In recent years, growing knowledge of the critical importance of early childhood development for lifelong learning and growth had led to increased calls for the professionalism of early childhood educators, including higher standards for their training and education. As part of this attention to professional development, many states are establishing sets of competencies for the early care and education (ECE) field, with the goal of assuring that all educators of young children have the necessary knowledge and skills to meet children's developmental needs. The Center for the Study of Child Care Employment was charged with conducting a three-stage project in 2007 on early childhood educator competencies to: (1) Conduct an extensive literature review to examine the current "state of the art" and best practices across the United States for developing such competencies; (2) Conduct a statewide input process to solicit feedback as broadly as possible from California's early care and education field on the appropriate structure and content for early childhood educator competencies; and (3) Prepare this report, reflecting input from California's ECE field. Reported findings include: (1) Concerned about the process by which competencies will be developed in California (how, and by whom), and about how they will be used; (2) Anticipated contrast between what new ECE competencies will potentially expect of early childhood educators, and the realities of the training opportunities that practitioners currently have; (3) Study participants want competencies to be developed as a living document, subject to periodic review and updating in order to stay current; and (4) Vision of development of revised and expanded ECE competencies as an opportunity for California to take national leadership in highlighting the central importance of educator competency in the areas of cultural diversity, dual language learning, and the care and education of children with special needs.