Advertisement
Competency Goals for CDA Examples: A Comprehensive Guide for Success
Are you a CDA candidate feeling overwhelmed by the task of setting meaningful competency goals? Do you need concrete, actionable examples to guide your professional development and demonstrate your commitment to early childhood education? This comprehensive guide provides a wealth of competency goals for CDA candidates, categorized for clarity and enhanced understanding. We'll explore specific examples, offering practical strategies to achieve them and ultimately, successfully complete your CDA credential.
Understanding CDA Competency Goals
Before diving into examples, let's clarify what competency goals are within the context of the Child Development Associate (CDA) credential. These aren't just vague aspirations; they are specific, measurable, achievable, relevant, and time-bound (SMART) objectives that demonstrate your mastery of the skills and knowledge required to work effectively with young children. They showcase your ability to meet the National Association for the Education of Young Children (NAEYC) standards and reflect your commitment to providing high-quality childcare.
Key Areas of Competency Goals for CDA Examples
The CDA credential covers several key areas, and your competency goals should reflect your strengths and areas for growth within these domains. Here are some key areas and examples of specific competency goals:
1. Planning a Safe, Healthy, and Stimulating Environment:
Goal: Implement a daily schedule that incorporates active play, quiet time, and structured learning activities appropriate for the age group. Example: Develop and implement a weekly schedule that includes at least 30 minutes of outdoor play, 15 minutes of quiet reading time, and 45 minutes of structured activities focusing on literacy and math skills, adapting the schedule based on the children's needs and interests. This will be assessed by weekly observations and documentation.
Goal: Create a classroom environment that is physically safe and free from hazards, and promotes children's independence and self-help skills. Example: Conduct a monthly safety audit of the classroom, identifying and addressing any potential hazards. Implement a system to encourage children to independently put away toys and materials, documenting the children's progress through observation checklists.
2. Building Relationships with Children:
Goal: Develop positive and nurturing relationships with each child in the group, fostering their emotional, social, and cognitive development. Example: Implement a daily greeting ritual that includes individual interactions with each child. Utilize positive reinforcement strategies, documenting examples of effective positive interactions and addressing challenging behavior with appropriate strategies. This will be assessed through anecdotal notes and parent feedback.
Goal: Observe and respond to children's individual needs and interests, adapting teaching strategies accordingly. Example: Develop individualized learning plans for at least three children, incorporating their unique interests and learning styles. Track progress through frequent observation and formative assessments.
3. Working with Families:
Goal: Establish strong partnerships with families to support children's development and well-being. Example: Implement a parent communication system such as a weekly newsletter or online platform to share important information and solicit feedback. Schedule regular conferences with parents to discuss children's progress and address any concerns.
Goal: Involve families in classroom activities and decision-making processes. Example: Plan and implement a family event, such as a parent participation day or a classroom potluck, to foster a strong sense of community.
4. Using Developmentally Appropriate Practices:
Goal: Demonstrate an understanding of child development principles and apply them to create developmentally appropriate activities and learning environments. Example: Develop a portfolio of developmentally appropriate activities that address various developmental domains (cognitive, social-emotional, physical, and language). This portfolio will be assessed by the CDA advisor.
Goal: Use observation and assessment tools to track children's progress and adjust teaching strategies accordingly. Example: Use a variety of assessment tools (e.g., anecdotal records, checklists, portfolios) to monitor children's progress. Adapt teaching methods based on observed strengths and weaknesses.
5. Managing the CDA Program and Resources:
Goal: Effectively manage classroom resources, maintaining a clean, organized, and stimulating learning environment. Example: Develop and implement a system for inventorying and maintaining classroom materials. Ensure that classroom supplies are organized and readily accessible for children and staff. This will be assessed through classroom observations.
Conclusion
Setting clear, measurable competency goals is crucial for successful CDA credential completion. By focusing on specific, achievable goals in each of the key areas, you can demonstrate your competence and dedication to providing high-quality care for young children. Remember to document your progress, seek feedback from your mentor and supervisor, and celebrate your achievements along the way. Your hard work and commitment will pay off as you achieve your CDA credential and embark on a rewarding career in early childhood education.
FAQs:
1. Are these competency goals universally applicable? While these examples offer a strong foundation, you should tailor them to your specific setting, the age group you work with, and your personal professional development goals.
2. How many competency goals should I set? The number of goals depends on your individual needs and the time frame you have. Aim for a manageable number that you can realistically achieve.
3. How do I document my progress towards my goals? Use a variety of methods such as anecdotal records, observation checklists, photographs, and portfolios to track your progress and document your achievements.
4. What if I don't meet all my goals? Don't be discouraged! The CDA process is a journey of continuous learning and professional development. Use any unmet goals as an opportunity for future growth.
5. Where can I find more resources to help me develop my competency goals? Consult your CDA training materials, the NAEYC website, and your CDA advisor for additional support and guidance.
