A TECHNICAL ASSISTANCE TOOL FOR CHILD CARE 

AND DEVELOPMENT FUND ADMINISTRATORS

U.S. DEPARTMENT OF HEALTH 

& HUMAN SERVICES

Administration for

Children and Families

Office of Family Assistance

Child Care Bureau

Table of Contents

Introduction 2

The Context for Development of an Infant/Toddler Credential	 3	 	

Research on Quality in Early Childhood Settings	 3

State-Level Impetus for the Infant/Toddler Credential	 4	

Importance of Linkages to Related Systems	 4

Developing the Infant/Toddler Credential – Strategic Planning	 6

	 Step I: Plan to Plan	 7

	 Step II: Define the Purpose	 9

	 Step III: Define the Credential	 10

	 	 What’s in a Name?	 11

	 	 Will the Credential be Voluntary or Mandatory?	 12

	 	 Will the Credential be Single- or Multi-level?	 13

	 	 Who Can Earn the Credential?	 15

	 	 Establishing Credential Requirements	 16

	 Step IV: Develop the Credential	 20

	 	 Curriculum Development	 20

	 	 Training/Education Delivery	 22

	 	 Oversight and Support	 26

	 Step V: Award the Credential	 27

	 Step VI: Fiscal Planning and Preparation	 29

Marketing and Promoting the Infant/Toddler Credential 30

Evaluating the Infant/Toddler Credential 33

Conclusion 34

APPENDIX 35

Appendix A: Key System Elements and the Infant Toddler Credential	 37

Appendix B: Infant/Toddler Credential Planning –

	 Component Connections and Flow	 45

Appendix C: States’ Infant/Toddler Credentials –

	 A Comparison of Training/Education Requirements	 46

Appendix D: Sample Logic Model for ITC Evaluation	 49
1. Zaslow, M., Halle, T. & Dent, A. (2006). Working towards a recommended common core of measures of early

childhood professional development: Issues and preliminary recommendations. Manuscript in preparation.

Introduction

In the past decade, a movement toward professionalism has emerged in the field of early

childhood. Efforts at both the state and national level are occurring across the field,

including such endeavors as:

• early learning guidelines

• core knowledge and competencies for providers

• career lattices

• quality rating systems

• accreditation of programs and facilities

• the growth of Early Childhood Education programs in 2- and 4-year

colleges and universities

• efforts toward establishing a common core of measures of early

childhood professional development.1

A critical step toward professionalism of a discipline is the establishment of a credential

defining the qualifications for those authorized to work in the field. Such credentials exist

in the fields of medicine, education, law and accounting, for example. In fact, the presence

of a credential is one point of distinction between professional and non-professional fields

of endeavor. The National Infant & Toddler Child Care Initiative (hereafter, the Initiative) has

broadly defined the term credential for the infant/toddler child care workforce to include

“any combination of requirements (training, courses, experience) that, when considered

together, translate to formal recognition of individuals that work with infants and toddlers

in child care programs.” Accordingly, an infant/toddler credential is a qualification that

asserts that the holder has specialized knowledge and skills that serve as a foundation for

high quality interactions and care of babies and toddlers. The credential is formal

recognition of this professional achievement.

Within the context of these professional development system initiatives, 16 States to date

have worked through the process of developing an infant/toddler credential as a framework for formally recognizing the professional achievement of those who have trained

for and work with infants and toddlers in child care programs. An additional 9 States

and 1 Territory are currently developing an infant/toddler credential. The purpose of this

paper is to offer a guide to States planning to develop or implement a system for formally

recognizing the specialized knowledge and skill sets needed by infant/toddler caregivers.

Examples and experiences of existing State infant/toddler credentialing systems are provided, as well as valuable insights gained from their development.

2
Information in this document was gathered from two sources. The primary sources were

the 8 States and 1 Territory participating in the Infant/Toddler Credential Learning Community within the Initiative. Their activities have contributed greatly to the development of

knowledge and sharing of information about infant/toddler credentialing systems. Further

information was gained through personal phone interviews with key informants from 9

States not participating in the Learning Community, but that have either implemented, or

are in the process of developing, an infant/toddler credential.

2. Shore, R. (1997). Rethinking the Brain: New insights into early development. New York: Families and Work Institute.

3. Shonkoff, J., & Phillips, D. (Eds.) (2000). From neurons to neighborhoods: The science of early childhood

development. Washington, DC: National Academy Press.

4.	National Institute of Child Health and Human Development. (2006). The NICHD study of early child care and youth

development: Findings for children up to age 4 1⁄2 years (NIH Publication No. 05-4318). Washington, DC: U.S.

Department of Health and Human Services.

5. Kreader, J. L., Ferguson, D., Lawrence, S. (2005). Infant and toddler child care quality. National Center for

Children in Poverty.

6. Gomby, D., & Larner, M. (Eds.) (1995). Long-term outcomes of early childhood programs. The Future of Children. 5(3).

 The Context for Development of an Infant/Toddler Credential

Research on Quality in Early Childhood Settings

Research emerged in the mid-1990’s that revealed much about early brain development

and the critical importance of the early years on later development.2,3Additional research

has demonstrated a strong connection between teacher/caregiver education and training,

and the quality of child care.4,5 In addition, a correlation between program quality and child

outcomes has been established.6 The consistency of these findings highlights the critical

importance of providing high quality programs and services to infants and toddlers.

Establishing an infant/toddler credential as a part of a comprehensive professional

development system is a critical element in response to these compelling findings.

An infant/toddler credential can be designed to:

1. offer encouragement or incentive for providers to seek out and benefit from specialized

education and training,

2. set a standard of care for infant/toddler practitioners,

3. provide a vehicle for practitioners to demonstrate their knowledge and competence, and

4. establish a system of recognition for such efforts and achievements.

With the credential in place, the anticipated outcome is an increase in education level within

the infant/toddler workforce. As indicated by research linking education level of caregivers

to quality of child care, the projected end effect will be higher quality of care for the babies

and toddlers in the care of those achieving the credential. This report documents the efforts

and accomplishments of the growing number of States and Territories establishing a formal

system of recognition.

3
State-Level Impetus for the Infant/Toddler Credential

Scientific research on the role of relationships and responsive caregiving in early

development and the link between caregiver education and quality of care provide a strong

rationale and context for States to develop and implement infant/toddler credentials. In the

presence of these factors, State-level momentum has emerged from multiple sources.

For example: 

•	In New Jersey, a long-standing Coalition of Infant/Toddler Educators served as the

springboard for their infant/toddler credential initiative.

•	Montana’s credential emerged from a 3-year demonstration project related to the impact

of infant/toddler care.

•	Two States (South Carolina and Wyoming) report the Governor’s office as a primary

impetus or support for their infant/toddler credential activities.

•	Illinois brought together representatives from multiple perspectives, including caregivers,

resource and referral personnel, and higher education to design its infant/toddler

credentialing system, in response to a workforce development initiative previously

launched by the Governor.

•	Maine and Tennessee worked to ensure that the infant/toddler credential built on what

was currently in place and addressed system gaps and needs.

•	North Carolina, South Carolina and South Dakota’s infant/toddler credential efforts

surfaced through their participation in the National Infant & Toddler Child Care Initiative.

Importance of Linkages to Related Systems

As these examples of initial impetus illustrate, an infant/toddler credential touches multiple

systems and structures within a state. This factor represents challenges and opportunities

for those creating a credentialing system. As a field that crosses multiple State systems, early

childhood affects such diverse state agencies as health, education, child care, disabilities,

mental health, and social services, as well as state initiatives such as quality rating systems,

the early childhood career lattice, and often, county- or state-level coordinating boards.

Given the diversity of agencies and systems involved, coordination of these key components

of an early childhood system can be challenging. However, the possibilities embedded in this

challenge are the multiple opportunities for integrating the infant/toddler credential within

established systems. In both planning and implementation, coordination with existing early

childhood systems will help assure the development of an effective credential system. A few

examples of the many considerations for States planning an infant/toddler credential are

shown in the following table. Additional examples of how States addressed impacts on and

connections within systems are provided throughout the paper.

4
How will the credential be related to the state

licensing and Quality Rating Systems (QRS)? 

In Montana, the Infant/Toddler Certificate is one

way to achieve a higher level in the Career Paths,

and to be recognized specifically in the Star

Quality Program.

Arizona is currently planning their QRS system in

conjunction with the infant/toddler credential,

which will be incorporated into the standards.

Will child care subsidies be increased to reward

all child care settings (including family, friend,

and neighbor care) with credentialed caregivers?

States could plan to use CCDF quality and infant

toddler targeted funds as well as other private

and public funds to reward child care settings

with credentialed infant toddler caregivers.

If there is a career lattice in place, how will the

infant/toddler credential be embedded within

that system? 

In Arkansas, the infant/toddler credential

is embedded in the career lattice as an

intermediate level endorsement.

In Illinois, the infant/toddler credential is a

specialization within the career lattice.

How will the infant/toddler credential integrate

with existing Child Development Associate

(CDA) processes?7

In Montana, one way to earn the credential

is to complete a CDA with an Infant/Toddler

Endorsement.

In South Dakota, the infant/toddler credential

was designed specifically to be linked to a state

CDA system they have established, serving as a

stepping stone to the national CDA.

In Georgia, the first three courses required for

the infant/toddler credential are part of the

CDA requirements.

In New Jersey, a CDA with an Infant/Toddler

Endorsement will count toward the infant/

toddler credential, with the addition of a course

in Infant/Toddler Mental Health and a practicum

to demonstrate competence.

How will infant/toddler credential training or

coursework requirements articulate within higher

education programs?	

Illinois offered collaboration grants as incentives

for institutions of higher education to form

articulation or transfer agreements.

In North Carolina, 40 community colleges offer

the Infant/Toddler coursework; 20 of them have

articulation agreements with four-year systems.

