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CDA Candidate: ______________________________________________________Period: _________Child Development Associate (CDA)Early Childhood Education Industry CertificationWhat is CDA? National Child Development Associate certificationWhat is required of you for the CDA process?Prerequisites:C or better in all ECE classes2.0 GPA ALL DCF exams passed – 45 hoursOnline Early Literacy (Birth to Age Three)FACRCAANHSANCGADBOAS (BOSR)PSAPUDAPProfessional Resource File (collection of competencies)CPR certification - Pediatric/Infant First Aid and CPR- $30 fee - will take place in schoolThe following steps will help you to understand how you can obtain your CDA Credential.Step 1: PrepareAny Time Before You ApplyHigh School Education/Enrollment in ECE – vocational courseProfessional Education – 120 clock hours, including 10 hours in each of the 8 CDA Subject AreasWithin Three Years of Submitting ApplicationWork Experience – 480 hours of experience working with children ages 3-5Within Six Months of Submitting ApplicationFamily QuestionnairesProfessional PortfolioStep 2: ApplyIdentify a CDA Professional Development Specialist and obtain her or his Identification NumberSecure your director’s permission for your Verification VisitSubmit the CDA application to the Council and pay the assessment feeStep 3: DemonstrateOnce the Council has approved your application and processed your payment, you must schedule and complete the following:Your Verification VisitYour CDA ExamStep 4: Earn Earn your CDA CredentialStep 5: RenewRenew your CDA CredentialEarn a second CDA CredentialIn this class, you will begin compiling your Professional Portfolio and tracking your Professional Education and Work Experience hours. Assignments to complete your portfolio may not be given in the order listed here, but it will be your personal responsibility to organize your Professional Portfolio in accordance with these guidelines prior to applying for your CDA Credential.Professional PortfolioThe Professional Portfolio is intended to be a reflective professional development experience for you. You are encouraged to use and add to your Portfolio as you grow throughout your career.Your Professional Portfolio must include:The My CDA Professional Portfolio cover sheet (The Child Development Associate National Credentialing Program and CDA Competency Standards Preschool Edition, pg. 131). This cover sheet provides greater details on the specific order of portfolio components and can be used as a checklist as you build your Portfolio to ensure that your completed Portfolio contains all of the required contents.The Summary of My CDA Education cover sheet (pg. 133) followed by your transcripts, certificates, letters, etc.The Family Questionnaires cover sheet (pg. 135-136) followed by your completed family questionnaires (pg. 137).Six Reflective Statements of Competence, followed by the related Resource Collection items, as outlined on the My CDA Professional Portfolio cover sheetYour Professional Philosophy Statement, which summarizes your professional viewpoint and may take into account new ideas you learned during the building of your Portfolio.How to complete the Professional Resource File:One of the most valuable components of your Portfolio that you might use in your work moving forward will be your collection of early childhood resources. You may find yourself referring back to these helpful resources in the future as you continue your career. (Note: The numbering of the following list of Resources correlates to each of the Competency Standards.) Your Resource Collection must include the following items:RC I-1CPR and First Aid TrainingRC I-1: Your valid and current certificates of completion or cards from a)any first aid course and b) an infant/child (pediatric) CPR course offered by a nationally-recognized training organization (such as American Red Cross or the American Heart Association). Online training is NOT acceptable.RC I-2Weekly MenuRC I-2: A copy of one weekly menu. In order to complete your related Reflective Competency Statement on this topic, the menu would ideally be one that you have participated in serving to and/or designing for children. If this is not possible, or if you work in a program that does not serve meals, you may substitute a group care menu found on the internet. (More important than the source of the menu will be Reflective Competency Statement I, in which you will discuss your opinions about the menu – what you think are its strengths and/or what you might serve that you think is more appropriate and why.)Should be Monday through FridayInclude breakfast, lunch, and snacksWeekly MenuMondayTuesdayWednesdayThursdayFridayBreakfastLunchSnackCS I aSample Menu (from RC I-2)CS I a: Reflect on the sample menu in the Resource Collection (RC I-2): If you designed the menu, how does it reflect your commitment to children’s nutritional needs? If you did not design it, what are its strengths and/or what would you change? This should be one paragraph and should be on a separate sheet of paper than the menu.