| competency goals for cda examples: Mastering CDA Competencies Judy Herr, 1997-09-01 This book is designed as a training guide for obtaining the Child Development Associate National Credential (CDA). Mastering CDA Competencies is to be used in conjunction with the text Working with Young Children and provides practical exercises that apply to each of the CDA Competency Goals and Functional Areas. -- Covers the six Competency Goals and 13 Functional Areas. -- Includes detailed introduction and section on how to observe children. -- Includes a pretraining and posttraining self-assessment questionnaire. -- Provides resources for assembling the Professional Resource File and Parent Opinion Questionnaires. -- Review, Observation, and Application questions and assignments included in every chapter. |
| competency goals for cda examples: Resource Papers for a Guide for Education Coordinators in Head Start , 1986 |
| competency goals for cda examples: The Child Development Associate Professional Resource File Guidebook For Child Care Angela/Cora Skinner, 2008-03 |
| competency goals for cda examples: California Early Childhood Educator Competencies California. Department of Education, California. Children and Families Commission, 2012 |
| competency goals for cda examples: DHHS Publication No. (OHDS). , 19?? |
| competency goals for cda examples: Transforming Early Head Start Home Visiting Bridget A. Walsh, Jennifer A. Mortensen, 2019-10-29 Research on home visiting shows that Early Head Start (EHS) home-based programs benefit from additional training and resources that streamline philosophy and content. In this essential guide, Walsh and Mortensen propose that alignment with Family Life Education’s (FLE) strengths-based methodology results in greater consistency through a model of prevention, education, and collaboration with families. This text is the first to outline linkages between FLE and EHS home visiting. It explores a qualitative study of FLE integrated in a current EHS home-based program and application of FLE methodology to home visiting topics. This approach will influence professional practice and provide a foundation for developing evidence-based home visiting practices. Online content accompanies the text, with videos demonstrating the FLE approach in action and discussion questions to encourage engagement with and understanding of the core material. Transforming Early Head Start Home Visiting: A Family Life Education Approach is essential reading for upper-level undergraduate and masters students in family studies and early childhood education, as well as practitioners working with children and families. |
| competency goals for cda examples: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| competency goals for cda examples: The Professional Development of Early Years Educators Jane Waters, Jane Payler, Ken Jones, 2019-07-23 This book provides a critical insight into comparative approaches to the professional learning and development of early years educators – taken to include all those working in a professional capacity with young children in educative settings, including home-based care and education. It also analyses leadership development for the early years workforce, and the evaluation of the success or otherwise of professional development initiatives involving early years educators. The book includes perspectives on relevant policy development at local and national levels and critical consideration of research literature on the effectiveness of professional development programmes for early years educators. The book is essential reading for professionals working in early years settings, for those engaged with the professional learning of early years educators, and for academics researching professionalism in early years education. It provides international perspectives on the professional learning and development of those working in early years education. This book was originally published as a special issue of the journal Professional Development in Education. |
| competency goals for cda examples: Anti-Bias Education for Young Children and Ourselves Louise Derman-Sparks, Julie Olsen Edwards, 2020-04-07 Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers. |
| competency goals for cda examples: Child & Adult Care Professionals Karen Jo Stephens, Maxine Hammond-Smith, 2004 Child & Adult Care Professionals is an occupational program preparing students at grades 10-12 for employment in child care and/or adult care centers. This program prepares students for the CDA (Child Development Associate) credential. |
| competency goals for cda examples: Handbook of Early Childhood Education Robert C. Pianta, Susan M. Sheridan, 2015-08-12 Comprehensive and authoritative, this forward-thinking book reviews the breadth of current knowledge about early education and identifies important priorities for practice and policy. Robert C. Pianta and his associates bring together foremost experts to examine what works in promoting all children's school readiness and social-emotional development in preschool and the primary grades. Exemplary programs, instructional practices, and professional development initiatives?and the systems needed to put them into place?are described. The volume presents cutting-edge findings on the family and social context of early education and explores ways to strengthen collaboration between professionals and parents. |
| competency goals for cda examples: Infants & Toddlers LaVisa Cam Wilson, Linda Douville-Watson, Michael A. Watson, 1995 An How-To guide for those involved in the design, administration and/or implementation of child care programs including expanded sections on child development, concepts and principals and the inclusion of developmental profiles and prescriptions. |
| competency goals for cda examples: A Friend Is Special Worthy Publishing, 1984-07 |
| competency goals for cda examples: Eager to Learn National Research Council, Commission on Behavioral and Social Sciences and Education, Committee on Early Childhood Pedagogy, 2001-01-22 Clearly babies come into the world remarkably receptive to its wonders. Their alertness to sights, sounds, and even abstract concepts makes them inquisitive explorersâ€and learnersâ€every waking minute. Well before formal schooling begins, children's early experiences lay the foundations for their later social behavior, emotional regulation, and literacy. Yet, for a variety of reasons, far too little attention is given to the quality of these crucial years. Outmoded theories, outdated facts, and undersized budgets all play a part in the uneven quality of early childhood programs throughout our country. What will it take to provide better early education and care for our children between the ages of two and five? Eager to Learn explores this crucial question, synthesizing the newest research findings on how young children learn and the impact of early learning. Key discoveries in how young children learn are reviewed in language accessible to parents as well as educators: findings about the interplay of biology and environment, variations in learning among individuals and children from different social and economic groups, and the importance of health, safety, nutrition and interpersonal warmth to early learning. Perhaps most significant, the book documents how very early in life learning really begins. Valuable conclusions and recommendations are presented in the areas of the teacher-child relationship, the organization and content of curriculum, meeting the needs of those children most at risk of school failure, teacher preparation, assessment of teaching and learning, and more. The book discusses: Evidence for competing theories, models, and approaches in the field and a hard look at some day-to-day practices and activities generally used in preschool. The role of the teacher, the importance of peer interactions, and other relationships in the child's life. Learning needs of minority children, children with disabilities, and other special groups. Approaches to assessing young children's learning for the purposes of policy decisions, diagnosis of educational difficulties, and instructional planning. Preparation and continuing development of teachers. Eager to Learn presents a comprehensive, coherent picture of early childhood learning, along with a clear path toward improving this important stage of life for all children. |
| competency goals for cda examples: Infants and Toddlers Linda Douville-Watson, Michael A. Watson, LaVisa Cam Wilson, 1999 This comprehensive, fourth edition text includes the skills necessary to provide high-quality care for infants and toddlers in any child care setting. The text emphasizes individual care and includes helpful information on incorporating individualized techniques and activities for each child in care. Important information on learning theorists, cultural diversity, and special needs helps students understand the many issues affecting child care. The emphasis on growth and development provides students with valuable information that enables them to provide the best possible care. |
| competency goals for cda examples: Resources in Education , 1998 |
