VPK) instructor during the school year. Additional requirements and
information can be found at http://www.floridaearlylearning.com/voluntary_pre_k.aspx.
Additionally, the ECPC is aligned with the National Child Development Associate (CDA).
Students who earn the ECPC may earn the National CDA, if they choose to do so, by completing
additional requirements and fee payment (http://www.cdacouncil.org).
II. Program Structure
The Florida Department of Education (FDOE) ECPC is based upon the eight content areas listed
below. They are an integral part of the Early Childhood Education program.
1. Planning a safe, healthy, supportive, and respectful learning environment.
2. Steps to advance children’s physical and intellectual development (including
literacy).
3. Positive ways to support and promote children’s social and emotional development.
4. Strategies to establish productive, positive relationships with families.
5. Strategies to manage effective program operations.
6. Maintaining a commitment to professionalism.
7. Observing and recording children’s behavior including an understanding of screening
and assessment.
8. Principles of child growth and development.
The program is divided into four (4) occupational completion points (OCPs), which represent
occupations within the child care industry. It is comprised of classroom instruction, which
includes the DCF mandated 40 hour Introductory Child Care Training, and 480 hours of direct
work experience with children ages five (5) or younger.
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ECPC PROGRAM GUIDELINES - 2016
OCP
Course
Number
Course Title
Length
SOC
Code
A
8405110/
HEV0870
Early Childhood Education 1/ Child Care Worker 1
1 credit/
150 hours
39-9011
This course includes competencies on child care rules and
regulations, safe learning environments, stages of child
development, developmentally appropriate practices, and
communication skills, principles of child nutrition and technology
use; as well as competencies from the DCF 40-hour Introductory
Child Care Training coursework.
B
8405120/
HEV0871
Early Childhood Education 2/ Child Care Worker 2
1 credit/
150 hours
39-9011
This course includes competencies on professionalism, community
resources, the importance of relationship skills and communicating
with children’s families, use of technology in the child care
profession, and observing and recording methods; as well as
competencies from the DCF 40-hour Introductory Child Care
Training coursework.
C
8405130/
HEV0872
Early Childhood Education 3/ Teacher Aide (Preschool)
1 credit/
150 hours
25-2011
This course includes competencies in developing lesson plans, child
development theories, factors that affect the development of a
child, and developmentally appropriate practices and activities for
infants/toddlers, preschoolers, and school-age children. Also
covered are components on working with students with special
needs, classroom management techniques and creating optimum
environments for all children; as well as competencies from the
DCF 40-hour Introductory Child Care Training coursework.
D
8405140/
HEV0873
Early Childhood Education 4/ Preschool Teacher
1 credit/
150 hours
25-2011
In this course students will acquire competence in the areas of
creating a successful developmentally appropriate curriculum,
mentoring, developing the ability to motivate children, recognizing
cultural differences when planning activities, including children
with special needs, recent trends and issues in early childhood
education, and professionalism; as well as competencies from the
DCF 40-hour Introductory Child Care Training coursework.
Total Credits/ Clock Hours:
4 credits/ 600 hours
Important Note: Before exiting program, students must pass all competency exams in the DCF training. Florida
Administrative Code 65C-22.003(2)(a) and 65C-22.008(4)(c) requires “successful completion of the 40 hour
training as evidenced by passage of competency based examinations with a score of seventy (70) or better.”
Students who pass the exams will be able to download official certificates and a transcript from the DCF web
site http://www.myflfamilies.com/service-programs/child-care/competency-exams. Arrangements for student
testing and teacher proctoring should be coordinated through the local Training Coordinating Agency.
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ECPC PROGRAM GUIDELINES - 2016
Therefore, it is mandatory for students to take the required exams at the appointed time and place, arranged
by the classroom instructor and the training coordinating agency.
**It is acceptable for a student to begin this program in high school and then continue/complete the program
at a technical center.
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ECPC PROGRAM GUIDELINES - 2016
III. Program Implementation
A. School Districts
Regulatory Compliance
• Programs must be approved by the local DCF Training Coordinating Agency to offer the
DCF 40 hour Introductory Child Care Training and 5 clock hour literacy training.