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.CS I bRoom EnvironmentCS I-b: Reflect on the room environment in which your Verification Visit Observation will occur: How does the room design reflect the way you believe young children learn best? If the room was not designed by you, what do you see as its strengths and/or what would you change?This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.RC I-3Weekly Lesson PlansRC I-3: A sample of your weekly plan that includes goals for children’s learning and development, brief descriptions of planned learning experiences, and also accommodations for children with special needs (whether for children you currently serve or may serve in the future). Indicate the age group(s) for which the plan is intended.Provide a weekly plan of activities for children ages 3-5.You must plan for 3 activities per day for 5 days (15 lessons total).It must include:Day of activity (Day 1…or Monday)Age group (3, 4, or 5 year olds)SubjectActivityGoal ProceduresAccommodationsSample (optional, but recommended – should be made by a child)Attach a list of all the SPED and ELL accommodations at the end of this competency.CS I cWeekly Plan CS I c: Reflect on the weekly plan you included in your Resource Collection (RC I-3). How does this plan reflect your philosophy of what young children need on a weekly basis? If the plan was not designed by you, what do you see as its strengths and/or what would you change?This should be one paragraph and should be on a separate sheet of paper than the menu.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.RC II Learning Experiences RC II-1 thru RC II-9: Nine learning experiences (activities), written in your own words, including one from each of the following curricular areas:RC II-1: Science/SensoryRC II-2: Language and LiteracyRC II-3: Creative ArtsRC II-4: Fine Motor (please choose an indoor activity)RC II-5: Gross Motor (please choose an outdoor activity)RC II-6 Self ConceptRC II-7 Emotional Skills/RegulationRC II-8 Social SkillsRC II-9 MathematicsYou will write a total of 9 lesson plans: state the following items on each lesson planDuration of activity (time length)Age groupDomain of lesson plan (subjects listed above)Activity NameGoals (TCWBAT)MaterialsTeaching Strategies (procedures)ELL and SPED accommodationsInclude a full list of accommodations (provided by teacher)Samples are optional; pictures optionalCS II a: Pick one of the nine learning experiences you chose for your Resource Collection (RC II). How does this reflect your philosophy of how to support young children’s PHYSICAL development?This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.CS II b: Pick another of the nine learning experiences you chose for your Resource Collection (RC II). How does this reflect your philosophy of how to support young children’s COGNITIVE development?This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.CS II c: Pick a third learning experience you chose for your Resource Collection (RC II). How does this reflect your philosophy of how to support young children’s CREATIVE development?This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.CS II d: In an additional paragraph, describe ways to promote the communication/language development among all children, including dual language learners?This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.RC IIIDevelopmentally Appropriate BooksRC III: A bibliography that includes the titles, authors, publishers, copyright dates and short summaries of ten developmentally appropriate children’s books that you have used with young children. Each book should support a different topic related to children’s lives and challenges. Subjects you might consider addressing include:Cultural or linguistic group identityGender IdentityChildren with Special NeedsSeparationDivorceRemarriageFamily StructuresPhases of the cycle of life from reproduction to death2 Other topics that reflect the children and families with whom you workMake sure to include the following in your assignment:Find 10 age-appropriate (3-5 years) books that you use to support development of children’s self-concept and self-esteem and to help children deal with life challenges. The books must have been published within the last 5 years of your CDA COMPLETION year.Provide one book per page includingPicture of the front cover (centered on the page)TitleAuthor(s)Publisher(s)Copyright datesSubject you are addressing as listed above in bullets (i.e. Gender Identity)Short summary of the book in your own wordsA few sentences about how does the book address the topic listed above?Title of the Book _____________________________________________________________________Author _____________________________________________________________________________Publisher: _______________________________________________ Copyright date ______________Subject: (i.e. Gender Identity)Picture of the bookShort Summary of