| competency goals for cda examples: Infants and Toddlers: Curriculum and Teaching Terri Jo Swim, Linda D Watson, 2010-01-28 A well-established reference, INFANTS AND TODDLERS: CURRICULUM AND TEACHING, 7TH EDITION, presents a child-centered approach for the child care provider called conscious care giving. This important and well-rounded approach encourages a sense of empowerment and focuses on the respectful, purposeful, and careful handling of children in any child care setting. Reader friendly, realistic, and easily applicable to real life, the book emphasizes the child's growth and development, helping readers discover how they can best and most effectively influence that development. Overviews of key child care philosophies as they relate to the child, the caregiver, and parent involvement are presented along with case studies and personal perspectives of child care professionals, helping readers translate theory into practice. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version. |
| competency goals for cda examples: Serving Infants United States. Office of Child Development, 1971 |
| competency goals for cda examples: Early Childhood Education Kimberly A. Gordon Biddle, Ana Garcia-Nevarez, Wanda J. Roundtree Henderson, Alicia Valero-Kerrick, 2013-01-02 Turning passion into practice as a professional early childhood educator Early Childhood Education: Becoming a Professional is an inspiring introduction to the world of early childhood education, preparing the teachers of tomorrow to reach their full potential in their schools and communities. Written by a diverse and experienced author team, this text engages readers to connect contemporary educational and developmental theory and research to developmentally appropriate practices and applications that are easily implemented in the classroom. In response to today′s ever-changing educational environment, the text focuses on both the importance of taking personal and professional responsibility, as well as today′s issues in diversity—from supporting children with exceptionalities to supporting children and families in broader cultural contexts. |
| competency goals for cda examples: Handbook of Early Childhood Teacher Education Leslie J. Couse, Susan L. Recchia, 2015-07-24 This handbook synthesizes both contemporary research and best practices in early childhood teacher education, a unique segment of teacher education defined by its focus on child development, the role of the family, and support for all learners. The first volume of its kind, the Handbook of Early Childhood Teacher Education provides comprehensive coverage on key topics in the field, including the history of early childhood teacher education programs, models for preparing early childhood educators, pedagogical approaches to supporting diverse learners, and contemporary influences on this quickly expanding area of study. Appropriate for early childhood teacher educators as well as both pre- and in-service teachers working with children from birth through 8, this handbook articulates the unique features of early childhood teacher education, highlighting the strengths and limitations of current practice as based in empirical research. It concludes by charting future directions for research with an aim to improve the preparation of early childhood educators. |
| competency goals for cda examples: Opportunities in Child Care Careers Renee Wittenberg, 2006-09-20 Shape the Future with a Successful Career in Child Care Get started in a career that has a future and is financially rewarding. Opportunities in Child Care Careers provides you with a complete overview of the job possibilities, salary figures, and experience required to enter the field of child care. This career-boosting book will help you: Determine the specialty that's right for you, from day care to health to education Acquire in-depth knowledge of the child care industry Find out what kind of salary you can expect Understand the daily routine of your chosen field Focus your job search using industry resources Enjoy a great career as a social worker * nanny * day care provider * educator * group care assistant |
| competency goals for cda examples: The Science of Effective Mentorship in STEMM National Academies of Sciences, Engineering, and Medicine, Policy and Global Affairs, Board on Higher Education and Workforce, Committee on Effective Mentoring in STEMM, 2020-01-24 Mentorship is a catalyst capable of unleashing one's potential for discovery, curiosity, and participation in STEMM and subsequently improving the training environment in which that STEMM potential is fostered. Mentoring relationships provide developmental spaces in which students' STEMM skills are honed and pathways into STEMM fields can be discovered. Because mentorship can be so influential in shaping the future STEMM workforce, its occurrence should not be left to chance or idiosyncratic implementation. There is a gap between what we know about effective mentoring and how it is practiced in higher education. The Science of Effective Mentorship in STEMM studies mentoring programs and practices at the undergraduate and graduate levels. It explores the importance of mentorship, the science of mentoring relationships, mentorship of underrepresented students in STEMM, mentorship structures and behaviors, and institutional cultures that support mentorship. This report and its complementary interactive guide present insights on effective programs and practices that can be adopted and adapted by institutions, departments, and individual faculty members. |
| competency goals for cda examples: Working with Young Children Judy Herr, 2004 Applies child development principles to child care settings. |
| competency goals for cda examples: Skills for Preschool Teachers Janice J. Beaty, 2016-02-01 This classic in the field of early childhood education provides practical tips and research-based methods for developing teachers, plus ready-to-use checklists for observing children and the classroom environment. In addition to its success as a college text, Janice Beaty’s Skills for Preschool Teachers is widely used by student interns, volunteers, assistants, CDA candidates, and beginning and experienced teachers around the world who work with three- to five-year old children in a variety of settings—preschools, center-based child care, Head Start programs, and pre-kindergartens. Rewritten to include the most recent research on the use of technology with young children, the linkage between brain development and children’s play, and the importance of taking indoor activities outdoors, this new edition brings students up-to-date on the latest information and innovations in the area of preschool teaching. |
| competency goals for cda examples: Education for the People: A handbook for determining school effectiveness. 1976 California. Legislature. Joint Committee on Educational Goals and Evaluation, 1972 |
| competency goals for cda examples: Essentials for Child Development Associates Working with Young Children Carol Brunson Day, 2004-11-01 |
| competency goals for cda examples: Methods of Critical Discourse Studies Ruth Wodak, Michael Meyer, 2015-10-15 This is a sophisticated and nuanced introduction to critical discourse analysis (CDA) that covers a range of topics in an accessible, engaging style. With international examples and an interdisciplinary approach, readers gain a rich understanding of the many angles into critical discourse analysis, the fundamentals of how analysis works and examples from written texts, online data and images. This new edition: expands coverage of multimodality adds two new chapters on social media and analysis of online data supports learning with a guided introduction to each chapter includes a new and extended glossary Clearly written, practical and rigorous in its approach, this book is the ideal companion when embarking on research that focuses on discourse and meaning-making. |
| competency goals for cda examples: A Descriptive Guide to CDA Training Materials University Research Corporation, Trudy M. Hamby, 1977 |
| competency goals for cda examples: Professionalism in Early Childhood Education Stephanie Feeney, 2012 Investigate what it means to be an early childhood professional and acquire the knowledge, skills and traits exemplary early childhood educators possess! Written for those entering the field or striving to grow within the profession, early child care leader and author, Dr. Stephanie Feeney helps readers understand the nature of the profession, what it means to behave in a professional way, and where they stand in their own professional journey in her newest resource, Professionalism in Early Childhood Education: Doing Our Best for Young Children. She devotes chapters to moral and technical competence and explains what the terms profession and professional mean. Complete with self-assessments and first-hand accounts, Dr. Feeney guides readers in understanding what it means to be an educator who embodies the highest standards of professionalism in their work with children, families and colleagues. |