Taking a Closer Look: State Examples of System Linkages

7. Information about CDA requirements can be found at http://www.cdacouncil.org/

5
A Message from Tennessee:

“Do not underestimate what you already have in place to build on. 

We thought it would be a major endeavor to develop an Infant & 

Toddler Credential, but many of the pieces are already in place.”

The challenges involved in integrating the infant/toddler credential within existing state

systems offer a primary rationale for intentional, strategic planning around the credential.

The strategic thinking will help assure that the new credential includes all relevant aspects,

avoids duplication with existing systems, and maximizes limited resources. In addition,

complexity within the credential adds to the importance of planning strategically. Multiple

components or aspects of the credential are integrally linked to other aspects, creating a

situation where one decision early in the planning process can have significant implications

later. For example, the decision of whether to make the credential a single- or multi-level

credential has implications for curriculum development, the delivery of education or training,

whether the credential will be credit or non-credit based, and so on. A graphic depicting the

connections among components of the credential can be found in Appendix B.

The National Infant & Toddler Child Care Initiative has identified key elements of early

care and education systems that support quality care for babies and toddlers. Strategically

integrating the infant/toddler credential with these State system elements will help

planning teams assure that the credential will be implemented in a manner that maximizes

resources and minimizes duplication. Tables explaining the key elements, and outlining

the intersection of an infant/toddler credential with the key elements of early care and

education systems can be found in Appendix A.

Integrating the infant/toddler credential within existing systems may contribute to

sustainability. A complex project such as an infant/toddler credential established outside the

current early care and education infrastructure is potentially vulnerable to the ebb and flow

of both politics and economics. If the credentialing system is embedded within the larger

early childhood system, it is more likely to become stronger over time and more integral to

the quality of that system. Both South Dakota and Tennessee identified the importance of

building on current systems in planning and implementing their infant/toddler credential.

Developing the Infant/Toddler Credential – Strategic Planning 6
In reflecting on their process of developing an infant/toddler credential, Illinois’ advice is

to include both paraprofessionals and professionals in the planning process, because

“together, they make it real.”8 Similarly, Maine speaks to the value of having everyone

“on board, working together” as an important lesson learned. South Carolina’s advice is

to “make sure you have all stakeholders at the table to build the foundation. This way, you

will not have to go back and do things over.”

8. Throughout the document, references to States as informants may include information taken from personal interviews,

web documents, learning community communications, or state plans.

Key Questions

• Who are the early childhood leaders

in the State?

• What key organizations should be involved?

• What level of organizational representation will

be needed for the work of this group?

	 	 Will the work of the group require decision

	 	 makers only, or can representative staff assist

	 	 with planning, and serve as liaison to the 		

	 	 decision-maker of that organization?

• What will be the structure and frequency of

planning meetings?

• Are there other State-level planning initiatives

that might appropriately serve as either the

umbrella for this initiative or as subgroups of the

infant/toddler credential development process?

• Getting key stakeholders to the

planning table will be essential

to a well-defined credential

Plan to Plan

Key Links with External Systems 	 	

Step I: Plan to Plan

The first strategic decision

in the development of an

infant/toddler credential

involves defining who will

participate in the planning

process. Including key

stakeholders from the

outset will help assure

that all related elements of

existing State systems will

be considered.

Plan to Plan

7
The trade-off for including a full array of relevant stakeholders in the planning process is

the length of time such interagency efforts demand. Illinois’ process for development of

their credential was long-term, beginning with a gubernatorial workforce development

initiative, which led to recognition of the need for a credential that would support quality

infant/toddler care. Early in their process, Illinois recognized that two key components—a

professional development system and core competencies as the foundation of the training

and education—needed to be put in place before the credential could be implemented. The

final product of their efforts emerged years after the work began, but was comprehensive

in scope and had the agreement of all key stakeholders when completed.

Beyond deciding who will be involved, the planning group should also consider if the work

of developing the infant/toddler credential will be completed by the entire group, or if

subgroups might be more efficient. Delegating specific tasks to subgroups can be an

effective strategy to reduce the amount of time the entire group must convene, but requires

an efficient design and trust among planning team members. Examples of topics for

subgroup work are credential requirements and how they might fit within the State’s career

lattice, how the credential curriculum will address infant/toddler core knowledge or core

competencies, and articulation of the training or educational requirements within higher

education systems.

A final consideration in the preliminary task of defining the strategic planning process is

to think ahead about the structure and frequency of planning meetings. Developing an

infant/toddler credential is a complex process and, by its very nature, requires participation

of busy people. Strategic planning infrastructure considerations include:

•	Will all of the meetings be face-to-face?

•	Can conference calls serve adequately for some planning pieces?

•	With what frequency will the group call or meet?

•	What is the timeline for progress and completion?

 Taking a Closer Look: The Planning Process in Maine

Maine launched an Infant Toddler Initiative with team members representing all of the

key systems in the State, as well as the federal regional office, to coordinate the development of its plan. Key agencies represented include the State Department of Health

and Human Services, the Maine child care administrator, the career development

system, child care resource and referral, children’s advocacy, training and technical

assistance initiatives, early intervention, higher education, licensing, TANF, and infant

mental health. A sub-group of this team meets monthly in face-to-face meetings to

design, plan, and build buy-in with key stakeholder groups, and oversee the pilot of

Maine’s Infant Toddler Credential. The Infant Toddler Credential sub-group started in

September 2006 and anticipates launching the pilot in 2008.

8
Step II: Define the Purpose

One of the first critical

decisions in the strategic

planning process is the

mission or purpose of the

infant/toddler credential.

With the overarching

goal of implementing an

infant toddler credential

to improve the quality of

care for babies, States will

benefit from defining the

more specific purpose of

this activity in their state.

What is the infant/toddler

 Taking a Closer Look: North Carolina Develops a Plan

The North Carolina Institute for Early Childhood Professional Development (NCIECPD)

is the advisory committee to the Division of Child Development. One of the NCIECPD

sub-groups was the Professional Development Workgroup which had developed

the Early Childhood and Administration Credentials. It made sense for this group to

develop the Infant/Toddler Credential, making recommendations pertaining to core

competencies, coursework and articulation, as well as requirements for the credential.

Members of the Professional Development Workgroup represented licensing, CCR&R,

the community college system, four-year universities, and child care providers. In

its process for developing recommendations for the Infant/Toddler credential, it met

monthly in conference calls averaging 60-90 minutes. It reported out at quarterly

meetings of the NCIECPD.

The process for developing recommendations took two years. The community college

system took another six months to align their existing coursework. The decision was

made to not create new courses because this would have taken years. The recommendations went to the State Board of Education whose approval process took about three

months. It took less then three years from the beginning to approval. With approval,

the community colleges were then able to apply to offer the Infant/Toddler Credential.

Currently, 30 of the 40 community colleges have been approved.

Define the Purpose

9
credential for the child care workforce

intended to accomplish in the State?

Considerations related to this question

include whether the credential will simply

define a baseline of expectation for infant/

toddler providers, or if the credential will

offer a career pathway that encourages

caregivers toward ongoing professional

development. The answers to these questions will lay the ground work for multiple

decisions to follow.

Once the purpose of the credential is

clear, the entire planning process can be

more focused and strategic. By providing a

vision for the work, the purpose can serve

as a guide when complex decisions surface

for discussion. The presence of defined

goals can help the planning group remain

focused through these key decisions, and

can facilitate evaluation of the project

once implementation has begun.

The Purpose of Infant/Toddler Credentials

States have identified a variety of reasons for

implementing an infant/toddler credential.

Key reasons include:

• Reaching caregivers who have minimum

training, and are not ready for the

CDA process.

• Providing a stepping stone to the Infant

Toddler CDA.

• Providing specialized content to strengthen

infant toddler practice.

• Establishing a cohesive credential out of

existing, but disconnected, components.

• Providing a progression to higher knowledge

and skill by building on current professional

development systems.

• Offering multiple credit-based and noncredit options for acquiring education and

training.

• Integrating recognition of specialized

infant/toddler knowledge and skill in

the career lattice.

A final check before starting the actual planning of the credential will be to compare

the expectations inherent in the purpose statement with the timelines for progress and

completion defined in the first stage of planning. Is the timeframe reasonable given the

expectations of the planning group?

Step III: Define the Credential

From the outset, a number

of critical decisions will

determine the scope

and framework of the

infant/toddler credential.

Major decisions include

determining the type of

credential, whether it will

be voluntary or mandatory,

single- or multi-level,

and the credential

requirements.

Define the Credential

10
What’s in a Name? 

States with existing infant/toddler credentials have implemented a range of credentialing

types, labeled with a variety of terms: California offers a permit, Arkansas and Utah offer

an endorsement, five States (Georgia, Montana, North Carolina, Ohio, and South Dakota)

offer a certificate, and Illinois, South Carolina, and Wisconsin use the actual term credential. At this time, definitions do not exist to clarify distinctions among the terms; however,

descriptions of the processes and associated requirements that States have implemented

delineate differences among the existing credential types. For example, the endorsement

offered by Arkansas and Utah represents recognition of the infant/toddler specialization

within a larger early childhood professional development system. In California, “permit”

is a legal term, since they have mandated credentialing in state-funded child development

programs. As noted earlier, for the purposes of this document, the term credential will be

used to cover the array of options, unless otherwise specified in context.

Each of these planning steps will be discussed below, with examples and experiences from

States working through this process. 

Key Questions Key Links with External Systems

• Will the credential be a

credential, certification,

endorsement, or permit?

• Will the credential be

voluntary or mandatory?

• Will the credential be singleor multi-level?

• What workforce populations will be eligible for the

credential?

Type of

Credential

Define the

Credential ...within ITC Planning* ...with External Systems

•	What will the

training/education

requirements be for

the credential?

• Who will deliver the

training?

• Will there be a way

for family, friend,

and neighbor caregivers to participate?

