Child Development Permit Overview

California currently has a multiple level Child Development Permit authorizing services in the care, development, and education of young children in a variety of settings. Each permit level has its own requirements and options for meeting these requirements. The Child Development Permit structure serves as a career ladder and lattice so that permit holders can progress towards higher levels of the permit over the course of their career in early childhood education. For permit applications or specific questions regarding requirements please visit the Credentials FAQ Page.

Child Development Permit Information and Resources

Child Development Permits Data Dashboard

The Child Development Permits Data Dashboard provides information on child development permits issued in the last five years.

Child Development Permit Workgroup

The Commission convened a Child Development Permit (CDP) Workgroup in 2023 to revisit the 2017 Permit Advisory Panel’s work in light of the Master Plan for Early Learning and Care, the state’s transition toward a competency-based preparation and licensure system, and the rollout of Universal Prekindergarten (UPK) and the PK–3 Early Childhood Education (ECE) Specialist Instruction Credential. Twenty-eight members, representing diverse sectors across California’s early childhood field, were appointed to the Workgroup. Between August 2023 and June 2024, the group held eight public meetings, with facilitation and research support from WestEd’s Region 15 Comprehensive Center. Their work focused on refining the Permit structure, strengthening workforce quality and pathways, and aligning Teaching Performance Expectations (TPEs) with the new preparation system.

Following the completion of the Workgroup’s recommendations, the Commission approved the revised Permit Matrix on February 6, 2025. Subsequent phases of development have continued throughout 2025, including the creation of revised Child Development Permit Performance Expectations (formerly known as the Early Childhood Education Teaching Performance Expectations) for Early Childhood Educator Levels 1–3 and Administrative Levels 1–2, as well as the drafting of proposed regulations to codify the new structure. Work is also underway to design alternative pathways (e.g., apprenticeships, dual enrolment, and credit for prior learning) and emphasis areas (Infant/Toddler, Expanded Learning, Bilingual, and Special Education).

The field will continue to have multiple opportunities to provide input as the Commission finalizes regulations, field reviews, and implementation plans. The revised permit structure is anticipated to move toward regulatory adoption in 2026, with an effective date to be determined following Commission approval. For updates and related materials, please refer to the Commission’s Child Development Permit meeting page on the CTC website.

Introduction to the PK-3 ECE Specialist Instruction Credential 

The PK-3 Early Childhood Education (ECE) Specialist Instruction Credential authorizes holders to teach all subjects in a self-contained general education classroom setting and to team teach or to regroup students across classrooms, in preschool through grade three. The PK-3 ECE Specialist Instruction Credential is intended to meet the unprecedented need for qualified ECE teachers who have the necessary knowledge, skills, and abilities to provide developmentally appropriate learning for all young children. This credential provides a bridge and accelerated pathway for current Multiple Subject Credential holders as well as Child Development Teacher Permit holders with a BA degree to earn the credential and begin serving in Transitional Kindergarten settings. This credential will prepare teachers that represent a diverse workforce that reflects the children and families/guardians they serve in PK-3and recognizes and values the rich background and extensive experience candidates who come from current and/or prior work in the ECE field bring to their preparation programs. Taken together, these prior work experiences, knowledge and wisdom can provide foundational preparation in child development and early childhood education to support candidates' transition from the Child Development Permit system to earning the PK-3 ECE Specialist Instruction Credential and serving as a teacher in a PK-3 ECE classroom setting. 

The PK-3 ECE Specialist Instruction Credential Handbook includes the Authorization Statement, Program Standards, and Teaching Performance Expectations (TPEs). 

PK-3 ECE Specialist Instruction Program FAQs - UPDATED February 2024 – include answers to many commonly-asked questions. 

For more information about the PK-3 ECE Specialist Instruction Credential, please visit the PK-3 ECE Specialist Instruction Credential webpage. You will find many resources, along with how to build a proposal for an initial program proposal. 

Reframing Preparation for the Early Childhood Workforce

Over the past several years, California has undertaken a comprehensive effort to modernize the preparation and licensure of the early childhood workforce, shifting from a system largely based on seat time and course units to one grounded in competency-based preparation, assessment, and professional growth. This work reflects the state’s broader vision for a unified birth-through-age-eight educator development system that supports career advancement and recognizes demonstrated skills and knowledge.

California’s new Master Plan for Early Learning and Care, published in December 2020, this document provides a new statewide direction for developing and supporting the ECE workforce. The Master Plan includes a framework and implementation plan to realize the vision of ensuring that all California children thrive physically, emotionally, and educationally in their early years through access to high-quality early learning and care resources; equitable opportunities for the workforce that advance equitable outcomes for children; and greater efficiencies to the state today and every day through structures for continuous improvement.