| competency goals for cda examples: Nutrition, Health, and Safety for Young Children Joanne Sorte, Inge Daeschel, Carolina Amador, 2015-10-08 This book provides students with a comprehensive understanding of the nutrition, health, and safety needs of young children from birth through 8 years of age. The book is designed to give future teachers practical, applied, easy-to-understand information that will prepare them to serve young children in the family child care, childcare center, preschool and early primary school setting. Students will find the case scenarios woven throughout the chapters engaging and an effective means to transfer the learning of concepts to real life settings. This transfer of learning is reinforced by web video clips available at the MyEducationlab website that bring what students read and learn to life. |
| competency goals for cda examples: Dental Education at the Crossroads Institute of Medicine, Committee on the Future of Dental Education, 1995-01-12 Six dental schools have closed in the last decade and others are in jeopardy. Facing this uncertainty about the status of dental education and the continued tension between educators and practitioners, leaders in the profession have recognized the need for purpose and direction. This comprehensive volumeâ€the first to cover the education, research, and patient care missions of dental schoolsâ€offers specific recommendations on oral health assessment, access to dental care, dental school curricula, financing for education, research priorities, examinations and licensing, workforce planning, and other key areas. Well organized and accessible, the book: Recaps the evolution of dental practice and education. Reviews key indicators of oral health status, outlines oral health goals, and discusses implications for education. Addresses major curriculum concerns. Examines health services that dental schools provide to patients and communities. Looks at faculty and student involvement in research. Explores the relationship of dental education to the university, the dental profession, and society at large. Accreditation, the dental workforce, and other critical policy issues are highlighted as well. Of greatest interest to deans, faculty, administrators, and students at dental schools, as well as to academic health centers and universities, this book also will be informative for health policymakers, dental professionals, and dental researchers. |
| competency goals for cda examples: Funds of Knowledge Norma Gonzalez, Luis C. Moll, Cathy Amanti, 2006-04-21 The concept of funds of knowledge is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents how to do school although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education. |
| competency goals for cda examples: Communities in Action National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Board on Population Health and Public Health Practice, Committee on Community-Based Solutions to Promote Health Equity in the United States, 2017-04-27 In the United States, some populations suffer from far greater disparities in health than others. Those disparities are caused not only by fundamental differences in health status across segments of the population, but also because of inequities in factors that impact health status, so-called determinants of health. Only part of an individual's health status depends on his or her behavior and choice; community-wide problems like poverty, unemployment, poor education, inadequate housing, poor public transportation, interpersonal violence, and decaying neighborhoods also contribute to health inequities, as well as the historic and ongoing interplay of structures, policies, and norms that shape lives. When these factors are not optimal in a community, it does not mean they are intractable: such inequities can be mitigated by social policies that can shape health in powerful ways. Communities in Action: Pathways to Health Equity seeks to delineate the causes of and the solutions to health inequities in the United States. This report focuses on what communities can do to promote health equity, what actions are needed by the many and varied stakeholders that are part of communities or support them, as well as the root causes and structural barriers that need to be overcome. |
| competency goals for cda examples: Fundamentals of Early Childhood Education George S. Morrison, 2013-01-15 NOTE: Used books, rentals, and purchases made outside of Pearson If purchasing or renting from companies other than Pearson, the access codes for the Enhanced Pearson eText may not be included, may be incorrect, or may be previously redeemed. Check with the seller before completing your purchase. This package includes the Enhanced Pearson eText and the bound book. Now in its Seventh Edition, the best-selling Fundamentals of Early Childhood Education by renowned author and educator, George S. Morrison, remains keenly focused on what it means to be an early childhood professional in today’s world. Providing a brief, reader-friendly introduction to the field, it presents engaging chapter features on early childhood programs, professionals in practice, diversity strategies, technology issues, and ethical decision-making. Separate chapters on infants and toddlers, preschoolers, kindergartners, and the primary grades explore young children’s unique developmental and educational needs. Fundamentals’ emphasis on professionalism throughout keeps the focus on meeting the needs of each and every child and providing up-to-date information and strategies to develop competent, informed early childhood professionals. This thoroughly revised edition offers a contemporary, accessible, user-friendly approach to all of the major topics, programs, and issues at the forefront of the field today. Comprehensive, yet brief, this text is a perfect resource for a variety of courses in early childhood education. The Enhanced Pearson eText features embedded video. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. * The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later. 0133400875 / 9780133400878 Fundamentals of Early Childood Education Plus with Video-Enhanced Pearson eText--Access Card Package Package consists of: 013285337X / 9780132853378 Fundamentals of Early Childhood Education 0133397319 / 9780133397314 Fundamentals of Early Childhood Education, Video-Enhanced Pearson eText -- Access Card |
| competency goals for cda examples: Higher Order Thinking Skills in the Language Classroom: A Concise Guide Afsaneh Ghanizadeh, Ali H. Al-Hoorie, Safoura Jahedizadeh, 2020-09-11 In this book, we try to provide a practical, down-to-earth guide for those who are involved in language learning and teaching. We hope that this book will be a useful reading for those who would like to incorporate higher-order thinking skills (HOTS)-enhancing techniques in their teaching practice. We set out from the position that, although it is hardly doubtful that it is at the heart of education, critical thinking is in reality often not given its due attention in pedagogy, particularly in language education. This book offers readers some practical advice on how to implement HOTS in their own practice. It has been written to take the reader through each technique with the ultimate goal of promoting HOTS step-by-step. In the introductory chapter, we present an overview of the theory behind HOTS, its definition, its relation to Bloom’s Taxonomy, its two dimensions (critical thinking and reflective thinking), and the ideas of some influential thinkers in this area. The subsequent chapters present six HOTS-enhancing techniques that classroom teachers can draw from, namely graphic organizers, critical discourse analysis, argumentation, emotion regulation and emotional intelligence enhancing techniques, reflective journals, and mindfulness-based strategies. As the book draws on a wide-ranging review of literature with exercises for direct use with language learners, we hope that this provides both theoretical and practical support for the teaching process to help language learners become effective critical thinkers. The compilation of the ideas in this book took us a long time, over a decade. Something that takes such a long time requires much engagement and life experience; so did this book. |