• Instructors must meet the trainer requirements established by DCF (Chapter 65C-
22.003(5) F.A.C. http://ccrain.fl-dcf.org/documents/2/470.pdf) to teach the DCF
Introductory Child Care Training. Requirements and guidelines can be obtained
through the local Training Coordinating Agency, www.myflorida.com/childcare/training.
• Programs are required to use DCF materials and will be subject to monitoring by DCF
Training Coordinating Agencies.
Teacher Certification
• School districts should ensure that instructors hold the appropriate teacher certification
as specified in the curriculum framework and meet the DCF trainer requirements. See
section B, “Instructors”, for more information.
ECPC Issuance and Record Maintenance
• Once a student has completed the ECPC Requirement Checklist for Students, they must
present it to the instructor along with the Application for ECPC and all supporting
documentation for review.
o Districts/schools are responsible for maintaining files of the supporting
documents to the training requirement’s checklist (i.e. portfolio, professional
resource file, etc.).
• Students who have successfully met all requirements must be presented with the ECPC.
It is recommended that the ECPC be printed on quality paper.
• Districts/schools should document the issuing of the ECPC by numbering each certificate
and by keeping copies of them in a secure location. The numbering system for the
certificates is determined locally. Access to certificates should be limited to
school/district personnel only.
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ECPC PROGRAM GUIDELINES - 2016
Staff Credential Submission
• After a student has been awarded the ECPC, they are eligible to receive the DCF Staff
Credential. The tool used to process students for the credential is the ECPC/CCAC/SAPC
Recipient Online Submission database.
• Designated district personnel must contact Anne Nyman (Anne. [email protected]) to
gain access to the database.
• The ECPC/CCAC/SAPC Recipient Online Submission database requires specific student
information to be submitted to the DOE. Given all information is valid, the DOE will
approve the entries submitted and DCF will be notified that those entries are ready to
be processed for the Staff Credential.
• The standard processing time for the Staff Credential is two (2) weeks from the date an
entry is submitted to the online database. Thereafter, students can print a hard copy of
the Staff Credential directly from their DCF online training transcript. The DCF’s Child
Care Regulation and Background Screening Office will only issue a Staff Credential, CF-
FSP Form 5206, through a student’s DCF online training transcript.
B. Instructors
DCF Trainer Requirements
Before teaching the DCF mandated training, instructors must:
1. Review training/trainer requirements as outlined in Florida Administrative Code
(FAC) 65C-22.003 and 65C-22.008(4). (Information can be viewed at http://ccrain.fl-
dcf.org/documents/2/470.pdf)
2. Meet with local Training Coordinating Agency (contracted with the Department of
Children and Families); training coordinators list may be viewed at
http://www.myflfamilies.com/service-programs/child-care/contacts.
3. Complete the six hour train-the-trainer course and must meet additional
qualifications outlined in Florida Administrative Code (FAC) 65C-22.003(5).
4. Be a qualified observer to validate students’ 480 hours of direct work with children
and conduct at least one formal observation of the student. The observations must
occur in a child care setting. The observer must meet the following qualifications
and be able to document that a person is competent in the eight competencies.
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a. Minimum of a Bachelor’s degree in Early Childhood Education/Child
Development, Elementary Education, Family and Consumer Sciences (formerly
Home Economics) or related field
OR
b. Bachelor’s degree with a teaching certificate and employed by a school district in
the state of Florida to teach the Early Childhood Education program
OR
c. An active National Early Childhood Credential or Birth Through Five FCCPC, four
years of experience* working with children ages birth through eight, and two
years of responsibility for the professional growth of another adult**
OR
d. Associate’s level degree in Early Childhood Education, Child Development or
related field***, two years of experience* working with children ages birth
through eight, and two years of responsibility for the professional growth of
another adult**.
• *Year(s) of experience shall be verified and shall be defined as follows: one year is
equivalent to a minimum of 1040 hours, two years are equivalent to a minimum of 2080
hours, and four years are equivalent to a minimum of 4160 hours.
• ** Professional growth shall be defined as professional development activities (i.e.
career advising, mentoring and job coaching sessions, and other training activities) that
enhance the knowledge and professional skills of another adult.