the age-appropriate children’s book:Usage: How would you use this book in your program or with children in your care:RC IVFamily Resources GuideResource IV-1 Family CounselingRC IV-1: A family resources guide that you might choose to share with the families you serve. The guide should include all of the helpful information you think they might need. Research the name and contact information of a local agency that provides family counseling.Include:Logo of agency (Centered at the top of the page)NameAddressWebsitePhone numberMust be local (Miami area)Print the “About Us” pageResource IV-2 Translation ServiceRC IV-2: A family resources guide that you might choose to share with the families you serve. The guide should include all of the helpful information you think they might need. Research the name and contact information of a local agency that provides translation services for families whose home language is other than English as well as a service that provides American Sign Language translation.Include:Logo of agency (Centered at the top of the page)NameAddressWebsitePhone numberMust be local (Miami area)Print the “About Us” pageResource IV-3 Children with DisabilitiesRC IV-3: The name, contact information and brief descriptions of at least two agencies in the community that provide resources and services for children with disabilities (in most communities, the local school district provides these services). Include:Logo of agency (Centered at the top of the page)NameAddressWebsitePhone numberMust be local (Miami area)Print the “About Us” pageNote: one of them should be FDLRS: Florida Diagnostic & Learning Resources SystemResource IV-4 Child Development ResourcesRC IV-4: A list of three or more websites, and brief descriptions of each, that provide current information to help families understand how young children develop and learn. Include one current article for each website. Web sites must contain articles that help families understand the development and learning of 3- to 5-years-old. At least one article must relate to child guidance.3 websites with URL and the brief description3 articles from the above websites to help parents2 articles about development and learning for 3-5 year olds1 article related to guidanceCS IV aCommunication with FamiliesCS IV a: How do you ensure that families are kept aware of what’s happening in their child’s daily/weekly life in your program? (For example, parent communicator folders, newsletters, parent conference, etc.)This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.CS IV bAwareness of Children’s Home Life CS IV b: How do you ensure that you are aware of what’s happening in each child’s home life? How does that awareness direct your teaching practices?This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.CS II aReflection on Social/Emotional skills CS III a: Describe some of the ways you support the development of children’s positive self-concepts and growing social/emotional skills. This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.CS III bReflection on Guidance CS III b: Reflect on your philosophy of guiding young children’s positive behaviors. How is your professional philosophy similar or different from how you were guided as a child? How do you constructively deal with young children’s challenging behaviors?This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.RC VRecord Keeping FormsRC V: Three samples of record keeping forms you use/have used. Include an accident report form; an emergency form and a completed tool/form that you have used to observe for and document a child’s developmental/learning progress (Do not include the child’s name). Find another record keeping form such as attendance sign-in form, field trip form, parent teacher conference form, permission to administer medication, permission to screen, contact information.Find an observation tool online that is used to record a child’s behavior. Make sure it includes social/emotional development. (Developmental Checklist recommended)Make 2 copiesComplete one copy with a child in the preschool (make sure that the date is within 6 months of your CDA completion). The other copy is left blank.Do not disclose the child’s name or the parents’ names. Keep it confidential; write only the initials of the child.CS V a Observation Tool (from RC V)CS V a: Then write at least one paragraph that describes how you used the observation tool/form you included in the Resource Collection (RC V). Why are observation and documentation important parts of program management? How do you ensure that you are accurately/objectively observing and tracking each child’s developmental and learning progress? This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.RC VI-1Child Care RegulationsRC VI-1: The name and contact information of your state’s agency that is responsible for the regulation of child care centers and family child care homes. (Note: These regulations are available at the website of the National Resource Center for Health and