• How might licensing

or QRS systems link

with the ITC?

• Do policies exist that

will support an ITC?

*Infant/Toddler Credential

11
Will the Credential be Voluntary or Mandatory? 

A critical consideration with significant system-level implications is whether the credential

will be voluntary or mandatory for providers. At this point, only California has a mandatory

component to its permit, which applies only to those employed in the state funded child

development programs (their permit is voluntary for those working in private programs).

Utah mandates the credential for centers participating in its Baby Steps Infant/Toddler

Quality Initiative, but it remains voluntary for all others. The core issue is the reality that

although mandatory credentials carry more weight and authority in moving quality

improvements forward, they also carry accompanying challenges that must be included

in planning, budgeting, and implementation. Key considerations contributing to this

important decision are suggested in the chart on the following page.

Georgia	

Technical Certificate of Credit

Specialization within Associate degree in

Early Childhood.

North Carolina

Infant/Toddler Certificate

South Dakota

Infant/Toddler Certificate

Illinois

Infant/Toddler Credential

South Carolina

Infant/Toddler Credential

5 courses required as a part of an Associate

degree in Early Childhood.

Applies within career lattice as a “specialization”

within a career lattice level.

Can be applied across levels when the specific

criteria for each level are met.

Specialization within the state career lattice.

Can be recognized at 5 different career

lattice levels.

Technical colleges offer 18 hours of

coursework as a specialization.

An endorsement within ECE Specialist

Certificate.

Found within the Intermediate level

of the career lattice.

Found at Level 4 of 10 in the state

career ladder.

Mandatory for state-funded programs.

Infant/Toddler Care is one area of

specialization within the permit.

Arkansas

Infant/Toddler Endorsement

Utah

Infant/Toddler Endorsement

California

Child Development Permit

Certificate

Credential

Endorsement

Permit

Taking a Closer Look: Examples of Credential Types

12
These additional considerations are significant in magnitude, and States must consider

whether or not the current system infrastructure holds the capacity to deliver a fully

implemented credential.

Key Questions Key Links with External Systems

•	If mandatory, who will track

and monitor the credential?

•	If mandatory, will there be

any levels of work that can be

done without the credential?

•	What rewards or incentives

will exist for those earning the

credential?

•	How will the rewards and

incentives be funded?

•	What impact will the credential have on the existing early

care and education system?

Voluntary or

Mandatory?

Define the

Credential ...within ITC Planning ...with External Systems

•	What is the purpose

of the credential?

•	What are the fiscal

implications?

•	How will the

credential be tracked

and monitored?

•	What agency or

entity will house

and/or award the

credential?

•	How will the credential fit within a career

lattice?

•	Will there be a link

with licensing, if

mandatory?

•	Does the credential

have support or

opposition from key

decision-makers?

Will the Credential be Single- or Multi-level? 

Another complex decision involves the question of whether the credential will be single- or

multi-level. Of the States contributing information for this paper, nine have implemented

single-level credentials, with only Illinois implementing a multi-level credential to date.

Maine is in the process of developing a multi-level credential. A key consideration

embedded in this decision is linked to the defined purpose of the credential: will the

credential be a one-time achievement, or will it provide a pathway toward ongoing professional development? Consequences of this decision will impact credentialing requirements,

rewards, and the expectations of the State regarding the outcome of the credential. If

the State chooses a multi-level credential, definitions distinguishing the different levels

will need to be established. For example, within Illinois’ 6-level credential9,10, the State has

defined requirements for General Education, Formal Early Care Education and Training,

Early Care and Education Work and Practical Experience, Formal Infant/Toddler Education

and Training, Infant/Toddler Work and Practical Experience, and Professional Contributions.

9. http://www.ilgateways.org/credentials/forms/ITC%20Frame.pdf

10. http://www.ilgateways.com/forms/literature/career_lattice.pdf

13
•	Complicated to track and monitor

•	Additional fiscal impact as participants

seek and are awarded higher levels of

credential

•	System is absent a “lattice” effect,

which removes incentive for participants

to seek additional specialized training

and education beyond that required for

the single level.

•	Creates a critical decision-point as to

whether the single level will be “lower”

(specific number of clock hours of I/T

training), or “higher” (requirement of

a degree).

	 	 Lower levels restrict overall achievement of providers in state.

	 	 Higher levels make it more difficult

for initial achievement of credential

—the big “first step” may serve

as a disincentive.

•	System will be simpler to implement,

track, and monitor

•	If requirements for the credential are

readily achievable, the single-level

may serve as an incentive for nontraditional learners and informal care

providers in the workforce.

•	Inherent incentive for participants to

seek higher levels of achievement.

•	Increased options create additional

opportunities for system-wide and

cross-sector collaboration.

•	System supports continued

specialized education of caregivers,

a primary indicator of quality in

infant/toddler care.

Single-level

Multi-level

Benefits Costs

Credential Type

A look at the costs and benefits of implementing a single- or multi-level system may help

States considering this question:

In terms of planning systemically, it is important to note that some States’ infant/toddler

credentials are embedded within the broader early childhood credentialing system. In California, for example, the broader system is multi-level with the Infant/Toddler Specialization

a single-level option available only at the Master Teacher level of the full permit system.11

11. http://www.ctc.ca.gov/credentials/leaflets/cl723a.pdf

14
0

10

20

30

40

50

60

70

80

Figure 1: The Percentage of Existing Credentials 

Applying to Specific Workforce Populations Family Child Care Teacher/Caregivers Directors Infant/Toddler Specialists Family, Friend, Neighbor Providers

In addition to the question of defining the requirements necessary to attain different

levels of credentialing, States may also want to consider whether different levels result in

differences in rewards, or if the credential level is associated with different types of work

opportunities. For example, will there be a requirement that...

• ...only those attaining a particular level can be a Director?

• ...an individual must have a specific level designation to be a Lead Teacher?

• ...an entry level employee can only serve as an assistant caregiver under supervision 

until the first level of the credential is attained?

Many such questions are possible when considering the question of single or multi-level

credentials. Additionally, a decision will need to be made regarding distinctions in reward

if a multi-level credential is implemented.

Who Can Earn the Credential? 

A final decision related to the

credential type is the determination

of the workforce population to

whom the credential will apply (see

Figure 1). Of the States providing

input to this project, all targeted

classroom teachers, and all but one

included family child care providers.

Five States include center directors,

and of these, four embed their

infant/toddler credential in a broader

early childhood multi-level credentialing system. None of the existing

infant/toddler credential initiatives

include Infant/Toddler Specialists

as a targeted population, although

Indiana and New Jersey are currently

planning to do so. Wisconsin’s

credential is open to all infant/

toddler caregivers, including informal

caregivers, although additional

thought needs to be given to how to

include informal care providers into

credential initiatives in other States.

Percentage

15
An initial consideration in this step is the question: What does the State want those earning

the infant/toddler credential to know or be able to do as a result of this achievement?

Infant/toddler core knowledge areas and core competencies define the essential knowledge

and skill base for those working with babies and toddlers. At this time, 10 States report

having core knowledge areas defined within their State early childhood systems, but only

five of those have established core knowledge specific to infants and toddlers. Some States,

like New Jersey, began the process of developing the credential by first defining core

competencies. Other States, like Maine, are in the process of developing competencies. 

Establishing Credential Requirements 

A key question to be determined in establishing an infant/toddler credential is that of the

credential requirements. This decision is central to the purpose of the credential given the

established association between caregiver education, quality of care, and ultimately, child

outcomes. Exactly what will caregivers need to do to earn an infant/toddler credential?

What will they learn in the process?

Key Questions Key Links with External Systems

•	What is the knowledge/skill

base expected of those

achieving the credential?

•	How much training or

education will be required?

•	Will the credential require

education through creditbearing institutions of higher

education, non-credit based

training, or a combination

of both?

•	What will be the mode of

delivery for education or

training requirements?

•	Will training/education be

accessible to the target

workforce?

•	How will mastery

be determined?

Requirements

for earning a

credential

Define the

Credential ...within ITC Planning ...with External Systems

•	What is the purpose

of the credential?

•	Will the credential be

single- or multilevel?

•	How will the

credential link to

infant/toddler core

knowledge areas and

core competencies?

•	Can the credential be

linked to CDA?

•	What existing education/training systems

can be tapped to

deliver the training?

16
The majority of States reported requiring credit-based training delivered by institutions of

higher education to obtain their infant/toddler credential. As a “lesson learned” in the

process of developing their credential, Ohio cites that, “People want credit bearing opportunities. They value the training, but value most what leads to a [credit-bearing] credential.”

They state further that the infant/toddler credential is most valued when it is linked to

degree-bearing courses in an articulated pathway. States can ensure this value is met by

linking non-credit training to credit-based coursework through articulation agreements with

institutions of higher education. In the States allowing non-credit training, training was

delivered through the professional development system, the Child Care Resource & Referral

(CCR&R) network, and higher education.

Key Questions Key Links with External Systems

•	Is the purpose of the

credential to offer one-time

recognition for achievement,

or to encourage ongoing

professional development

over a career path?

•	Is appropriate credit-bearing

coursework available and

accessible across the State?

Credit vs.

Non-Credit

Define the

Credential ...within ITC Planning ...with External Systems

•	The purpose of

the credential

•	Will the credential be

single or multi-level?

•	Qualifications

of trainers

•	Articulation

agreements

•	Determination

of mastery

•	Where will the

credential be housed?

•	Institutions of higher

education

•	The State Professional

Development system

After the knowledge and competency base expected from those earning the credential has

been defined, the team must decide the training and/or education requirements through

which the curriculum will be delivered. A related decision to be considered before beginning

this process is whether the credential will require education through credit-bearing institutions of higher education, non-credit based training, or both.

