Marsha Miller & Melissa Thiebaut
Child Care Connections
Becoming a CDA Candidate
NMHSA HEAD START:
1-800-632-7334 OR (231) 947-3780
CHILD CARE CONNECTIONS
CHILD DEVELOPMENT ASSOCIATE 120 HOUR TRAINING
COURSE: BECOMING A CDA CANDIDATE # 1
INSTRUCTORS: MARSHA MILLER & MARSHA MILLER
PHONE: (231) 947-3780 (231) 409 - 0048
EMAIL: firstname.lastname@example.org or email@example.com
TEXT: SKILLS FOR PRESCHOOL TEACHERS, 9th edition
(2011) by Janice Beaty
YOUNG CHILDREN the NAEYC Journal will be used
for coursework. (NAEYC membership will be
provided to each student).
RESOURCES: Michigan Standards of Quality for Prekindergarten
Michigan Child Care Licensing Rules & Regulations
Head Start Guide to Positive Child Outcomes (2005)
Leaving Too Many Children Behind – A
View of the Neglect of America’s
Youngest Children. (2003)
Developmentally Appropriate Practice (NAEYC)
Learning to Read and Write (NAEYC & IRA) (2001)
NAEYC Position Statements: Child Abuse & Neglect;
Code of Ethical Conduct; Inclusion; Media Violence;
Responding to Linguistic and Cultural
Diversity; School Readiness; Curriculum,
Assessment, & Program Evaluation; Early
Licensing and Public Regulations; Early Childhood
Head Start STEP Teacher Manual – Literacy
Activities (CIRCLE, 2001).
WEB – BASED RESOURCES
Teacher Web with links to Beaty, NAEYC & HUR @
DESCRIPTION: This 120 hour course is designed to meet the education
requirement as specified by the CDA process. Over ten
hours will be presented in each of the following subject
areas: 1) Planning a safe, healthy, learning environment,
2) Steps to advance children’s physical and intellectual
development. 3) Positive ways to support children’s social and emotional
development. 4) Strategies to establish productive relationships with
families. 5) Strategies to manage an effective program operation. 6)
Maintaining a commitment to professionalism. 7) Observing and recording
children’s behavior. 8) Principles of child development and learning.
In addition this course will provide students with the opportunity
to write their required autobiographical statement, their examples of their
competency in each of the six CDA Competency Areas, and collect the 17
specified resource items to complete their Professional Resource File.
Successful completion of this course will prepare the student to
submit for their CDA Credential by June 1, 2007.
CLASS TIME: 9 - 4
CLASS DATES: Sept. 22
* You will need to attend trainings for a total of 12 additional
hours and will use a course developed focus and report form to
link the content to a competency standard and functional
area. Instructors will inform students of upcoming trainings throughout the
year to meet this requirement. All trainings used as coursework must be
approved by the instructors.
Illness or emergency make-up will be determined by the instructors for up to
2 classes. Any absence should be discussed ahead of time.
METHOD OF INSTRUCTION:
This course will use the following methods of instruction to develop a
professional learning community with CDA Candidates.
• Structured class activities
• Student – led presentations
• Cooperative and interactive learning
• Web – enhanced instruction
• Field work observation and reflection
• Focused off site training participation and reflection
COURSE GOAL AND OBJECTIVES:
It is the goal of the instructors that upon completion of this
course each student will have fulfilled the 120 hour training requirement to
the degree they will be successful in their written proficiency exam
covering the competency goals and standards within each functional area.
Each student will understand the developmental context related to each
standard and upon completion of the course will have their professional
resource file completed including all required written goal statements and
17 resource items collected. Further each student will be prepared for their
verification visit and interview by the Council representative.
It is expected that each student will bring to the class their own
knowledge and abilities. Both instructors are committed to assisting each
student in becoming a successful CDA Candidate and intend to be responsive
to individual needs.
It is expected that each student will be active as participants and
contribute to the professional learning community represented by the class.
Students must commit to managing their time so that material covered and
assignments are consistently adhered to so that each subject area will
receive adequate attention and maximum knowledge will be gained. Due to the
sharing nature of each class members work experiences, students must remain
mindful of the need for confidentiality so we can create a safe environment
COURSE KNOWLEDGE BASE:
Alexander. N. P. (2000) Early childhood workshops that work! The essential
guide to successful training and workshops. Beltsville, Maryland:
Bredekamp, S. & Copple, C.(1997). Developmentally appropriate practice in
early childhood programs. Washington DC: National Association for
the Education of Young Children.
Bredekamp, S. & Copple, C.(2005). Basics of developmentally appropriate
practice, Washington DC: National Association for the Education of
Council for Professional Recognition, (2006).The CDA assessment system and
competency standards: Preschool caregivers in center – based programs;
Infant – Toddler caregivers in center based programs; Home visitors; &
Family child care providers, (Second Edition). Washington DC: The Council
for Professional Recognition.
Day, C. B. (2004). Essentials for child development associates working with
young children, (Second Edition). Washington DC: Council for
Herr, J. (1995). Mastering CDA competencies using: Working with young
children. The Goodheart - Willcox Company, Inc.
Herr, J. (2004). Working with young children. Tilney Park, IL: The
Goodheart- Willcox Company, Inc.
Koralek, D. G., Dodge, D. T., & Pizzolongo, P. J. (2004). Caring for
preschool children, (Third Edition). Washington DC: Teaching
Koralek, D. G., Colker, L. J., & Dodge, D. T. (1993). Caring for children in
family child care, (Second Edition). Washington DC: Teaching
Koralek, D. G., Dombro, A.L., Dodge, D. T. (2005). Caring for infants &
toddlers, (Second Edition). Washington DC: Teaching Strategies.
Michigan State Board of Education: Early Childhood Education, Parenting
and Comprehensive School Health Unit (2005). Early childhood
standards of quality prekindergarten. Lansing, MI: Michigan
Department of Education.
NAEYC early childhood program standards and accreditation criteria: The
mark of quality in early childhood education (2005). Washington DC:
U.S. Department of Health & Human Services, Administration on Children,
Youth and Families, Head Start Bureau. (2005). Head Start guide to
positive child outcomes: Strategies to support positive child
outcomes. Washington DC: Head Start Information and Publications
U.S. Department of Health & Human Services, Administration on Children,
Youth and Families, Head Start Bureau. (2002). National Head Start
STEP teacher’s manual. University of Texas, Houston: CIRCLE.
Weissman, P., Kaminsky, J. A., & Hendrick, J. (1998). The whole child:
A caregiver’s guide to the first five years, Faculty Guide. Detroit,
MI: Detroit Educational Television Foundation.