| competency goals for cda examples: Career Pathways Handbook Jim Cassio, 2004 Most of the content in the Career Pathways Handbook is based on a series of career profiles - each one packed with four pages of valuable information, including the latest U.S. employment statistics and wage information, career dialogues with real people who work in the occupations, and extensive information for identifying and comparing related occupations. Each profile uses a consistent format to allow for easy reading and useful comparisons between occupations. While this book is based on a foundation of 154 different occupations, it also includes valuable information on several hundred occupations via the career path and related occupations tables. It is important to me that the information in this book will not only be useful to readers, but also be as current and reliable as possible. Therefore I have included the most recent information from reliable Government sources, as well as my own proprietary information from 20 years of extensive occupational research. The Government sources are U.S. Department of Labor (DOL) programs. For example, I have incorporated information from DOL's new O*NET Database, which includes the occupation titles and definitions, common job tasks, key skills and abilities, and related occupations. I have added the most recent employment statistics and wage information from DOL's Bureau of Labor Statistics. Finally, from our own research, I have added career path and real people career dialogue elements, and have enhanced and expanded the DOL information throughout. For example, the O*NET Related Occupations lists were significantly expanded and education/training information, along with growth and wage data, were added to make occupational comparisons more meaningful. The Job Tasks have been expanded to make them more useful. The education and training information is based on DOL's Typical Education Levels, but has also been expanded for this book. I have also written or rewritten many of the job outlook and analysis statements that are incorporated into the Employment Outlook sections. Finally, I have included a number of resource guides to help job seekers and career explorers reach their goals. Beginning on page 617, there are guides on Planning Your Career, Researching Occupations, Education & Training Options, Looking for a Job, Competing for a Job, Writing a Resume, Writing a Cover Letter, Completing the Application, Preparing for the Interview, and Common Interview Questions. There are countless numbers of books (both good and bad ones) on all of these subjects, so I've included a list of my favorite books on my website under Readers' Resources (see www.cassio.com). Also included on this website is an online guide to State Training & Postsecondary Education Directories and a list of my Favorite Job Websites. Best regards, Jim Cassio www.cassio.com An absolutely essential career reference for finding comprehensive job information spanning a total of 150+ occupations. This is the all-inclusive guide to helping a job seeker go from planning a career to looking for a job. The career profiles offer extensive statistical research on employment and job skills for each career path. Highly recommended for all public and academic libraries. Regina Jimenez, Research Librarian, Folsom Lake College This book is a wonderful and powerful tool for guidance counselors and individuals who are looking to start, change, or enhance their careers. The Career Pathways Handbook provides useful and insightful job skills information in a clear and reasoned manner. The personal point-of-view provided by the career professionals in each career gives the user an inside perspective on making career decisions that is refreshing! David Owens, Retired Research Manager, California Employment Development Department “/p> |
| competency goals for cda examples: Planning for Play, Observation, and Learning in Preschool and Kindergarten Gaye Gronlund, 2012-11-16 Play is an important vehicle for learning in the early years. With intentional planning frameworks, this resource provides teachers with tools and strategies to organize and develop curriculum around high-level, purposeful play. Practical application techniques help teachers create a cycle of planning and observation as they use a play-based curriculum to help young children thrive in the classroom. Gaye Gronlund is an early childhood education consultant who trains early childhood educators across the country. She is the author of six books. |
| competency goals for cda examples: Prime Times James T. Greenman, Anne Stonehouse, 1997 A practical guide to achieving quality care and education in infant and toddler progrms. Containing forms, charts and photos, it offers a logical sequence of topics clearly broken down into subheadings and dot points for ease of use. It uses the term Prime Times to signify the critical importance of one-to-one interactions in a child's life in a program. |
| competency goals for cda examples: Management of Child Development Centers Patricia F. Hearron, Verna P. Hildebrand, 2014-04-10 Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0133830942. Based on the premise that high-quality programs for young children are an essential support for families–a part of the family ecosystem–this resource demonstrates how managers of programs for young children must understand the value of family, as well as the relationships between family, program, and community. Part I of Management of Child Development Programs provides an overview of the demographic and theoretical context within which child development programs operate. Part II focuses on 12 core competencies, derived from a review of currently literature in the field and aligned with NAEYC accreditation criteria, including: personal and professional self-awareness; organizational, fiscal, and personnel management; human relations; facilities management; health and safety; food service; educational programming; family support; marketing and public relations; assessment and evaluation. The Enhanced Pearson eText features embedded video and internet resources. Improve mastery and retention with the Enhanced Pearson eText* The Enhanced Pearson eText provides a rich, interactive learning environment designed to improve student mastery of content. The Enhanced Pearson eText is: Engaging. The new interactive, multimedia learning features were developed by the authors and other subject-matter experts to deepen and enrich the learning experience. Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad® and Android® tablet.* Affordable. The Enhanced Pearson eText may be purchased stand-alone or with a loose-leaf version of the text for 40-65% less than a print bound book. *The Enhanced eText features are only available in the Pearson eText format. They are not available in third-party eTexts or downloads. *The Pearson eText App is available on Google Play and in the App Store. It requires Android OS 3.1-4, a 7” or 10” tablet, or iPad iOS 5.0 or later. |
| competency goals for cda examples: Career Development and Counseling Steven D. Brown, Robert W. Lent, 2012-06-29 This is a must-have for any researcher in vocational psychology or career counseling, or anyone who wishes to understand the empirical underpinnings of the practice of career counseling. -Mark Pope, EdD College of Education, University of Missouri - St. Louis past president of the American Counseling Association Today's career development professional must choose from a wide array of theories and practices in order to provide services for a diverse range of clients. Career Development and Counseling: Putting Theory and Research to Work focuses on scientifically based career theories and practices, including those derived from research in other disciplines. Driven by the latest empirical and practical evidence, this text offers the most in-depth, far-reaching, and comprehensive career development and counseling resource available. Career Development and Counseling includes coverage of: Major theories of career development, choice, and adjustment Informative research on occupational aspirations, job search success, job satisfaction, work performance, career development with people of color, and women's career development Assessment of interests, needs and values, ability, and other important constructs Occupational classification and sources of occupational information Counseling for school-aged youth, diverse populations, choice-making, choice implementation, work adjustment, and retirement Special needs and applications including those for at-risk, intellectually talented, and work-bound youth; people with disabilities; and individuals dealing with job loss, reentry, and career transitions Edited by two of the leading figures in career development, and featuring contributions by many of the most well-regarded specialists in the field, Career Development and Counseling: Putting Theory and Research to Work is the one book that every career counselor, vocational psychologist, and serious student of career development must have. |
Competency Statement III by Aimee Smith - cdasource.com
One of my goals for social is to promote social development in every child. To achieve this goal, I plan activities that the children will have to interact with one another. For example, the children participate in large group games and other fun activities. Children need activities that allow them to work together as a team.
Competency Statement II - cdasource.com
Competency Statement II To advance the physical and intellectual competence. Functional Area 4: Physical In my program, I provide opportunities for children to develop both small-and large-motor skills, and I model enjoyment and active participation in physical activity. Examples of what you do in the classroom with the children.
CDA Competency Standards AT-A-GLANCE - CDA Council
COMPETENCY GOALS. FUNCTIONAL AREAS. DEFINITIONS. GOAL. I. To establish and maintain a safe, healthy learning environment. 1. Safe. Candidate provides a safe environment and teaches children safe practices to prevent and reduce injuries.