States Establishing

Mixed Systems

States Establishing Credential

on Non-Credit Training

States Establishing Credential

on Credit-Based Coursework

•	California

•	Georgia

•	North Carolina

•	Ohio

•	South Carolina

•	Wisconsin

•	Arkansas

•	South Dakota

•	Utah

•	Virginia

•	Illinois

•	Maine

•	Montana

•	Wyoming

17
States have established a wide range of training and education requirements in existing

infant/toddler credentials. Among States utilizing non-credit-based training, requirements range from 4 clock hours of specialized training to 120 clock hours of approved

non-credit training (plus 6 college credits with an observation and a portfolio). The range

of requirements for States establishing their credential on credit-based training is also

significant. As the entry step into an infant/toddler credential (which is level 2 within their

multi-level system), Illinois requires CDA plus 9 college credits. Three of these credits must

be infancy, and 3 may be gained through approved training. Minimum requirements

stair-step up from this beginning:

At the other end of the continuum of requirements, Illinois requires a Master’s degree for

the top level of their multi-level credential. A table outlining States’ training requirements,

as well as links to detailed information where available, can be found in Appendix C. 

A question to be considered once coursework or training requirements are established is

how mastery will be determined (see figure 2). The response to this question will be linked

to the decision concerning the primary delivery system for the required training or education. At this time, two States have intentionally addressed mastery. South Dakota has set

the standard of a pre-post knowledge review as an evaluation of their pre-CDA certificate.

Illinois, which allows either credit-based or non-credit-based paths to their credential,

requires a supervised field experience or a practicum to determine mastery. Additionally,

Arkansas has established a portfolio component for the non-credit training option. While

New York’s credential requires credit-based coursework, the NYS-AEYC has developed a

rubric for the Infant/Toddler Care and Education Credential to evaluate the portfolio.12

12. www.nysaeyc.org/credentials/default.asp

Figure 2: Method of Determining Mastery 

Among Credential Applicants

Field Experience/Practicum

Portfolio

Pre/Post Evaluation

Observation

None Determined to Date

33% 34%

11%

11%

11%

State	 Coursework Requirement

Wisconsin	 12 college credits

North Carolina	 16 college credits

South Carolina	 18 college credits

Georgia	 25 college credits

18
 Taking a Closer Look: Linking Coursework and Portfolio in Wisconsin

The requirements for the Wisconsin Infant/Toddler Professional Credential include

3 infant/toddler courses totaling 9 credits, a 3-credit capstone course, and a

portfolio. Following the completion of the first three courses, the student is then

engaged in the ‘Capstone Experience’ during which the student is responsible

for gathering materials from the first three classes and continuing to develop a

personal Infant/Toddler Portfolio, following the portfolio preparation guidelines.

This course includes a practicum, observation and the completion of a professional

portfolio.

A one-hour observation is required as part of the documentation submitted with

the portfolio. The observation may be performed by a supervisor, a college

instructor, or a community professional. The observer uses the Observation Sheet

and a set of the Competencies.

Upon completion of all 12 credits of coursework, the student requests to have

their Portfolio reviewed by The Registry Credential Commission. Commissioners

use a portfolio assessment form. Once approved by the commission, the student is

eligible to receive the Infant/Toddler Credential.

Recent revisions and updates to this professional credential include accepting

the substitution of two courses from the Wisconsin Technical College System,

Statewide Curriculum for the Associates Degree in Early Childhood. The Capstone

course of this credential may be substituted for one of the Practicum Courses

at some of the Technical Colleges. These changes facilitate articulation into the

Associate Degree in Early Childhood. 

In eight States where the infant/toddler credential requirements are based on credit, the

delivery system is higher education. In these States, a field practicum is included in required

coursework. Although this experience is not overtly identified as an evaluation of mastery,

the supervised field experience serves the function of mastery determination. Three States

in the process of developing their credential have not yet established a method for

determining mastery.

19
Key Questions Key Links with External Systems

•	Has the State established

core knowledge and

competencies for infant

and toddler child care?

•	How will these be addressed

in the infant/toddler

credential curriculum?

•	If no core knowledge and

competencies exist, how

can they be developed?

•	What is known about the

availability and accessibility of

training for the infant/toddler

workforce in the State?

•	Does the capacity exist in

current training and education delivery systems to meet

the need for the credential?

•	Who will develop any needed

curricula or coursework?

•	If the credential is multi-level,

which core knowledge

and competencies will be

expected at each level?

Curriculum

Development

Develop the

Credential ...within ITC Planning ...with External Systems

•	Through what

system (non-credit

training or creditbased coursework)

will the curriculum

be delivered?

•	How will the identified core knowledge

and competencies

be linked to mastery

determination?

•	Is the credential

single- or multilevel?

•	If core knowledge and

competencies need to

be developed, what

key state partners

have a stake in this

process?

•	How will training

requirements (curricula and coursework)

fit with the State’s

professional development system?

•	How will ITC training

requirements fit with

existing CDA opportunities?

Step IV: Develop the Credential

With the credential

defined according to

the State’s priorities for

curriculum, training/

education requirements, and mastery

determination, the

next step is analyzing

the gap between

what is needed for the

credential, and what

currently exists within

the State.

Curriculum Development

Develop the Credential

20
Once defined, the core knowledge and competencies will need to be embedded in the

training and education requirements for the credential. States utilizing systems that require

credit-based coursework can pass this task to the higher education system. States basing

the credential on non-credit training must design a process to assure that the core

knowledge and competencies become the foundation of the training.

Alternatively, some States have not defined core knowledge and competencies in their

credential planning process, and have simply identified or developed a curriculum required

for the infant/toddler credential. In this approach, possibilities include researching the

availability of curricula from other states, developing a curriculum that meets the distinctive

needs of the State, or building on what currently exists. Several States base the training

requirement on the Program for Infant/Toddler Caregivers offered through West Ed13. If

the state chooses to develop a curriculum unique to the offered credential, the team must

determine who will develop and deliver the curriculum and how this effort will be funded.

States may base the credential on existing coursework or develop training specifically for

the credential. For example, North Carolina and South Carolina established their credential

on coursework already available throughout the community college systems, while Utah

developed 40 hours of unique training.

A Key Lesson from Ohio

In identifying key lessons learned from their efforts, Ohio advises: “Training must 

be focused on Infant/Toddler practice.” In their experience, much of the training

available lacked sufficient emphasis on the birth-to-three age group.

As mentioned previously, core knowledge and competencies define the essential knowledge

and skill base for those working with babies and toddlers. States using the context of the

infant/toddler credential to develop core knowledge and competencies for the infant/

toddler workforce have a strategic opportunity to draw in a broad-based early childhood

community to participate in defining what every adult who cares for an infant or toddler

(including family, friend, and neighbor caregivers) needs to know. Key partners include Head

Start and Early Head Start, and leaders from the State Pre-K system, home visiting programs,

infant mental health, higher education, Part C, the infant/toddler child care workforce,

and parents. Although convening such a diverse group may affect the time frame for

completion, the resulting process will be more likely to define the essential knowledge

and competencies for the workforce, as well as building a constituency of support for the

infant/toddler credential. An alternative pursued by some States is to adopt the core

knowledge competencies established in the CDA system.

13. http://www.pitc.org/index.csp

14. http://nccic.org/pubs/goodstart/prov-dev-ex.pdf

15. http://nccic.acf.hhs.gov/pubs/goodstart/corekc.html

States implementing an Infant/Toddler Credential can sidestep the lesson learned in Ohio

by aligning core knowledge and competencies with the State early learning guidelines. Two

States, Illinois and West Virginia, have done this, thereby assuring that the competencies

that adults are learning are aligned with what the State has defined that children need to

know, understand, and be able to do.14,15

21
* With multi-level credentials, Maine, Montana and South Dakota have requirements

in more than one category. See the credential requirement comparison table in

Appendix C for more information.

Training/Education Delivery 

The decision of what entity will deliver the credential training is directly linked to the State’s

decision of whether to base the credential on credit bearing coursework or non-credit

based training (see Figure 3, next page).

Requirements are

higher than CDA

Requirements start with

or are equivalent to CDA

Requirements are

less than CDA

•	Arkansas

•	Maine*

•	Montana*

•	South Dakota*

•	Utah

•	Illinois

•	Montana

•	South Dakota

•	California

•	Georgia

•	Illinois

•	Maine

•	Montana

•	New Jersey

•	North Carolina

•	Ohio

•	South Carolina

With the curriculum defined, the next step in infant/toddler credential planning is to

complete an analysis regarding the availability or absence of training or coursework that

will be required of the workforce. If requirements have been set that are not currently

available and/or readily accessible in the State, the scope of work required to make the

needed training available will need to be identified and addressed.

A number of States have linked their infant/toddler credential to existing CDA training.

When established in this manner, the credential is strengthened through integration with an

existing system. States have established credentials that require less than, equivalent to, and

more than the CDA requirements.

22
If the credential is based on non-credit training,

the team will need to identify the scope of

the professional development system available

within the State, and determine the most effective delivery system for the required training.

If there is intent to establish articulation agreements to allow non-credit training to eventually

articulate into credit, planning must include

consideration of the qualifications of those

delivering the training. Questions to take into

account include the background, preparation,

and level of education of those delivering the

training. Typically, a Master’s degree is required

for instructors teaching courses at the Associate’s degree level and a Ph.D. for courses

taught at the B.A. level. These general guidelines from higher education may provide a

framework for decisions regarding the qualifications of those providing non-credit based

training for the credential. 

0

2

4

6

8

10

Figure 3: Number of States Utilizing Distinct 

Systems of Professional Development for the 

Provision of Credential Training/Coursework

	 Higher Ed	 Prof Dev Sys	 CCR&R

If credit-bearing coursework is the basis of the credential, the discussion will be focused

on which institutions of higher education will deliver the training. For example, in Ohio,

the University of Cincinnati provides all of the training throughout the state through the

internet. By contrast, in Georgia the required coursework is offered through 20 Technical

Colleges across the State. If the State currently lacks capacity to deliver the training, webbased coursework could be identified outside the State.