• ***Related field shall be defined as an associate’s or bachelor’s level degree with a
minimum of six college credits in Early Childhood Education/Child Development.
Instruction
• Instruction for the DCF courses should be instructor-based. It is recommended that the
online DCF training courses be used as a supplement to instructor-based instruction, if
needed.
Verification of Student Completion
• Instructors should provide students with copies of the ECPC Requirement Checklist for
Students, Practical Experience Documentation form, and the Application for ECPC.
These documents can be found on the DOE website at:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/edu-training.stml.
• Instructors should verify student completion of all of the ECPC requirements and
sign/date the student’s requirement checklist as items are completed. At program
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ECPC PROGRAM GUIDELINES - 2016
completion, the student should submit a completed requirements checklist along with
Application for ECPC and all supporting documentation to the instructor.
C. Students
ECPC Requirements
• The 40 hour Introductory Child Care Training and 5 clock hours of literacy training is
covered throughout the four courses in this program and consists of the training
modules listed below.
Child Care Facility Rules and Regulations
6 hours
Health, Safety, and Nutrition
8 hours
Identifying and Reporting Child Abuse and
Neglect
4 hours
Child Growth and Development 6 hours
Behavioral Observation & Screening 6 hours
Understanding Developmentally Appropriate Practices 5 hours
Preschool Appropriate Practices 5 hours
DCF-approved Literacy Training 5 hours
Total 45 hours
• A student must successfully complete the Emergent Literacy for VPK Instructors course
to be eligible as a VPK instructor, unless he/she has successfully completed a DCF
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Provided below are all the requirements students must meet before the ECPC can be issued:
1. Complete and pass all courses of the Early Childhood Education Program (includes DCF 40 hour
introductory training coursework)
Early Childhood Education 1/ Child Care Worker 1
Early Childhood Education 2/ Child Care Worker 2
Early Childhood Education 3/ Teacher Aide (Preschool)
Early Childhood Education 4/ Preschool Teacher
2. Pass all required DCF competency exams:
a. Child Care Facility Rules and Regulations
b. Health, Safety, and Nutrition
c. Identifying and Reporting Child Abuse and Neglect
d. Child Growth and Development
e. Behavioral Observation and Screening
f. Understanding Developmentally Appropriate Practices
g. Preschool Appropriate Practices
3. Meet the DCF 5-hour Early Literacy requirement through one of the following options:
• In-Service
- Students may complete either Early Literacy Children Age Birth to Three, or Emergent
Literacy for VPK Instructors by registering for the courses through the DCF training portal (No exam
required).
• DCF approved Early Literacy courses - Students may complete any of the DCF approved Early Literacy
courses, for more information, visit www.myflorida.com/childcare/training.
4. Completion of a Professional Resource File
(including autobiography, statement of competence, and resource collection)
5. Documentation of 480 hours of direct work with children 5 years of age or younger
(use Practical Experience Summary Documentation Form for each experience)
6. Documented observation by a qualified observer
(If children are napping or “free-playing” during the majority of a class period, this does not meet
observation requirements )
7. Demonstration of competency in the eight child care content areas
8. Earn a high school diploma or GED (NOTE: A Certificate of Completion is not a diploma)
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9. Provide documentation verifying 18 years of age or older
10. Submit a completed Application for ECPC and ECPC Requirement Checklist for Students to the program
instructor.
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APPLICATION FOR EARLY CHILDHOOD
PROFESSIONAL CERTIFICATE (ECPC)
*Completed requirement checklist and all required documentation must be submitted with this
application.