Safety in Child Care: Make a copy of the sections that describe the qualification requirements for personnel (teachers, directors and assistants) and group size, adult-child ratio requirements.Logo of agency (Centered at the top of the page)NameAddressWebsitePhone numberPrint the “About Us” pagePrint out the sections that describe “training”, “group size”, and “adult-child ratio requirements”.RC VI-2Early Childhood AssociationsRC VI-2: A list of two or three early childhood associations (national, regional, state or local), including website addresses, describing the professional resources and membership opportunities they each offer.Find 3 websites of national early childhood associations (one should be NAEYC).Report the following information:Logo of agency (Centered at the top of the page)Name and Contact Information (website, number, etc.)Print their membership formPrint their “about” page which describes what the organization is and how it worksRC VI-3Reporting Child Abuse and NeglectRC VI-3: Summaries of the legal requirements in your state regarding child abuse and neglect (including contact information for the appropriate agency in your state) and Mandatory Reporting Guidelines.Summarize the states laws regarding child abuse and neglect.Who has to report it? – List all mandated reportersWhere do you report it to?What is the agency? Include:NameAddressWebsitePhone numberLogo of agencyPrint the “About Us” pageSummarize our program’s policy to report child abuse. What is our policy on reporting child abuse?CS VI aEarly Childhood ProfessionalCS VI a: Reflect on why you chose to become an early childhood professional.This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.CS VI bIndicators of ProfessionalismCS VI b: Reflect on what you believe are the most important indicators of professionalism that you possess.This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to. CS IV cFamily Questionnaires FeedbackCS IV c Family Questionnaires Feedback (you need to complete this once all parent questionnaires have been returned from the parents)Reflect on the feedback you received in the Family Questionnaires you collected. Explain how the responses surprised you, confirmed your own reflections about yourself and/or gave you a new goal for professional growth.This should be one paragraph and should be on a separate sheet of paper.Must be typed. Double SpaceLabel the paragraph so that when you put your binder in order you remember what reflection this refers to.Philosophy Statement: (1-2 pages)Your goal is to summarize your professional beliefs and values about early childhood education. Identify your personal values and beliefs around teaching and learning: How do you believe young children learn? Based on this, explain what you believe your role is as their teacher/caregiver. Beyond teaching and learning, reflect and write about what you believe are the other important aspects of your role in the lives of children and families.How to complete the Statements of Competence:In the candidate’s own words, s/he describes the things s/he does with children and families. The description should demonstrate the candidate’s ability to meet the specific needs of children and families in each of the six CDA competency goals and 13 functional areas. The description of the statement of competences should be 200-500 words in length and should state the candidate’s goals or objectives for children and give specific examples of what s/he does with the children (activities) to achieve those goals. Keep in mind that each statement of competence should:Be written in first person (I do…)Be written in present tense (what do you already do in the preschool, not what you will do)Try to fit all comp statements on 1 page (do not double space), size 12 font, keep a consistent font styleIndent each paragraphCenter the headingAlign your paragraphs to the leftPlease see the attached table for the list of competency goal statements and Heading for each page should be as follows:center0Competency Goal ITo establish and maintain a safe, healthy learning environmentSafeMy goal is for the children in my care to…(Continue to write your goal for that competency which is your 1st paragraph…this is like your thesis statement. You must address ALL functional areas).To ensure that I accomplish my goal of establishing and maintaining a safe environment, I… (Choose ATLEAST 2 indicators to elaborate on) Example: When the children stand on the stools to reach the sink or water fountain I stand behind them to ensure their safety (1.2). Along with my center I have emergency procedures that are planned well and organized. Fire drills are conducted and emergency procedures, evacuation routes and emergency phone numbers are posted (1.3). (In this paragraph you need to provide specific details/examples of how you accomplish your goal for functional area 1).HealthyTo ensure that I accomplish my goal of establishing and maintaining a healthy environment, I … (Again choose ATLEAST 2 indicators to