Key Questions Key Links with External Systems

•	Who or what entity will

deliver the training? 

•	What is the current capacity

of the State to deliver the

training or coursework?

Develop the

Credential ...within ITC Planning ...with External Systems

•	Is the credential

credit-based or

non-credit?

•	Do partnerships exist

between the infant/

toddler community

and education/

training systems?

Articulation •	Do transfer agreements

exist between 2- and 4-year

institutions?

•	Is there intent to eventually

have non-credit training

articulate into credit?

•	Will the system provide

college credits to non-credit

training as a part of the

credential?

•	Is non-credit

training part of

the credential?

•	How can higher education be at the table

for these discussions?

•	Are state colleges and

universities connected

with NAEYC Standards for Professional

Education and higher

education program

accreditation?17

Training/

Education

Delivery

17. http://www.naeyc.org/faculty/

23
Three States that require non-credit training differ in their approaches to

trainer requirements:

•	Arkansas requires trainers to have a Masters in Early Childhood Education.

• South Dakota utilizes Infant/Toddler Specialists to deliver training. They are required to

have a Bachelor’s degree in Early Childhood Education or a related field, in addition to

being certified through West Ed as trainers of the Program for Infant/Toddler Caregivers

(PITC).

• Utah utilizes CCR&R trainers, required to have a minimum of a Bachelor’s in Early

Childhood Education or a related field. If their degree is in a related field, they must

complete three specialty courses.

In the States with credentials established on both credit- and non-credit based training, the

approaches are similar. Illinois administers a Trainer Approval System. Maine also administers

a Trainer Approval System, but trainers must have a minimum of a Master’s degree in Early

Childhood Education. In Maine’s proposed infant/toddler credential, the infant/toddler

trainers would be required to have 12 infant/toddler specialization credits. Montana also

requires a Bachelor’s degree in Early Childhood Education or a related field for its PITC

trainers, but has a unique approach to “sanctioning” trainers which allows participants to

qualify for college credit. A faculty member at the University serves as a Trainer of Record for

trainers who do not meet higher education requirements. In Wyoming, PITC trainers must

be West Ed certified.

A key consideration for all infant/toddler credential types is how the various training

requirements articulate within the system. Developing articulated systems involves conversation and coordination of informal training systems, community college programs,

and 4-year institutions of higher education. Articulation and transfer agreements ensure

a career pathway that supports infant/toddler caregivers’ progression in their professional

development from one system to the next. These agreements build bridges among systems

by removing barriers that impede career progression, making professional development

attained in one system accepted into the next, eliminating waste of both time and money.

Key considerations for the planning team will be articulation/transfer between non-credit

training systems and credit-based institutions of higher education, as well as between

2- and four-year degree programs. Ideally, articulation occurs across all professional development systems to form a fully articulated system. Intentionally planning an articulated

pathway across these systems will require effort in the planning process, but will strengthen

the overall state system. Currently, most States are working on articulation of the infant/

toddler credential requirements. Georgia, North Carolina, Ohio and South Carolina will

build on existing agreements between 2- and 4-years institutions.

24
 Taking a Closer Look: States’ Approaches to Articulation

South Dakota has developed an Infant/Toddler Certificate based on 65 hours of

non-credit training, with 45 of these hours linked to the state CDA training delivery

system. By designing the training in this manner, caregivers earning their Infant

Toddler Certificate are well into the training needed to earn their CDA. Once they

have earned their CDA, they have access to 30 hours of supplemental training. With

the hours required for the I/T Certificate, the CDA, and the supplemental, Infant Toddler caregivers can earn up to 11 college credits towards an Associate’s or Bachelor’s

degree through an articulation agreement.

Illinois is offering incentive grants to facilitate articulation. These Collaboration

grants were available to provide incentives for institutions of higher education to

form articulation or transfer agreements. Kendall College and three area community

colleges formed a partnership to receive one of the grants. The alignment of courses

with the core competencies will be done first and then become the basis of a Transfer

Agreement (an agreement defining which course credits will transfer automatically to

the next institution).

Virginia has developed a partnership with the Virginia Community College System

to offer three credits based on completion of the training and graded assignments,

receipt of a GPA of 2.0 or better, and development and submission of required materials in a portfolio review process.

Tennessee’s professional development system, Tennessee Early Childhood Training

Alliance (TECTA), has been instrumental in the development of an articulated pathway

from CDA preparation coursework to an A.A.S. degree in early childhood education

that is available in all of the 13 community colleges included in the Tennessee Board of

Regents (TBR) system. Students completing the TECTA Program CDA preparation have

11 semester credit hours toward the A.A.S. degree. Articulation agreements have

been developed with three of the six TBR baccalaureate institutions. All of the courses

in the A.A.S. degree are grounded in national standards including NAEYC, Council for

Professional Recognition, and Head Start. 

25
Oversight and Support

A final, critical question related to training is defining what entity will be responsible for

oversight of the training system. Oversight of the training system is needed to assure that

the quality of the training experience remains appropriate for the intended populations and

produces the desired outcomes.

Key Questions Key Links with External Systems

•	What oversight and support

will be in place to assure

consistency and quality of

training and education?

•	Who or what entity will be

accountable for the quality of

training and education?

Training/

Education

Oversight

and Support

Develop the

Credential ...within ITC Planning ...with External Systems

•	Where will the ITC

be housed?

•	Who will deliver the

training/education?

•	Are there other

training/ education

initiatives we can

learn from?

Oversight may be accomplished in different ways, depending on how and through what

entity the training is delivered. For example, if training is delivered solely through institutions of higher education, the infrastructure of that system precludes the need to build

an additional layer of oversight for the trainers. However, if training is delivered through

less formal means, such as clock hours of non-credit training delivered through a network

of trainers, a system to review training content and quality will be needed. One such

mechanism a State might consider is an Advisory Board to provide ongoing guidance to

the training delivery system.

In addition to oversight, States may want to consider establishing a system of support and

connection for trainers associated with the infant/toddler credential to assure consistency

of delivery across the state. Such a network would be helpful for both credit and non-credit

educational systems. Illinois, Maine, and Montana utilize Trainer Approval Systems which set

minimum requirements and provide a system of support.

26
Step V: Award the Credential

When all of the decisions have been made

regarding the design of

the credential, the final

question to address is

which institution will

issue, monitor and

track the infant/toddler

credential, as well as the

procedures for how that

will be accomplished.

Award the Credential

 Taking a Closer Look: New Jersey Plans a Network of Support

New Jersey is implementing a system-wide support for the infant/toddler credential.

Courses will be taught by the community colleges, Kean University and other 4-year

institutions. Oversight of, and scholarships for the credential, will be coordinated by

Professional Impact New Jersey, the professional development center for early care and

education in the state. The Coalition of Infant/Toddler Educators (CITE) will maintain

ownership of the intellectual property of the credential and oversee the content of the

credential and any additional revisions or support materials that will be created. Member

agencies of the New Jersey Association of Child Care Resource and Referral Agencies

will offer training at the non-credit community level and will mentor providers who

choose to take the credential. In addition, Youth Consultation Services will continue to

support the Training of Trainers project and outside advocacy, and the BUILD Project and

other statewide advocacy groups will implement a full public awareness campaign.

27
 Taking a Closer Look:

Building a Career Pathway at the University of Cincinnati

Students can pursue a career pathway that begins with an Infant/Toddler CDA and then 

complete the remaining coursework for the Infant/Toddler Certificate. All credits can

be applied to the Associate’s in Early Childhood Education, and with the completion of

two more years, students can earn a Bachelor’s degree in Early Childhood Education.

The University of Cincinnati (UC) has signed 2+2 articulation agreements with several

community colleges in Ohio, as well as in other states. In addition, UC has a partnership

agreement with Ohio’s Comprehensive Community Child Care Services, a statewide

training delivery system, to award college credit to students who earn their Infant/

Toddler CDA through this system. Students who matriculate in the Infant/Toddler

Certificate or a degree program may receive up to 15 college credits if they complete

the CDA.

Among the States providing information for this paper, six award the credential through

a state agency, primarily an Office of Child Care, with the exception of California, where

the Commission on Teacher Credentialing awards the credential. Five States use the child

care and early childhood professional development system or state AEYC chapter, and four

award through a 2- or 4-year college. In Georgia and South Carolina, the coursework for

the credential is a specialization within the Associate’s degree programs in the technical

colleges. In North Carolina, the credential is awarded by the North Carolina Community

College System. In Ohio, the University of Cincinnati awards the credential.

Key Questions Key Links with External Systems

•	Where will the credentialing

system be housed?

•	Will the award occur through

a state system, or through

the training institution?

•	How will the credential

be issued, tracked and

monitored?

Award the

Credential

...within ITC Planning ...with External Systems

•	Is there infrastructure

in place that can

grant, issue and

track the credential,

or will this need to

be created?

•	 Will the credential

be recognized by

other early childhood

credentialing bodies?

28
There are two primary fiscal considerations in planning for an infant/toddler credential: 1.)

What fiscal incentives or rewards will be a part of the credential, and 2.) How will these

rewards be funded? Of the States with Infant/Toddler Credentials in place, six states offer

either scholarships or grants to support those earning the credential, with Georgia and

Illinois offering both. In terms of fiscal reward upon achievement of the credential, an array

of bonus payments, stipends and mini-grants are currently being offered. These range from

a $100 bonus for earning the endorsement in Utah to a tiered stipend in Montana ($300

 Taking a Closer Look:

A Public/Private Partnership for Quality in South Dakota

South Dakota has successfully blended public and private funding to enhance the

CCR&R system. Over the past ten years, the generous financial support of the

Archibald Bush Foundation in St. Paul, MN, has allowed South Dakota to leverage

public CCDF funding to establish an Infant/Toddler Training Network within the five

regional CCR&R’s and on six tribal reservations, with Infant/Toddler Specialists housed

in each of the eleven programs. The creation of this infrastructure has allowed the

state to move forward with a variety of quality improvement initiatives supporting

infant and toddler care. 