Competency Statement V By CDA Class Participant
Competency Statement VBy CDA Class ParticipantTo ensure a well-run, pur. n, purposeful program responsive to participantneeds, developmentally-app. opriate materia. r other pr. -made supplies in my early childhoodclassroom. All of my activities are planned for. ooden building blocks, puzzles, and puppets (toname a few), are appr.
The Professional Portfolio - WWW.CDASTARS.COM
Guidelines for Writing CDA Reflective Competency Statements You must write six (6) Statements of Competence based on the six Competency Goals. You begin writing each Statement of Competence with the following six (6) Competency Goal Statements: • Goal 1: To establish and maintain a safe, healthy learning environment.
CDA Competency Goals and Functional Areas
Professionalism. Student makes decisions based on knowledge of early childhood theories and practices, promotes quality in child care services and takes advantage of opportunities to improve competence, both for personal and professional growth and for the benefit of children and families.
Cda Competency Goals And Functional Areas (PDF)
Cda Competency Goals And Functional Areas (Download Only) -- Covers the six Competency Goals and 13 Functional Areas. -- Includes detailed introduction and section on how to observe children.
Routes to Competency: The Child Development Associate
• Establishing positive relationships with families is a CDA® core competency that every candidate must master, and is assessed via the Family Questionnaire. Working Together: The CDA and the States
Competency Goal 2. - CDA Professional Portfolio
Competency Goal 2. To advance physical and intellectual competence. Functional Area 1: Physical To help children grow in one domain they they must equally grow in all other domains. Physical growth will help promote growth in all other areas as well. I observe
REVIEW OF THE CDA® PROFESSIONAL PORTFOLIO - CDA …
Competence for each of the Competency Goals, a total of six (6). Each Reflective Statement of Competence should describe: How the Candidates’ practices meet the standard (a paragraph) and; How an item in the Candidate’s Resource Collection reflects his or her philosophy
The six CDA Competency Standards and thirteen Functional …
The Competency Standards are the criteria that define skills that a competent early childhood professional should demonstrate in working with young children and families. The six CDA Competency Standards are expanded upon in further detail within the thirteen Functional Areas.
Competency Standards At-a-Glance - Northern Lights at CCV
CDA Subject Areas. (Candidates must complete 120 clock hours of professional early childhood education, with no fewer than ten hours in each subject area.) Competency Standard. (These national standards are the criteria used to evaluate a candidate’s performance with children, families, colleagues and their community.) Functional Area.
Competency Statement: IV By CDA Class Participant
Competency Statement: IV By CDA Class Participant To establish positive and productive relationships with families. I believe that is essential to establish trust and respect, as well as keeping open communications with the parents/guardians of the children in your care at all times. I …
Cda Competency Goals And Functional Areas (PDF)
Cda Competency Goals And Functional Areas (Download Only) -- Covers the six Competency Goals and 13 Functional Areas. -- Includes detailed introduction and section on how to observe children. -- Includes a pretraining and posttraining self-assessment questionnaire.
The six CDA Competency Standards and thirteen Functional …
The six CDA Competency Standards, outlined by the Council for Professional Recognition, are the framework of the CDA Credential professional development process. These standards are the criteria used by the Council to assess the CDA Candidate’s performance to determine the credentialing decision.
Competency Statement 2 (Example Word) - The Child Care …
The statement should be no more than 500 words in length. Begin with a paragraph describing how your teaching practices meet the Competency Standard II: To advance physical and intellectual competence.
How to Compile Your CDA Professional Resource File
A statement of competency should describe your understanding and knowledge in one of the CDA Competency Goals, as well as demonstrate how you are competent to care for young children by giving specific examples of the things you do in your work with children and families.
Current CDA Competency Standards Cascading Chart
COMPETENCY STANDARD FUNCTIONAL AREA ITEM INDICATOR 1.1: Environments are safe for all children and adults. 1.1.A: Confirms that materials, equipment, and environments are safe 1.2: Well-planned and organized emergency procedures and supplies are evident. 1.2.A: Makes sure that procedures for fires, shelter in place, and other emergencies are posted
Competency Statement 5 (Example Word) - The Child Care …
Competency Statement 5. The statement should be no more than 500 words in length. Begin with a paragraph describing how your teaching practices meet the Competency Standard V: To ensure a well-run, purposeful program that is responsive to participant needs.
Developing a Professional Portfolio - CDA Council
Goals for Today’s Webinar •Provide an overview of the Professional Portfolio. •Navigate through the Portfolio Components. •Review how to prepare statements of competency. •Guide a hands-on Action & Reflection activity.
CDA Eligibility Requirements
The CDA Competency Goals identify the necessary skills for qualified early childhood professionals. They assess the skills necessary in a variety of early childhood settings that include: center-based programs for infants, toddlers, and preschoolers; family day care; and home visitor programs. The following charts show how Child Care Today ...
CDA Competency Standards AT-A-GLANCE - cdacoinclub.org
CDA® Competency Standards AT-A-GLANCE COMPETENCY GOALS FUNCTIONAL AREAS DEFINITIONS GOAL III To support social and emotional development and to provide positive guidance 8. Self Candidate develops a warm, positive, supportive, and responsive relationship with each child, and helps each child learn about and take pride in his or her individual
EC LEARN Child Development Associate (CDA) Preparation …
The CDA Exam questions will test the candidate’s knowledge of basic early childhood best practices based on the CDA Competency Goals and the thirteen Functional Areas. Once the exam is completed, the scores are sent to the Council electronically.
REQUIRED COMPETENCY AREAS, GOALS, AND OBJECTIVES …
Competency areas are classified into one of three categories: Required: Five competency areas are required (all programs must include them and all their associated goals and objectives). Additional (for program): Competency area(s) that residency programs may choose to …
Master Course Outline With Sample Syllabus
Nov 15, 2022 · Identify and describe the 6 CDA Competency Goals and 13 Functional Areas outlined by the Council for Professional Recognition. OSEP: All Priority Areas . EI/ESCE: All Standards . NAEYC: All Standards . PS&C: All Standards . CKC’s: All domains, sub-domains, and categories. 2. Relate their prior experiences in the field of early care
Nine Learning Experiences (Activities) INFANT & TODDLERS
GOALS: MATERIALS: PROCESS/TEACHING STRATEGIES: DEVELOPMENTALLY APPROPRIATE: This activity is developmentally appropriate for young infants ... Note: *The marked activities are included in Competency Statement II. Nine Learning Experiences (Activities) PRESCHOOL RC II-1 Science/Sensory EXPERIENCE: GOALS: MATERIALS:
Competency Statement 1. - CDA Professional Portfolio
Competency Statement 1. To establish and maintain a safe, healthy, learning environment. Function Area 1: Safe Safety is a major part of child care, above all things parents want their children to be safe. I will uphold this honest requirement by realizing accidents do happen, but it is
Competency Statement II - cdasource.com
Competency Statement II To advance the physical and intellectual competence. Functional Area 4: Physical In my program, I provide opportunities for children to develop both small-and large-motor skills, and I model enjoyment and active participation in physical activity. Examples of what you do in the classroom with the children.