elaborate on. Focus on functional area 2)Learning EnvironmentTo ensure that I accomplish my goal of establishing and maintaining a developmentally appropriate environment I… (Again choose ATLEAST 2 indicators to elaborate on. Focus on functional area 3)00Competency Goal ITo establish and maintain a safe, healthy learning environmentSafeMy goal is for the children in my care to…(Continue to write your goal for that competency which is your 1st paragraph…this is like your thesis statement. You must address ALL functional areas).To ensure that I accomplish my goal of establishing and maintaining a safe environment, I… (Choose ATLEAST 2 indicators to elaborate on) Example: When the children stand on the stools to reach the sink or water fountain I stand behind them to ensure their safety (1.2). Along with my center I have emergency procedures that are planned well and organized. Fire drills are conducted and emergency procedures, evacuation routes and emergency phone numbers are posted (1.3). (In this paragraph you need to provide specific details/examples of how you accomplish your goal for functional area 1).HealthyTo ensure that I accomplish my goal of establishing and maintaining a healthy environment, I … (Again choose ATLEAST 2 indicators to elaborate on. Focus on functional area 2)Learning EnvironmentTo ensure that I accomplish my goal of establishing and maintaining a developmentally appropriate environment I… (Again choose ATLEAST 2 indicators to elaborate on. Focus on functional area 3)CDA Competency Standard IFunctional AreasDefinitions I. To establish and maintain a safe, healthy learning environment1. Safe 2. Healthy 3. Learning Environment1. Candidate provides a safe environment and teaches children safe practices to prevent and reduce injuries. 2. Candidate provides an environment that promotes health and prevents illness, and teaches children about good nutrition and practices that promote wellness. 3. Candidate organizes and uses relationships, the physical space, materials, daily schedule, and routines to create a secure, interesting, and enjoyable environment that promotes engagement, play, exploration, and learning of all children including children with disabilities and special needs.Functional Area 1: SafeAll toys and materials provided for use of the children are safe.Supervision is appropriate for developmental level of children.Emergency procedures are planned in advance and are well organized.Functional Area 2: Healthy2.1General hygiene practice are consistently implemented to cut down the spread of infectious disease.2.2Health maintenance habits in children are encouraged.2.3Diapering/toileting procedures are organized to maintain health.2.4Meals/snack meet the developmental needs of children.2.5Pleasant and appropriate environment conducive to rest is provided daily.Functional Area 3: Learning Environment 3.1Well-arranged space, which meets the developmental needs of children during routines and play, is provided.3.2A variety of developmentally-appropriate materials are available.3.3Materials for play are well organized.3.4Schedule provided meets the children’s need for routine and play.CDA Competency Standard IITo advance physical and intellectual competenceCDA Competency Standard IIFunctional AreasDefinitions II. To advance physical and intellectual competence4. Physical 5. Cognitive 6. Communication 7. Creative4. Candidate uses a variety of developmentally appropriate equipment, learning experiences, and teaching strategies to promote the physical development (fine and gross motor) of all children. 5. Candidate uses a variety of developmentally appropriate learning experiences and teaching strategies to promote curiosity, reasoning, and problem solving, and to lay the foundation for all later learning. Candidate implements curriculum that promotes children’s learning of important mathematics, science, technology, social studies, and other content goals. 6. Candidate uses a variety of developmentally appropriate learning experiences and teaching strategies to promote children’s language and early literacy learning and help them communicate their thoughts and feelings verbally and nonverbally. Candidate helps dual-language learners make progress in understanding and speaking both English and their home language.7. Candidate uses a variety of developmentally appropriate learning experiences and teaching strategies for children to explore music, movement, and the visual arts, and to develop and express their creative abilities.Functional Area 4: Physical4.1A variety of activities are offered which enable children to develop their large muscles.4.2A variety of activities are offered which enable children to develop their small muscles.4.3Program activities adapt to meet individual needs and special needs of children with disabilities.4.4Opportunities are offered to help children develop their senses.Functional Area 5: Cognitive5.1A variety of age-appropriate materials and activities that encourage curiosity, exploration, and