Step VI: Fiscal Planning and Preparation

A final piece of planning that will be

critical to ensured

implementation and

sustainability will be

that of budget development and resource

identification. Although

developing an infant/

toddler credential that

is embedded within

existing state systems

may reduce the overall

cost of implementation,

the system will still involve some fiscal outlay. Planning for anticipated expenses will assist

in successful implementation of the infant/toddler credential. State planning teams will

need to identify the resources that are currently in place, and the infant/toddler credential

system requirements that will need to be supported with additional funds.

Fiscal Planning

29
 Marketing and Promoting the Infant/Toddler Credential

A major consideration in establishing an effective credential for the infant/toddler workforce

is that of marketing and outreach to providers in the State. What incentives will be in place

to attract providers to the process? An incentive program might include supports available

to those in the process of earning the credential, and/or a reward system for those who

have completed the credential. What will it mean to have this credential? Will the reward

be a one-time bonus, or will there be a system for ongoing recognition of this achievement?

How can the State create a market for improved quality?

The most frequently offered incentive and support are scholarships or higher education

grants. These are found in eight states, with seven of these administering T.E.A.C.H.

programs. In Georgia, students may receive PELL grants and Georgia residents attending

a public technical college to earn a certificate, including the infant toddler credential, are

eligible for a HOPE Grant, which covers HOPE-approved mandatory fees and a book

allowance of up to $100 per quarter.

Scholarships

Stipend

$100 bonus upon

achievement

Yes­­—T.E.A.C.H.	 NA	 No

No	 Could use CCDF Funds	 No

No	 No— already tapped.	 Yes—anticipate 25 credentials 

per year. Would need 

$2,500 to cover cost of 

incentive.

Fiscal Incentive Is Funding

Currently in Place?

Can Funds be Redirected

from Another Source?

Will New Funds

Be Needed?

Infant/Toddler Credential­–Fiscal Planning Framework

at 6 months post award, $500 at one year, and $800 at 18 months post award). Montana

has also established an Infant/Toddler Merit Pay Program for caregivers completing the

PITC training. In Georgia, students earning the credential may qualify for salary supplement

incentives if they work in a nationally accredited program.

Beyond the question of the type of fiscal incentive or reward is that of how it will be

funded. One way to consider this aspect of the credential is to complete a brief analysis

of what is currently in place in the State that may be applied to or redirected toward

supporting an infant/toddler credential. The following table offers hypothetical information

in a sample framework for beginning such an analysis:

30
 Taking a Closer Look: 

Using T.E.A.C.H to Support the Infant Toddler Credential

In North Carolina, Infant/Toddler T.E.A.C.H scholarships are available if the caregiver

currently works in an infant/toddler position. Students pursuing the Infant Toddler

Certificate receive 100% reimbursement from T.E.A.C.H. for approved release time.

The regular Early Childhood Education reimbursement is 80 percent.

In Ohio, supports are available through T.E.A.C.H. Early Childhood® Ohio and the

University of Cincinnati. T.E.A.C.H. provides scholarships to teachers and family

child care providers to earn degrees and credentials. Scholarships cover the cost of

tuition, books, and related educational expenses. 

In South Carolina, The Center for Child Care Career Development administers the

T.E.A.C.H. Early Childhood Scholarship Program with CCDF funding. Scholarship

recipients, sponsored by their employing centers, work a minimum of 30 hours

per week in licensed or registered programs. Teacher and family child care provider

applicants must earn less than $14.45 per hour and directors or director/owners

must earn less than $15.00 per hour. T.E.A.C.H. provides a $50 travel stipend per

semester in addition to paying 80% of the cost of tuition and textbooks. T.E.A.C.H.

South Carolina reimburses up to $648 per semester for release time, and pays

a $300 end of contract year bonus. Scholarships, awarded for one year, may be

renewed until the recipient earns an Associate Degree. Lottery funds, PELL Grants,

and other sources of aid wrap around and support scholarship recipients.

In Virginia, Voices for Virginia’s Children administers the T.E.A.C.H. Early Childhood

Scholarship Program with CCDF and private foundation funding. Scholarship recipients, sponsored by their employing centers, work a minimum of 30 hours per week

in regulated child care programs. T.E.A.C.H. VIRGINIA, the scholarship recipient

and the sponsoring child care program share educational expenses, with T.E.A.C.H.

VIRGINIA paying 50% of the cost of tuition and textbooks. T.E.A.C.H. VIRGINIA

reimburses sponsoring centers up to $192 per semester for release time, pays $45

toward travel expenses, and pays a $300-$400 end-of-contract-year bonus. Scholarships, awarded for one year, may be renewed until the recipient earns an Associate’s

Degree. T.E.A.C.H. VIRGINIA has a counselor on staff to provide academic, career

and personal counseling. The counselor helps scholarship recipients navigate the

community college system. In addition to T.E.A.C.H. VIRGINIA, the Virginia Child

Care Provider Scholarship Program offers a maximum lifetime award of $1,707.60.

Up to two courses may be taken per semester.

31
In addition to marketing the credential to providers through incentives, planning teams may

want to consider outreach to parents accessing child care. This can be done by educating

or otherwise raising awareness among families of infants and toddlers in all care settings.

It may be possible to create demand for high quality care by making parents aware of the

importance of an educated workforce and the availability of the infant/toddler credential.

At this time, however, no states have external marketing or outreach to parents about

infant/toddler credentials in place.

 Taking a Closer Look: Supports and Rewards in Montana

Montana provides supports to individuals addressing quality improvements and

rewards once they earn the Infant/Toddler Certificate. While not specifically tied to

the certificate, Montana administers several programs to support quality improvement in infant toddler settings. The Infant/Toddler Mentoring Pilot Program matches

Certified Infant/Toddler Caregivers, who are paid a stipend, with novice ones. The

Infant/Toddler Mini-grant program provides Family Child Care providers with $1,000

and Centers with $1,500 to make program improvements.

Montana provides a financial reward to Infant Toddler direct service caregivers who

complete the Infant Toddler Certificate. They are eligible to receive a stipend totaling

$1,600 which is distributed at three points in time: $300 at 6 months, $500 at

one year and $800 at 18 months. In addition, they receive Infant/Toddler Merit Pay

bonus of $500 after the program is completed.

A few States offer a financial “reward” to the individual who earns an Infant/Toddler

Credential. Rewards can be in the form of a bonus, stipend, salary or wage supplement, or

mini-grant. A state may add on an additional qualifier, such as Georgia where students who

earn the credential may qualify for salary supplement incentives administered by the state

agency, but they must work in a nationally accredited program. In South Carolina, students

who complete the first course in the Infant Toddler Credential receive a $200 bonus. After

completing the Program for Infant/Toddler Care, caregivers in South Dakota and Utah may

quality for a $200 mini-grant awarded by the state agency.

In addition, the state CCDF agency provides funding for scholarships administered by the

child care resource and referral agencies. The University of Cincinnati administers an annual

scholarship fund of about $400,000 that provides $1,000 scholarships to full-time Early

Childhood Education students. The University of Cincinnati also administers an online

bookstore. Students who register early put their names into a drawing for 10-15 $100 gift

certificates that can be used at the online book store.

32
Given that infant/toddler credentials are not universally implemented and States may be

called upon to explain their purpose and effectiveness, including an evaluation component

is critical to the overall process of development and implementation. Building a system that

includes evaluation from the outset will allow the earliest possible outcome data, which can

be used to monitor progress and fine tune the process through continuous improvement.

There are three levels of factors to consider in an overall evaluation of the infant/toddler

credential: individual caregiver practice, program quality, and system impacts. Caregiver

practice can be evaluated through evaluation of mastery. As mentioned previously, this

can include a range of approaches, from tests assessing knowledge and comprehension

to observations of practice. Evaluation of program quality is most commonly accomplished

with the Infant Toddler Environmental Rating Scale.

System impacts are more challenging to measure, as system-level outcomes are broader and

can be moderated by many factors. However, there are ways to look at the impacts of an

infant/toddler credential on the State system. For example, Arkansas is conducting an evaluation of its professional development system by measuring the quality of care in classrooms.

Other possibilities include:

• Tracking caregiver retention for those completing the credential compared to non-credentialed providers would provide data related to a key element of quality in infant/toddler

caregiving—continuity of care.

• Tracking the overall level of education of the infant/toddler workforce would reveal if the

infant/toddler credential was having an impact on this research-based key indicator of

quality.

• Tracking the number of caregivers participating in the infant/toddler credential, or the

percentage of facilities or programs with participating staff.

• Tracking the capacity of the State’s professional development system can demonstrate

increased availability of education and training.

A Message from Arkansas

When asked what words of advice they might offer States beginning to work on

an infant/toddler credential, Arkansas suggested, “Design an evaluation from

the front end, and build in continuous evaluation from the beginning.”

 Evaluating the Infant/Toddler Credential

33
In developing its infant toddler credential, Pennsylvania will model evaluation on what has

been established for early childhood and school-age practitioners. Pennsylvania plans to

build a set of standards into the Keystone STARS quality assurance system that individuals

who provide professional development opportunities should meet. Additionally, the State

will have a set of standards linked to the Pennsylvania Core Body of Knowledge and principles of adult learning that the professional event must meet. Each professional development

event is evaluated both by the instructor and participants. These evaluations are compiled

and analyzed in order to provide on-going benchmarks for outcome assessment so as to

best meet the professional development needs of practitioners in the State. 

A sample logic model to assist in evaluation of the Infant/Toddler Credential is included

in Appendix D.

