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compensation and increased opportunity for horizontal movement from one sector to
another was not a reality. Over a decade later, the lattice conceptualization still seems
unreal considering the findings from Doherty and Forer (2005) and the effectiveness of
the lattice perspective has not been clearly identified in the literature.
Occupational standards.
The field of early childhood education is, as Fromberg (1997) describes, “a public
relations nightmare.” The public often finds it difficult to locate the specialized body of
knowledge in the practice of early childhood education, “first, because the most
exemplary practice needs to look playful, and second, because most early childhood
workers have not received specialized professional preparation” (p. 188). The field is
facing a multitude of issues related to human resources. While there is no single response
that can address the recruiting and retention problems facing the development and
maintenance of a quality workforce, a number of strategies have been cited as supporting
this initiative.
Having a nationally accepted set of occupational standards has been identified as
a key factor in the professionalization of the field (Doherty, 2003a). The development of
occupational standards by the people doing the job enables them, rather than outsiders, to
define acceptable professional behaviour and knowledge, skills, and abilities required for
competent practice, enabling them to take ownership of their occupation (Doherty,
2003b). The CCCF has drafted a set of standards that articulate the skills, abilities and
knowledge required for competent practice.
Nine general standards have been developed that include specific required core
knowledge, skills and abilities extending from the basic protection and promotion of