SECTION A (to be completed by applicant)
Department of Children & Families I.D. #:
Name:
First Middle Last
Address:
Telephone (H):
Telephone (Work or Cell):
Birth Date:
(* = voluntary information)
*Race: White ___ Black ___ Asian ___ American Native ___ Hawaiian Pacific Islander ___
*Ethnicity: Hispanic ___ Non-Hispanic ___
*Gender: Female ___ Male ___
Employer (if applicable):
Position:
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SECTION B - Education Summary (to be completed by school)
Name of School/Address:
School Address:
Program Successfully Completed Program Number Date Completed
Early Childhood Education ____8405100______ ________________
(all courses)
Early Childhood Education (PSAV) ____E300100______ ________________
(all courses)
Other
Supplementary Early Childhood
Education/Child Development coursework
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ECPC PROGRAM GUIDELINES - 2016
ECPC PRACTICAL EXPERIENCE
SUMMARY DOCUMENTATION FORM
Directions: Submit one document for each center where direct work experience took place. All
documents must be submitted with ECPC Requirement Checklist for Students and the
Application for ECPC.
I have worked directly with children five years of age or younger in the following capacity:
Student Name: ___________________________________________________________
Name of Center/Facility: ___________________________________________________
Center/Facility Address: ____________________________________________________
Center/Facility Phone number: _______________________________________________
Number of Hours: __________ Dates: From ____________ To ________________
Center Director: _________________________________________________________
Print name
Signature of Center/Facility Director: _________________________________________
I certify that I have completed the above experiential hours with children five years of age or
younger.
_______________________________________________________________________
Student Signature Date
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PROFESSIONAL RESOURCE FILE GUIDELINES
Early Childhood Professional Certificate (ECPC)
The professional resource file is a collection of materials that early childhood professionals use
in their work with young children and families. The file has two purposes:
• It provides a picture of what information candidates find valuable in their work (as a
basis for assessing competence).
• It provides Candidates an important experience in locating resources and articulating
their own view of the work in early childhood programs.
I. Arrangement of Professional Resource File
The material in the resource file should be bound in a notebook with dividers. It should be
professional looking, manageable in size, legible, and portable (designed to be carried to/from a
work site, home visit, or meeting).
II. Contents
The Professional Resource File has 3 major sections; (1) Autobiography; (2) Statements of
Competence; and (3) Resource Collection.
A. Autobiography
1. Write a statement about yourself (approximately 300 words). In the first
part tell who you are and in the second part, what in your life influenced
your decision to work with young children.
2. Include a formal resume' of education and work.
B. Statements of Competence
Write 6 statements of competence based on the following goals:
• To establish and maintain a safe and healthy learning environment.
• To advance physical and intellectual competence.
• To support social and emotional development and to provide positive
guidance.
• To establish positive and productive relationships with families.
• To ensure a well-run, purposeful program responsive to participant needs.
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• To maintain a commitment to professionalism.
Begin each statement of competence by writing out the Competency Goal Statement. Then in
your own words, describe the things you do with children and families. Each statement of
competence should be 200 - 500 words in length, should state your goals/objectives for
children and should address the "13 Functional Areas" (see Appendix A at the end of this
document). Give specific examples of what you do with the children (activities) to achieve
these goals.
C. Resource Collection
There are 17 specific items that go in this section of the Professional Resource File. Make sure
they are labeled (by goal) and numbered according to the following list:
Competency Goal I:
1. Provide a summary of the legal requirements Florida has regarding
child abuse and neglect. Be sure to include contact information for
the appropriate agency and your program's policy regarding your
responsibility to report child abuse and neglect.
2. Provide a current certificate of completion of a certified First-Aid
training course that includes treatment for blocked airway and
providing rescue breathing for infants and young children and a
current certificate of completion of certified CPR training.
Certification must be active at the time ECPC certificate is issued.
3. Use the school or public library to obtain the name and contact
information for an agency that supplies information on nutrition for
children and/or nutrition education for families.
Competency Goal II:
4. Provide a sample of a weekly lesson plan that includes goals for
children's learning and development, a brief description of planned
learning experiences and accommodations for children with special
needs.
5. Select 4 songs, fingerplays, word games, or poems that promote
phonological awareness. Describe strategies that promote
phonological awareness among children whose home language is
other than English.
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6. Describe nine learning experiences for three, four and five year old
children in the areas of physical, cognitive, and creative development;
3 for three-year olds (one in each domain of development); 3 for four-
year olds (one in each domain of development); and 3 for five-year
olds (one in each domain of development). Describe the goals,
materials, and teaching strategies used. Learning experiences should
reflect the current approved early learning standards and/or VPK
learning standards.