Conclusion

With the knowledge that quality in infant/toddler settings has an impact on child development and that caregiver education is closely linked to quality, it follows that States

interested in improving quality for babies and toddlers are considering Infant/Toddler Child

Care Credentials. The credential can serve as a method of establishing a career path for

infant/toddler caregivers, as well as a way of improving access to high quality child care

settings for babies and toddlers.

34
Appendix 35

Appendix A: Key System Elements and the Infant Toddler Credential

Early Care and Education Systems That Support Quality 

Care for Babies and Toddlers Key Elements

Infrastructure

Direct Services

37
Early Care and Education Systems that Support Quality Care for

Babies and Toddlers

Key System Elements and Characteristics

The following is an overview of key system elements and their characteristics that reflect

how an early care and education system can offer quality child care to infants, toddlers

and their families:

Public Knowledge and Engagement

A public education and engagement strategy exists that informs the public about the

importance of high quality care and builds support for improving the quality of infant

and toddler child care.

Planning, Research and Evaluation

Planning efforts bring together a broad coalition of participants with interest and

knowledge about infants and toddlers to determine what services and supports are

most needed. Planning builds upon prior and current system development efforts.

Research and evaluation are also used to assess infant and toddler child care demand,

supply, quality, and available resources. Results are used to coordinate decisions about

program development and the allocation of funds. Benchmarks are established and

used to evaluate progress.

Financing

Financing is reexamined to review how existing resources are allocated, investigate how

to add flexibility to categorical programs, get the most out of state and federal dollars,

and create partnerships to find new funding sources. Funding for high quality infant

and toddler child care is supported by public and private sources, including parents,

employers, government, civic groups and foundations.

Federal, State and Local Policy

Policies support parental choice and involvement, and higher standards of care. Family

leave policies allow parents the choice to be home with their babies and subsidy policies provide incentives for programs and providers that meet higher standards of care.

Policies encourage and reward collaboration with related services and infant toddler

targeted funds are used strategically and effectively.

Licensing and Regulations

Licensing and Regulations match the unique needs of infants and toddlers. Training

requirements begin with health and safety, and incorporate knowledge and skills

specific to infant and toddler care. Standards for providers and programs are high, and

are supported by a consistent and rigorous monitoring and enforcement program.

38
Program Standards

Program Standards are research-based indicators of quality care that go beyond standards set forth by licensing and regulations. Examples of existing voluntary standards

include state or national accreditation standards, those set forth by state quality rating

systems and Early Head Start Performance Standards. The standards are applicable

across program areas, including child care, Head Start and Part C services.

Early Learning Guidelines

Early Learning Guidelines are child outcomes for babies and toddlers that are flexible,

age-appropriate and applicable across all child care settings. The guidelines provide a

framework for continuity between home, child care, preschool and school. Training

and education for all caregivers incorporate the guidelines. Materials are available

for parents and informal caregivers that explain the guidelines and how they can be

implemented in home settings.

Professional Development

Professional Development increases caregivers’ knowledge about infant and toddler

development, and develops and maintains a cadre of individuals (e.g., infant toddler

specialists) that can train providers on the latest developments in infant and toddler

care. A core body of knowledge that infant and toddler providers must have is defined

and a range of professional development opportunities that incorporate these core

competencies is offered to caregivers in all settings. Caregivers’ knowledge is recognized with multi-level infant/toddler care credentials and funding is available to assist

providers in getting additional education. Increased levels of training are rewarded with

greater compensation.

Child Care Resource and Referral

Child Care Resource and Referral (CCR&R) agencies are equipped to address the needs

of infants and toddlers, their families, and their caregivers. CCR&Rs provide parents and

other consumers of infant and toddler child care with information about the indicators

of quality care for children birth to three in all settings. The information is provided in a

variety of formats, languages and reading levels that meet consumers’ needs. CCR&R

services offer infant and toddler providers specialized support and assistance and use

outreach to deliver training and support to caregivers in hard-to-reach home settings.

A network of qualified infant and toddler specialists in CCR&R agencies works together

to achieve quality improvement goals.

Child Care Settings and Activities

There is a range of high quality settings for infants and toddlers, including family, friend,

and neighbor caregivers, family child care homes, and child care centers. All settings are

recognized and supported by the early care and education system, and special efforts

are made to reach and support family, friend, and neighbor providers. Comprehensive

services, such as Early Head Start, are available in multiple settings to low income

and vulnerable families. Activities with infants and toddlers occur in the context of

relationships and are embedded in everyday routines. The interactions between the

caregiver and the child support the child’s development and are informed by early

learning guidelines.

39
Facilities

Caregivers and programs can expand their services to meet demand for infant and

toddler care by making spaces for this age group, and they can improve their services

to increase the quality of care available to infants and toddlers. Grant and loan programs exist, and technical assistance is available to help providers finance, design and

implement appropriate environments for infants and toddlers.

Parent and Family Involvement

Information and support about infant and toddler development is available to parents

and other family members involved in the child’s care. Parents are involved in planning

and system development efforts and partner with caregivers to support the development of their children in child care.

Caregivers

Providers in all infant and toddler child care settings are knowledgeable, connected to

resources and have access to training opportunities. This most commonly occurs in the

context of the element of professional development.

Collaboration

Strong links exist between the components of the early care and education system

and related systems. Developing partnerships is recognized as a necessity, and is done

both informally and formally. Programs and caregivers that serve infants, toddlers, and

families partner to share resources and expertise, improve services and make access

easier. Collaboration is not represented graphically in the Initiative’s system model, but

it is an integral component within and between each element if they are to function

together as a system.

40
Appendix A: Key System Elements and the Infant Toddler Credential

The Relationship between an Infant/Toddler Credential 

and Key Elements of State Early Childhood Systems

Key Elements of a 

State System 

Public Knowledge 

and Engagement

The ITC can be a marketing tool

for the importance of an educated

workforce.

In a circular loop, an educated

public may create demand for

high quality programs, providing

external incentive for the ITC.	

Are there current efforts in

place to inform the public of the

importance of ECE and/or quality

I/T care?

Is there a capacity to develop low

cost or no cost outreach efforts

through the media?

How can current systems (such

as Infant/Toddler Specialists,

CCR&R’s, community colleges)

coordinate to contribute to

community awareness?

Who or what entity will be the

“face and voice” of the ITC?

Who are the partners in this

public knowledge and awareness

campaign?

Potential Impact or Link 

with an Infant/Toddler 

Credential

Questions for Consideration

CCR&R – Child Care Resource and Referral CKC – Core Knowledge & Competencies ECE – Early Childhood Education 

ELG – Early Learning Guidelines I/T – Infant/Toddler ITC – Infant/Toddler Credential

Planning, Research, 

and Evaluation

I/T workforce data are important

factors in developing a viable and

appropriate education framework.

Reliable and consistent data

collection of the outcomes for

an ITC is critical to evaluating

effectiveness and sustainability.

Evaluation of an ITC can be

embedded in larger research and

evaluation projects.	

What is known about the infant/

toddler work force?

What is known about the number

of infants and toddlers in care and

the settings?

Are there opportunities for

research and evaluation funding

from public and private sources?

How will the effectiveness of the

ITC in increasing knowledge of I/T

care be measured?

How will the ultimate outcome of

enhanced quality be measured?

41
Financing	 Funds to implement an ITC may

be linked to Pre-K, Head Start,

Part C of IDEA, higher education

and job development, as well as

CCDF quality and infant toddler

targeted funds.	

Will the credential be tied to

financial incentives for the I/T

workforce?

How can potential funding

partners be brought into the

planning?

CCR&R – Child Care Resource and Referral CKC – Core Knowledge & Competencies ECE – Early Childhood Education 

ELG – Early Learning Guidelines I/T – Infant/Toddler ITC – Infant/Toddler Credential

Federal, State,

and Local Policy	

A State might choose to use an

ITC to improve quality in infant/

toddler settings by increasing subsidy to programs with credentialed

caregivers.	

If the ITC is linked with child

care subsidies, what policies will

need to be in place to support

expectations of associated quality

improvements?

How can policy be developed to

sustain the ITC?

Licensing and

Regulations	

If linked to licensing, the credential becomes mandatory.	How might the credential be

linked to state licensing?

If the time is not right to tie the

credential to licensing, can infant/

toddler care core knowledge be

embedded in the regulations?

Program Standards	 Quality Rating Systems (QRS) are a

natural link with ITC’s. Embedding

an ITC within a Quality Rating

System strengthens both systems.	

How can program standards be

built into the fabric of an ITC?

How can the ITC be embedded in

the state’s QRS system?

Early Learning Guidelines	 Infant/Toddler ELG’s can be

incorporated into the core

knowledge/curriculum required

for the credential.	

If existing, how can I/T ELG’s be

used as the framework of the

curriculum of the ITC?

Can ELG’s be embedded

into practicums or internship

experiences?

Key Elements of a 

State System 

Potential Impact or Link 

with an Infant/Toddler 

Credential

Questions for Consideration

The Relationship between an Infant/Toddler Credential 

and Key Elements of State Early Childhood Systems

42
Professional Development	 Professional development is the

foundation and purpose of an

ITC. The impact of an ITC on the

professional development system

is the implementation of an

infrastructure to support consistent education and training for I/T

caregivers across the state, leading

to improved quality of care for

infants and toddlers.

A specific impact that can emerge

from an ITC is the development

of articulation agreements across

the professional development

system, with potential linkages

among CCR&R’s, training entities,

and 2- and 4-year institutions of

higher education.

NAEYC’s efforts toward the

development of Standards for

Professional Preparation and

Accreditation of higher education

personnel preparation programs

offer a framework for assuring

the quality of training available in

States.	

How can the ITC be linked to

the state’s career lattice for early

childhood?

How can the ITC be linked to

CDA processes within the state?

What are the CKC’s infant/toddler

caregivers should possess?

Does the current professional

development system offer opportunities and access to training

and education that includes these

CKC’s?

Is a seamless system of articulation currently in place?