problem-solving are accessible to children throughout the day.5.2Interaction provide support for play, exploration, and learning.5.3Individual learning styles are recognized.Functional Area 6: Communication6.1Communication with each child is frequent.6.2Talk with children is developmentally appropriate.6.3Children are encouraged to talk.6.4Children’s attempt to communicate are responded to positively.6.5A developmentally-appropriate, print-rich environment, in which children learn about books, and writing, is provided.Functional Area 7: Creative7.1Individual expression and creativity are appreciated.7.2Many appropriate music experiences are available to children.7.3Art experiences are age appropriate and varied.7.4Dramatic play experiences, with a variety of age-appropriate props, are available.7.5A variety of age-appropriate block play opportunities are available.CDA Competency Standard IIITo support social and emotional development and to provide positive guidanceCDA Competency Standard IIIFunctional AreasDefinitions III. To support social and emotional development and to provide positive guidance8. Self 9. Social 10. Guidance8. Candidate develops a warm, positive, supportive, and responsive relationship with each child, and helps each child learn about and take pride in their own individual and cultural identity. 9. Candidate helps each child function effectively in the group, learn to express feelings, acquire social skills, and make friends, and promotes mutual respect among children and adults. 10. Candidate provides a supportive environment and uses effective strategies to promote children’s self-regulation and support acceptable behaviors, and effectively intervenes for children with persistent challenging behaviors.Functional Area 8: Self8.1Children are given the message that each is important, respected, and valued.8.2Individual children are able to develop a sense of security.8.3Diapering/toileting procedures are developmentally appropriate and set up to encourage self-help skills.Functional Area 9: Social9.1Each child feels accepted in the group.9.2Feeling of empathy and respect for others are encouraged.9.3Non-biased curriculum is used.9.4Children are encouraged to respect the environment.Functional Area 10: Guidance10.1Methods for avoiding problems are implemented.10.2Positive guidance practices are used.10.3Guidance practices are related to knowledge of each child’s personality and development level.CDA Competency Standard IVTo establish positive and productive relationships with families.CDA Competency Standard IVFunctional AreasDefinitions IV. To establish positive and productive relationships with families.11. Families11. Candidate establishes a positive, responsive, and cooperative relationship with each child’s family, engages in two-way communication with families, encourages their involvement in the program, and supports the child’s relationship with his or her family.Functional Area 11: Families11.1Various opportunities to appreciate children’s families are part of the regular program.11.2Information about the families’ culture, religion, and childrearing practices is in classroom experiences.11.3Various opportunities are offered to help parents understand the development of their child and understands their child’s point of view.11.4Resources are provided to help families meet their child’s needs.CDA Competency Standard VTo ensure a well-run, purposeful program responsive to participant needsCDA Competency Standard VFunctional AreasDefinitions V. To ensure a well-run, purposeful program responsive to participant needs12. Program Management12. Candidate is a manager who uses observation, documentation, and planning to support children’s development and learning and to ensure effective operation of the classroom or group. The Candidate is a competent organizer, planner, record keeper, communicator, and a cooperative co-worker. Functional Area 12: Program ManagementCandidate manages, by using all available resources, to ensure an effective operation. Candidate is a competent organizer, planner, record-keeper, communicator, and cooperative co-worker.CDA Competency Standard VITo maintain a commitment to professionalismCDA Competency Standard VIFunctional AreasDefinitions VI. To maintain a commitment to professionalism13. Professionalism 13. Candidate makes decisions based on knowledge of research-based early childhood practices, promotes high-quality in child care services, and takes advantage of opportunities to improve knowledge and competence, both for personal and professional growth and for the benefit of children and families.Functional Area 13: ProfessionalismCandidate makes decision based on knowledge of early childhood theories and practices, and promote quality child care services. The candidate also takes advantage of opportunities to improve competence, both for personal and professional growth and for the benefit of children and families. ................
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