Everything You Ever Wanted to Know About Earning a CDA …
CDA® is the most widely recognized credential in early childhood education. It is a key steppingstone on the path to career advancement in early childhood education. To be awarded the credential, candidates must complete an assessment process and demonstrate that they are able to put their knowledge of the CDA® Competency Standards
The Professional Portfolio - WWW.CDASTARS.COM
Guidelines for Writing CDA Reflective Competency Statements You must write six (6) Statements of Competence based on the six Competency Goals. You begin writing each Statement of Competence with the following six (6) Competency Goal Statements: • Goal 1: To establish and maintain a safe, healthy learning environment.
Cda Competency Goal Statement Examples [PDF]
Associate National Credential (CDA). Mastering CDA Competencies is to be used in conjunction with the text Working with Young Children and provides practical exercises that apply to each of the CDA Competency Goals and Functional Areas. -- Covers the six Competency Goals and 13 Functional Areas.
CDA Verification Visit Reflective Dialogue Worksheet - EAI CDA
This form was adapted from the Council for Professional Recognition CDA Verification Visit Reflective Dialogue Worksheet. Please use the original document found in the back of your BLUE CDA Competency Standard book. Step 2: Set Goals, Plan Action Steps
Routes to Competency_final_060216.indd - CDA Council
• The CDA®, on the other hand, is built around a core set of competency standards that have been generally accepted in the field for decades. The CDA® credentialing process requires learning the theory behind six core competencies, documenting experience in applying the competencies to practice, and observation of how the
Competency Statement: IV By CDA Class Participant
anything new I should be informed about PLEASE INCLUDE EXAMPLES FROM YOUR CENTER/FAMILY CHILD CARE HOME. I also believe that accurate daily activity sheets for infants and toddlers should be completed and sent home with the parents at the end of each day. This way the parents can feel more trusting and connected to their child’s caregiver/s.
Competency Statement 4 (Example Word) - The Child Care …
Competency Standard IV: To establish positive and productive relationships with families CDA Competency Standard IV Functional Areas Definitions IV. To establish positive and productive relationships with families. 11. Families 11. Candidate establishes a positive, responsive, and cooperative relationship with each child’s family,
CS V: COMPETENCY GOAL V - EAI CDA
CS V: COMPETENCY GOAL V To ensure a well-run, purposeful program responsive to participants’ needs In order for a child-care facility to operate effectively everyone must be responsible for the day-to-day management of the program. I keep excellent records daily. I make sure my classroom is clean and organized.
The Professional Portfolio - Successful Solutions …
Guidelines for Writing CDA Reflective Competency Statements You must write six (6) Statements of Competence based on the six Competency Goals. You begin writing each Statement of Competence with the following six (6) Competency Goal Statements: • Goal 1: To establish and maintain a safe, healthy learning environment.
The Professional Portfolio - Successful Solutions Professional ...
Guidelines for Writing CDA Reflective Competency Statements You must write six (6) Statements of Competence based on the six Competency Goals. You begin writing each Statement of Competence with the following six (6) Competency Goal Statements: • Goal 1: To establish and maintain a safe, healthy learning environment.
Obtaining Your Child Development Associate (CDA) …
1050 First Street NE, Washington, DC 20002 • Phone: (202) 727-6436 TTY: 711 • osse.dc.gov Obtaining Your Child Development Associate (CDA) Credential Using Quorum
Reflective Statements of Competence - utahfac
six CDA Competency Standards (see specific requirements for each one). Many of the statements require the use of specific Resources from your Resource Collection as the focus of that written reflection. • Each statement should be no more than 500 words in length. CDA national Credentialing program, pg 15
CDA CSIV W: Establishing Positive and Productive …
Welcome to CDA_CSIV_W The following exercises will help you prepare for writing your final competency statement. You can write your responses in the space provided, on a separate sheet of paper, or your computer. Your responses should state your goals or objectives for children and give specific examples of what you do
Competency Goal 2. - CDA Professional Portfolio
Competency Goal 2. To advance physical and intellectual competence. Functional Area 1: Physical To help children grow in one domain they they must equally grow in all other domains. Physical growth will help promote growth in all other areas as well. I observe
School-Age Assessment Competency Standards - CDA Council
The MSA Competency Standards are divided into six Competency Goals which are statements of general purpose or goals for youth professionals’ behavior. These goals are defined in more detail by 13 Functional Areas, which describe the major tasks or functions that a youth professional must complete in order to carry out the Competency Goals.
How to Demonstrate Your Competence in the New CDA …
The CDA Exam covers practical examples of early childhood best practices; the material found in the CDA Competency Standards and Functional Areas. Your 120 hours of professional education and 480 hours working with young children should prepare you for the Exam.
CDA_CSIIW: Advancing Physical and Intellectual Competence …
The following exercises will help you prepare for writing your final competency statement. You can write your responses in the space provided, on a separate sheet of paper, or your computer. Your responses should state your goals or objectives for children and give specific examples of what you do with the children to achieve those goals ...
ED 364 312 PS 021 521 AUTHOR Phillips, Carol Brunson TITLE
CDA Competency Goals and Functional Areas. Competency Goals. Functional Areas. I. To establish and maintain. a safe, 1. Safe: Candidate providesa safe environment. healthy learning environment. to prevent and reduce injuries. 2. Healthy: Candidate promotes good health. and nutrition and provides an environment that contributes to the prevention ...
QUICK TIPS FOR WRITING COMPETENCIES Example …
Anyone reading the competency should be able to easily identify what the competency is. Make sure competencies embody a single, readily identifiable characteristic. For example, Oral Communication is different from Written Communication; therefore, both characteristics should not be included in one competency. Avoid making the competency too ...
