"urged the inclusion of language on self-care for early childhood educators, including issues of stress management, burnout, proper ergonomic procedures (e.g., appropriate furniture, lifting, pushing), preventing workplace injuries, obesity issues, taking breaks, and taking care of their own needs. To some degree, states have addressed these issues under the domain of “Professionalism and Professional Development.”
Another urged language on educators’ knowledge of regulations regarding their rights as employees, workers’ compensation, “whistle-blowing” laws, and other employment issues." - Pg. 61

"Human Resource Management ● Identifies personal professional development needs." - Pg. 77

"At every meeting, participants mentioned the center based focus of this performance area, principally because the initial competency, “seeks input from supervisors and colleagues about own practice,” does not apply to family child care. Several people suggested that for family child care, this competency could be defined as “establishes a peer network of support to create a vehicle for reflecting on practice.” - pg 70

CENTER FOR THE STUDY OF CHILD CARE EMPLOYMENT
Institute for Research on Labor and Employment
UNIVERSITY OF CALIFORNIA, BERKELEY - http://cscce.berkeley.edu/files/2008...s_report08.pdf

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