Competency Goal III:
7. Make a list of 10 age-appropriate children's books that can be used
to support development of children's self-concept and self-esteem
and to help children deal with life's challenges. These books may
support development of cultural and linguistic group identity; gender
identity; children with disabilities or special needs; separation;
divorce; remarriage or blended families; everyday activities and
routines; and/or the cycle of life from human reproduction to death.
Provide the title, author, publisher, copyright date and a short
summary for each book.
8. Using the internet, public or school library, obtain at least two
resources designed to assist teachers in constructively dealing with
challenging behaviors, such as bullying, hitting or biting.
9. Provide the name and telephone number of an agency in your
community for making referrals to family counseling.
Competency Goal IV:
10. Find out where to obtain resources, materials and translation services
for families whose home language is other than English. Provide the
agency’s name and contact information.
11. Document your program's policies that specify what parent's
responsibilities are and what the program does for the parents.
Competency Goal V:
12. Provide 3 samples of record-keeping forms used in Early Childhood
programs. Include an accident report form, an emergency form and a
third form of your choice.
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Competency Goal VI:
13. Use the internet to obtain the name, address and phone number of
your state's agency that regulates child care centers and homes.
These regulations are available at the website of the National
Resource Center for Health and Safety in Child Care;
http://nrc.uchsc.edu/STATES/states.htm. Make a copy of the
section(s) that describe qualification requirements for personnel
(teachers, directors, and assistants) in a child care center.
14. Review the websites of two national early childhood associations (one
with a local affiliate). Obtain information about membership, their
resources and how to order. Download and include at least two
resources from each association that will enhance your work with
children.
15. Obtain four pamphlets or articles (may be downloaded from the
internet) designed to help parents understand how young children
develop and learn. Articles must help parents understand
development of children from 3 to 5 years of age. At least one article
must relate to guidance.
16. Locate an observation tool to use in recording information about
children's behavior. One copy should be blank; the other one should
be filled out to use as a sample of your observation of an individual
child (child's name should not be included).
17. Obtain contact information for at least two agencies in the
community that provide resources and services for children with
disabilities. (In many communities the local school district provides
these services).
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ECPC PROGRAM GUIDELINES - 2016
Appendix A
Functional Area 1:
Provides a safe environment to prevent and reduce injuries.
Functional Area 2:
Promotes good health and nutrition and provides an environment that contributes to the
prevention of illness.
Functional Area 3:
Uses space, relationships, materials, and routines as resources for constructing an interesting,
secure, and enjoyable environment that encourages play, exploration, and learning.
Functional Area 4:
Provides a variety of equipment, activities, and opportunities to promote the physical
development of children.
Functional Area 5:
Provides activities and opportunities that encourage curiosity, exploration, and problem solving
appropriate to the developmental levels and learning styles of children.
Functional Area 6:
Actively communicates with children and provides opportunities and support for children to
understand, acquire, and use verbal and nonverbal means of communicating thoughts and
feelings.
Functional Area 7:
Provides opportunities that stimulate children to play with sound, rhythm, language, materials,
space, and ideas in individual ways and to express their creative abilities.
Functional Area 8:
Provides physical and emotional security for each child and helps each child to know, accept,
and take pride in himself or herself and to develop a sense of independence.
Functional Area 9:
Helps each child feel accepted in the group, helps children learn to communicate and get along
with others, and encourages feelings of empathy and mutual respect among children and
adults.
Functional Area 10:
Provides a supportive environment in which children can begin to learn and practice
appropriate and acceptable behaviors as individuals and as a group.
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Functional Area 11:
Maintains an open, friendly, and cooperative relationship with each child’s family, encourages
their involvement in the program, and supports the child’s relationship with his or her family.
Functional Area 12:
Is a manager who uses all available resources to ensure an effective program operation; is a
competent organizer, planner, record keeper, communicator, and a cooperative co-worker.
Functional Area 13:
Makes decisions based on knowledge of early childhood theories and practices, promotes
quality in child care services, and takes advantage of opportunities to improve competence,
both for personal and professional growth and for the benefit of children and families.