ECE Teaching Performance Expectations and ECE Program Guidelines

To support this transition, the Commission on Teacher Credentialing (CTC) has developed a robust infrastructure for workforce preparation and quality assurance. Foundational among these efforts are the Early Childhood Education Teaching Performance Expectations (ECE TPEs)—which define the knowledge, skills, and abilities that candidates must demonstrate across permit levels—and the Early Childhood Preparation Program Guidelines, first adopted in April 2019. In 2025, the Commission will be considering the adoption of a revised set of performance expectations to align with the new Child Development Permit structure, titled the Child Development Permit Performance Expectations.

Together, these documents establish the framework for a competency-based continuum of learning and practice across the new Child Development Permit Matrix. Current work in 2025 continues to refine the ECE TPEs for Levels 1–3 and Administrative Levels 1–2, ensuring alignment with the updated permit structure, emphasis areas, and professional growth requirements that support a coherent and sustainable educator career pathway.

The ECE Formative Teaching Performance Assessment CalFTPA

The Commission’s work under the PDG-R grant was consistent with the vision and direction embodied in the Master Plan that included four distinct pilot opportunities that offered preparation for the ECE workforce. One of the pilots included the ECE formative Teaching Performance Assessment pilot. The (ECE CalFTPA) was approved February 2019 (see CTC agenda item 4B). This formative performance assessment is specifically designed to assess the teacher permit level TPEs. The CalFTPA presents an exciting opportunity for ECE educators to organize and coalesce around a common, manageable set of statewide competency expectations for the teacher permit workforce in a way that still allows programs to arrange their curriculum, instruction, and fieldwork (including practicum) experiences for ECE students to fit their own local situation and context. The Commission’s adopted teacher permit level TPEs provide a common framework for the preparation of ECE students but do not dictate to programs how they must organize and conduct their programs to incorporate the TPEs. Please direct any questions or concerns regarding requirements, implementation, or policy to CalFTPA@ctc.ca.gov

Communications with the Field

The Commission offers multiple ways for the field to contact staff and to stay in touch with ECE-related news, events, and activities. Communication links include:

Subscribe to the ECE News List

Information from the Professional Services Division regarding the Child Development Permit, the PK3 ECE Specialist Instruction credential, the formative Teaching Performance Assessment (CalTPA), and other ECE related activities is provided through ECE News Updates. Please Subscribe to the ECE News to receive these updates.

Contact Commission staff via the ECE Mailbox 

The ECE@ctc.ca.gov mailbox is for general questions about child development permit preparation programs, and activities relating to the PK-3 ECE Specialist Instruction Credential.  For questions about permit requirements and applying for a Child Development Permit, please fill out the Contact Us form.

ECE Office Cafe

Commission staff are holding a monthly Office Cafe for the ECE stakeholder community. The Office Cafe provide an opportunity for discussion and interaction with our ECE community on selected topics. In addition, CTC staff is also available to respond to questions, comments, and other informational needs.  ECE office hours will be held from 12-1 p.m. on the third Tuesday of the month. Please subscribe to the ECE News List for a link to upcoming Office Cafe.

PK-3 ECE Community Circle 

Commission staff are making available a monthly Community Circle held on the first Monday of each month from 1:00-2:30. A selected topic and presentation is shared from ECE professionals in the field. Professionals in early childhood education and teacher preparation are encouraged to join. All are welcome! Please subscribe to our ECE News List for a link to upcoming Community Circles. 

 


California Department of Education’s Universal Pre-Kindergarten (UPK) Implementation Resources

Transitional Kindergarten Educator Workforce Requirements & Pathways!

CDE is thrilled to share UPK's resource – the Transitional Kindergarten (TK) Educator Workforce Requirements & Pathways document. This comprehensive guide offers insights into the credentialing requirements and sample pathways for those interested in becoming TK teachers. Whether you're an educator, administrator, or organization dedicated to education, this resource is designed to help build a diverse and robust educator pipeline for TK classrooms in California. 

UPK FAQs

CDE and State Superintendent of Public Instruction fully support the UPK and Transitional Kindergarten (TK) program. The FAQ link includes broad information regarding UPK. The CDE is working to integrate earlier TK Frequently Asked Questions (FAQs) into the broader UPK FAQs

Preschool through Third Grade (P-3) Alignment 

The CDE’s P-3 Alignment effort is designed to bring together stakeholders across systems to identify, develop, and implement policy and practice solutions focused on ensuring developmentally informed, rigorous, and joyful learning experiences are available to all children across the preschool and early elementary years. The P-3 Alignment resource page provided by the CDE reflect areas of focus to achieve these goals.

Bimonthly P-3 Newsletter

The CDE provides bimonthly newsletters that share information on department news related to the CDE’s P-3 initiative, and include new resources and funding opportunities, spotlights on local P-3 implementation in action, and information on upcoming and recent P-3 related events. Please note that partner content is not endorsed by the CDE. To subscribe to the CDE’s P-3 listserv, email “subscribe” to subscribe-cdep3updates@mlist.cde.ca.gov.

 

Updated October 16, 2025