Competency Statement 1 Examples - The Child Care Basics
Competency Statement 1 EXAMPLE #1 I will establish and maintain a safe, healthy learning environment by keeping my center and playground area clean and free of debris. I feel the first step to encourage learning is to keep a clean and safe environment, one that stimulates the child and meets the individual learning
Child Development Associate® (CDA) Equity-Focused …
our competencies to embed equity. As seen below, each Competency Standard now has a New Functional Area addressing equity. Equity-Focused Revisions At-a-Glance: Competency New Functional Area I . Safe, healthy, learning environments Agency and Belonging II. Physical and intellectual competence Strength-focused, culturally sustaining and
DEBRA PIERCE CDA - Redleaf Press
and CDA Competency Standards books with permission from the Council for Professional Recognition (www.cdacouncil.org). The Child Development Associate (CDA) Credential™ is a trademark, and The Child Development Associate National ... Setting Goals and Moving Forward 173 Award of the CDA Credential 177 Where Do You Go from Here? 178
Cda Competency Goals And Functional Areas (PDF)
Content Mastering CDA Competencies Answer Key Judy Herr,2002-04 Mastering CDA Competencies Using Working with Young Children Judy Herr,Judy Herr Ed D,2011-08-10 This book is designed as a
Effective 2 - CDA Council
Council’s nationally-recognized CDA Competency Standards into practice and the understanding of why those Standards ... of the Council’s framework for determining competency using the six CDA Competency Goals. Candidates’ knowl edge and competencies will be determined using two factors: 1. The results of the 65-question CDA Exam (formerly ...
Cda Competency Goals And Functional Areas (book)
After receiving your CDA credential, you can continue to use this book to renew your credential, to earn a CDA for a different setting, and to develop goals for future professional development. The CDA Prep Guide Debra Pierce,2014-03-25 Navigating the new Child Development Associate (CDA) process doesn’t have to be difficult.
Competency Statement 1. - CDA Professional Portfolio
Competency Statement 1. To establish and maintain a safe, healthy, learning environment. Function Area 1: Safe Safety is a major part of child care, above all things parents want their children to be safe. I will uphold this honest requirement by realizing accidents do happen, but it is
Professional Portfolio self-assessment - Pennsylvania State …
You will need your copy of the book The Child Development Associate National Credentialing Program® and CDA Competency Standards to review the Professional Portfolio and the specific details required. Descriptions below are abbreviated. Key: ... to your CDA Timeline and calendar/planner with identified goals and targeted completion dates. 2 ...
CDA CSVI W: Maintaining a Commitment to Professionalism …
Welcome to CDA_CSVI_W The following exercises will help you prepare for writing your final competency statement. You can write your responses in the space provided, on a separate sheet of paper, or on your computer. Your responses should state your goals or objectives for children and give specific examples of what you do
Competency Statement VI By CDA Class Participant
Competency Statement VI By CDA Class Participant To maintain a commitment to professionalism I am going to maintain a commitment to professionalism by pledging to be a life long learner and to take advantage of the many opportunities to further improve my competence in early childhood education and development, and better ...
Facts about the Child Development Associate (CDA) …
A person with a CDA Credential has demonstrated the ability to meet the specific needs of children, work with parents and other adults, and promote and nurture children’s social, emotional, physical, and intellectual growth in a child development program. The CDA has shown competence in the ability to meet the CDA Competency Goals
Information for the Early Childhood Education (ECE) Reviewer
• Attest to the Renewal Candidates performance with children based on the CDA Competency Goals and 13 Functional Areas (see applicable chart) • Recommend the Candidate for renewal of the CDA credential. Information for the ECE Reviewer 3 Competency Standard Functional Area Definitions I. To establish
Child Development Associate (CDA) Credential Guidelines
CDA Competency Standards • The CDA Competency Standards are the national standards used to evaluate a caregiver's performance with children and families during the CDA assessment process. The Competency Standards are divided into six Competency Goals, which are statements of a general purpose or goal for caregiver behavior. The
Competency Goals For Cda Examples - listserv.hlth.gov.bc.ca
Competency Goals For Cda Examples LaVisa Cam Wilson,Linda Douville-Watson,Michael A. Watson Mastering CDA Competencies Judy Herr,1997-09-01 This book is designed as a training guide for obtaining the Child Development Associate National Credential (CDA). Mastering CDA Competencies is to be used in conjunction with the text
How to Compile Your CDA Professional Portfolio
CDA Competency Standards book you ordered from the national CDA Council (www.cdacouncil.org). The CDA Professional Portfolio contains: ... examples of “what” you do every day (your teaching practices) to provide that Functional Area for children. Many of the statements require that you focus on a specific resource you’ve collected for your
Participant Guide - mncpd.org
Oct 9, 2018 · A CDA performs according to the CDA Competency Goals in center-based, home visitor, or family child care programs. To date, there are more than 200,000 CDAs in all 50 United States, the Commonwealth of Puerto Rico, and the U.S. territories of Guam and the Virgin
Competency Statement 4. - CDA Professional Portfolio
Competency Statement 4. To establish positive and productive relationships with families. Functional Area 1: Family Family is the most important influence in children's lives. I will recognize this driving force by creating a positive relationship with the child's parents/guardians. I will
Child Development Associate (CDA) Credential Portfolio
Jan 5, 2010 · 1. Read the CDA Verification Visit information, Reflective Dialogue Worksheet and complete sections - A & B. 2. Read Comprehensive Scoring Instrument and Practice Verification Visit with Director/Staff. Class 12: Self-Study Assignments Review CDA Portfolio, Scoring Instrument and review online CDA Application and the MI T.E.A.C.H. Application.
competency statement 1 - Successful Solutions Professional …
CDA Competency Standard I Functional Areas Definitions I. To establish and maintain a safe, healthy learning environment 1. Safe 2. Healthy 3. Learning Environment 1. Candidate provides a safe environment and teaches children safe practices to prevent and reduce injuries. 2. Candidate provides an environment that
Competency Statement 2 (Word) - The Child Care Basics
Competency Standard II: To advance physical and intellectual competence CDA Competency Standard II Functional Areas Definitions II. To advance physical and intellectual competence 4. Physical 5. Cognitive 6.Communication 7. Creative 4. Candidate uses a variety of developmentally appropriate equipment, learning experiences, and
CDA CSV W: Ensuring a Well-Run, Purposeful Program Handout
Welcome to CDA_CSV_W The following exercises will help you prepare for writing your final competency statement. You can write your responses in the space provided, on a separate sheet of paper, or your computer. Your responses should state your goals or objectives for children and give specific examples of what you do