CDA Competency Goals
Functional Areas
I. To establish and maintain a safe, healthy learning
environment
1. Safe
2. Healthy
3. Learning Environment
II. To advance physical and intellectual competence
4. Physical
5. Cognitive
6. Communication
7. Creative
III. To support social and emotional development and
to provide positive guidance
8. Self
9. Social
10. Guidance
IV. To establish positive and productive relationships
with families
11. Families
V. To ensure a well-run, purposeful program
responsive to participant needs
12. Program Management
VI. To maintain a commitment to professionalism 13. Professionalism
VII. Observing and recording children’s behavior 13. Professionalism
VIII. Understanding principles of child development
and learning
All
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ECPC Sample Observation Form
Student’s Name:
Observer’s Name:
Name of Center:
Using the scale at the bottom of the page, please rank the student and provide specific examples of
student behavior in regards to each statement
.
The interactions with children show evidence of
skill in providing a safe environment and
strategies to prevent and reduce injuries.
The interactions with children show evidence of
skill in promoting good health and nutrition and
in preventing illness.
The interactions with children show evidence of
skill in using space and materials to encourage
play and exploration.
The interactions with children show evidence of
skill in promoting physical development.
The interactions with children show evidence of
skill in encouraging curiosity and problem solving.
The interactions with children show evidence of
skill in supporting growth of language and
communication.
The interactions with children show evidence of
skill in stimulating individual expression of
creative abilities.
The interactions with children show evidence of
skill in providing emotional security and fostering
children’s growing sense of independence.
The interactions with children show evidence of
skill in making children feel accepted as
individuals and as members of a family or cultural
group.
The interactions with children show evidence of
skill in using age-appropriate guidance strategies.
The interactions with children show evidence the
student is aware of the principles of child growth
and development as well as demonstrates
developmentally appropriate practice.
The interactions with children, parents, and staff
are professional.
The student was reliable, punctual and maintained confidentiality appropriately
Identify areas of strength(s) in the classroom.
Identify areas of concern or improvement.
Rating Key: 1 = Not acceptable 2 = Needs improvement 3 = Acceptable (satisfactory)
4 = Very good 5 = Excellent NO = Not observed
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ECPC Requirement Checklist for Students
The Early Childhood Education Program (8405100/ E300100) provides the knowledge and skills necessary for employment in the child care
industry. Students who complete the entire program and meet all other requirements as outlined in this checklist can be awarded the Early
Childhood Professional Certificate (ECPC). The ECPC is a preschool specialization approved by the DCF as meeting the Staff Credential
requirement (402.305(3), F.S.). Students seeking to obtain the ECPC should complete the checklist below and obtain the instructor’s
signature upon completion of each requirement.
Student Name: DCF ID Number:
Requirement Instructor Signature
Date
Completed
1. Complete Early Childhood Education Program
ECE 1
ECE 2
ECE 3
ECE 4
2. DCF Competency Exam Completion (attach DCF Child Care Training Transcript):
a. Child Care Facility Rules and Regulations (6 hours)
b. Health, Safety, and Nutrition (8 hours)
c. Identifying and Reporting Child Abuse and Neglect (4 hours)
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Requirement Instructor Signature
Date
Completed
d. Child Growth and Development (6 hours)
e. Behavioral Observation and Screening (6 hours)
f. Understanding Developmentally Appropriate Practices (5 hours)
g. Preschool Appropriate Practices (5 hours)
h. DCF-approved literacy training (5 hours)
3. Completion of Professional Resource File
(including autobiography, statements of competence, and resource collection)
4. Documentation of 480 hours of direct work with children 5 years old or younger
(attach Practical Experience Summary Documentation Form for each experience)
5. Documented observation by a qualified observer.
(NOTE: If children are napping or (free) playing during the majority of a class period, this
does not meet observation requirements)
6. Demonstration of competency in the eight child care content areas
(see ECPC Program Guidelines for content areas)
7. Earn a high school diploma or GED
(NOTE: A Certificate of Completion is not a diploma)
8. Documentation verifying 18 years of age or older
9. Submit a completed application for ECPC, a completed checklist, and all required
supporting documentation to the program instructor