If not, what training or education

systems should be at the table for

planning?

How can articulation agreements

be developed among relevant

partners?

Are State higher education

systems connected with NAEYC

Professional Development 

standards and accreditation?

CCR&R – Child Care Resource and Referral CKC – Core Knowledge & Competencies ECE – Early Childhood Education 

ELG – Early Learning Guidelines I/T – Infant/Toddler ITC – Infant/Toddler Credential

Child Care Resource

and Referral	

The CCR&R system has the

potential to be central to the ITC,

in terms of training and public

awareness.	

How will the training and TA provided by the CCR&R system fit with

the education/training requirements

of the ITC?

What role will the CCR&R system

play in the sustainability of the ITC?

Key Elements of a 

State System 

Potential Impact or Link 

with an Infant/Toddler 

Credential

Questions for Consideration

The Relationship between an Infant/Toddler Credential 

and Key Elements of State Early Childhood Systems

43
Facilities Facility owners and administrators

can be key to the success of

an ITC. They will need to be

included in education and

awareness activities regarding the

relationship between professional

development and quality for

infants and toddlers.	

Does the State have “Centers

of Excellence” that can serve as

models for those pursuing an ITC?

CCR&R – Child Care Resource and Referral CKC – Core Knowledge & Competencies ECE – Early Childhood Education 

ELG – Early Learning Guidelines I/T – Infant/Toddler ITC – Infant/Toddler Credential

Parent and Family 

Involvement

Parents and families are key

stakeholders in an ITC.

Public awareness of the

importance of quality must be

inclusive of families.	

How will family involvement

and communication be infused

within the ITC public knowledge

campaign?

Does the curriculum appropriately

reflect families and the

importance of family involvement

in infant/toddler care?

Caregivers Positive impact on caregiver

practice is the primary objective of

establishing an ITC. 

The intended outcome of an ITC is

improved quality of caregiver/child

interactions, resulting in higher

overall quality of infant/toddler care.	

How will the infant/toddler work

force participate in the planning

and implementation of the ITC?

Can informal providers obtain an

infant/toddler credential?

What incentives will encourage

caregivers to participate in the ITC?

Key Elements of a 

State System 

Potential Impact or Link 

with an Infant/Toddler 

Credential

Questions for Consideration

Child Care Settings

and Activities	

The ITC has the potential to set

the standard for best practice

as defined by current research

for infant/toddler practices and

environments.	

How can all child care settings,

including family, friend and

neighbor care, benefit from the

infant/toddler credential initiative?

How can state standards for child

care settings and activities be

embedded into the curriculum for

the ITC?

Can internships and practicums

experiences offer direct experience

for caregivers in implementing

appropriate child care settings and

activities?

The Relationship between an Infant/Toddler Credential 

and Key Elements of State Early Childhood Systems

44
Develop the 

Establish Training/Education Delivery Develop the Curriculum Establish Training Oversight and Support

Award the Credential

Fiscal Planning

Market the Credential

Strategic Improvements

Plan to Plan

Define the Purpose

Define the 

Determine Credential Type Determine if Voluntary or 

Mandatory

Determine if Single- or 

Multi-level

Determine Credential 

Requirements

Strategic Planning

Credential Administration

Evaluate the 

Implementation

Appendix B: Infant/Toddler Credential Planning—Component Connections and Flow

45
CA Multi-level Permit	 Option 1: 48 semester units, including an infant/

toddler specializationOption 2: BS or higher, with 12 semester units inECE and 3 units in a supervised field experience	

California’s infant/toddler specialization is onecomponent of the Master teacher level in a multilevel system.

Applies to teachers anddirectors.www.ctc.ca.gov/credentials/leaflets/cl723a.pdf

GA	 Single-level

Certificate	

25 college credits in 5 coursesThe first 3 courses are part of the CDATwo of the 5 hour courses are specific to infant/toddler development and group care.

Applies to Family Child Care providers and teachers.	 http://www.acetonline.org/

NC	 Single-level

Certificate	

15 college credits in 5 coursesOne of the 5 courses (3 credit hours) is specificto infants and toddlers; the remainder are generalearly childhood curriculum.The courses are part of the Associate degreeprogram in ECE.	

Applies to Family Child Care providers and teachers.	 http://www.ncccs.cc.nc.

us/programs/curriculum_standards.htmPeggy TeagueProgram CoordinatorEarly Childhood EducationProgramsPublic Service ProgramsEducation ContractsCurriculum ImprovementProject Manager919-807-7122teaguep@nccommunitycolleges.edu

OH	 Single-level

Certificate	

30 college credits in 10 coursesFour of the 10 courses are specificto infants and toddlers.	

Applies to Family Child Care providers,teachers, and directors.	

http://www.occrra.org/career_pathways_model.htm

SC	 Single-level

Credential	

18 college credits in 6 coursesFour of the 6 courses are specificto infants and toddlers.	

Applies to Family Child Care providers,teachers, and directors.	

http://www.sc-ccccd.net/IT%20Info%20sheet.pdf

WI	 Single-level

Credential

12 college credits in 4 coursesThe final “course” is a Capstone Experience,for 3 creditsA portfolio is also required.	

The portfolio is reviewed for approval by theRegistry Credential Commission.

http://www.the-registry.org

State Credential Type Credential Requirement Notes Links/Contacts

Appendix C: States’ Infant/Toddler Credential Planning­—A Comparision of Training/Education Requirements

States Establishing Credential on Credit-Based Coursework

46
AR	 Single-level

Endorsement	

60 hours of training, plus a portfolio40 of the 60 hours are specific to infantsand toddlers	

Arkansas’ credential is an Infant/Toddler Endorsement within the ECE Specialist Certificate.Applies to Family Child Care providers and teachers.	

http://professionalregistry.astate.edu/registry/AECPDS%20Spectrum.pdf

SD	 Single-level

Certificate	

65 hours of trainingIncludes 20 hours of PITC training, and 45hours of advanced training in Child Growthand Development	

Applies to Family Child Care providers and teachers.	 Kathy Schwartz

Statewide Infant ToddlerTraining CoordinatorSouth Dakota StateUniversity, Box 2218Brookings, SD 57007-0195Phone: (605) 688-5730Fax: (605) 688-6763Kathleen.Schwartz@SDState.edu

UT	 Single-level

Endorsement	

40 hours of training, all specific to infantsand toddlers	

Applies to Family Child Care providers, teachers,and directors.	

http://www.slcc.edu/ccpdi/

VA	 Single-level

Endorsement	

12 non-credit courses and graded assignments6 of the courses are specific to infantsand toddlers	 	

Debra O’NeillVA Department of SocialServices, Division of ChildCare and Development(804)726-7647Debra.oneill@dss.virginia.gov

State Credential Type Credential Requirement Notes Links/ContactsStates Establishing Mixed Systems

IL	 Multi-level

Credential	

Level II: 15 semester hours, or 9 semester

hours and a CDA

Level III:	 21 semester hoursLevel IV:	 Associate’s degree or 60+semester hoursLevel V:	 Bachelor’s degree

Level VI:	 Master’s degree	Illinois’ Level I (pre-college credit) does notinclude an infant/toddler credential.

Applies to Family Child Careproviders and teachers.	http://www.ilgateways.org/

States Establishing Credential on Non-Credit Training

Appendix C: States’ Infant/Toddler Credential Planning­—A Comparision of Training/Education Requirements

47
ME	 Multi-level

Credential	

Level I:	 90 contact hours of trainingLevel II:	 Associate’s degree in ECE, plus 12 hours

infant/toddler coursework

Level III: Bachelor’s in ECE or related field, plus 12 hours

I/T coursework, plus an advanced infant/toddlercredit course

All infant/toddler caregivers.	 Karen White

Infant Toddler Specialist forthe Office of Child Care andHead Start and EarlyChildhood SpecialistCentral MaineCommunity College(207) 755-5376	kwhite@cmcc.edu

MT	 Single-level

Certificate	

Montana has 5 pathways to anInfant/Toddler Certificate:1.	60 hours of Program for Infant/Toddler Care (PITC) training

through a CCR&R agency (with an option to earn 4 college credits)

2.	CDA with an Infant/Toddler endorsement3.	Family Child Care CDA, plus 30 clock hours* of I/T

credit-based training

4.	AS in ECE, plus 30 clock hours* of I/T credit-based training5.	BS in ECE, plus 30 clock hours* of I/T credit-based training* ED 326: Infant/Toddler Development and Group Care

(4 credit hours)	

Applies to Family Child Careproviders and teachers.	

Linda KjorstadProject SpecialistEarly Childhood ServicesBureau, Dept. of PublicHealth and Human Services(406) 657-2067lkjorstad@mt.gov

WY	 Single-level

Credential	

Wyoming has 7 pathways to an Infant/Toddler Credential:1.	A 3 or more credit course in I/T development which meets all

competencies and includes a lab or other experiential component

2.	Center-Based CDA with an Infant/Toddler endorsement3.	Completion of all 4 PITC Trainer Institute modules4.	DFS training offered during 1999 and 20005.	Wheelock College Advanced Seminar in Infant Care6.	Other training approved by DFS7.	West Ed (PITC) training (completion of intensive training

or completion of 2 hours each in 18 areas for a total of36 clock hours)

Deanna ChafinSTARS Coordinator(Statewide Training &resource System)Wyoming Children’sAction Alliance(307) 635.2272dchafin@wykids.org

Applies to Family Child Careproviders or teachers with 4or more infants, and directors.	

State Credential Type Credential Requirement Notes Links/Contacts

Appendix C: States’ Infant/Toddler Credential Planning­—A Comparision of Training/Education Requirements

48
49
2000 M Street NW, Suite 200

Washington, DC 20036

phone: 202.638.1144

info line: 202.857.2673

fax: 202.638.0851

e-mail: itcc@zerotothree.org

web: http://nccic.acf.hhs.gov/itcc