CDA Infant/Toddler Credential (self-paced online training)

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CDA Infant/Toddler Credential - $388 (V I P pricing $378)

IACET accredit provider CEUs

12 CEUs

Course Description:

The Child Development Associate (CDA) Credential™ is the most widely recognized credential in early childhood education (ECE) and is the best first step on the path of career advancement in ECE.

This training covers the CDA 120 hours of training for professional early childhood education. This training includes 10 hours or more in each of the CDA's eight subject areas:
1. Planning a safe and healthy learning environment
2. Advancing children's physical and intellectual development
3. Supporting children's social and emotional development
4. Building productive relationships with families
5. Managing an effective program operation
6. Maintaining a commitment to professionalism
7. Observing and recording children's behavior
8. Understanding principles of child development and learning

How to earn your CDA:
What you need to apply...
• Complete your 120-Hour CDA Infant/Toddler Credential online with H&H Child Care Training.
• An official document certifying that you are a high school junior or senior currently enrolled in an early childhood education program or, a high school diploma or GED.
• 480 clock hours of experience working with children within three years of beginning your application

What's next: The CDA Application
Once you have completed your prerequisites the required coursework, purchase the $25 CDA Competency Standards Book from the Council for Professional Recognition (http://www.cdacouncil.org). This book will provide you with all of the steps required to prepare for the application process, including:
• Preparation of the Professional Portfolio – a collection of resources.
Reflective Statements of Competence – using, at key points, the resources you collected.
• Professional Philosophy Statement – a summary of your viewpoint; takes into account learning that occurred when preparing the Professional Portfolio.
• Family Questionnaires – to be distributed to the families of children in your care; the questionnaires highlight areas of strength as well as areas of growth.

After all requirements are met...
• Apply online using YourCouncil (https://yourcouncil.org/cfprssa/ssaauthmain.login_page) and pay the online assessment fee of $425, or submit a paper application provided in the Infant/Toddler edition of the CDA® Competency Standards book with the $500 assessment fee.
• As part of the application process, you will select a CDA Professional Development (PD) Specialist from the Council's online directory. This person will observe you working with young children as part of the process.
• Schedule Your CDA Exam
CDA Candidates who have applied to the Council for Professional Recognition and have received a Ready to Schedule Notice may schedule the CDA Exam. There are two ways a Candidate can schedule the CDA Exam. Testing times and locations are available on a “first come, first serve” basis.

To schedule the exam online, Candidates must first create a Pearson VUE web account. When creating your account, you will need the Candidate ID number from your Ready to Schedule Notice that you received from the Council.

To schedule your CDA Exam by phone, call 1-866-507-5627. You may schedule the CDA Exam anytime between 7:00 a.m. and 7:00 p.m. Central Standard Time (CST), Monday through Friday. Do not call the Council for Professional Recognition to schedule your CDA Exam.

Objectives / Learning Outcomes:
By the end of this training, the learner will be able to:
  1. Identify infant and toddler materials and equipment
  2. Identify the components of a lesson plan
  3. Identify theory and theorist in relation to child development and approaches to learning
  4. Demonstrate understanding of the importance of parent/caregiver relationship
  5. Demonstrate understanding of observational techniques to track skill development and individual need
  6. Identify procedures that will promote a safe environment (indoor and outdoor)
  7. Identify the stages and milestones of development
  8. Demonstrate an understanding of the standards of high-quality child care environments.
  9. Demonstrate understanding of how appropriate material and equipment promotes play
  10. Identify appropriate activities for children birth through age three
  11. Identify the differences in major theories
  12. Identify ways to help parents and infants/toddlers handle separation and attachment
  13. Demonstrate understanding of assessment techniques to track skill development and individual need
  14. Identify strategies to ensure appropriate infant and toddler supervision
  15. Recognize the importance of knowing the stages of development
  16. Define the meaning of professionalism in child care.
  17. Identify the requirements of an appropriate environment that will promote free exploration and manipulation
  18. Define Developmentally Appropriate Practice
  19. Demonstrate how theory is reflective in the child care environment
  20. Explain the benefits of Observation and Assessment
  21. Demonstrate understanding of the content and implications of OCC environment regulations and supervision requirements
  22. Identify strategies for the child care provider that will promote successful child development.
  23. Give examples of duties and responsibilities of various jobs in the childcare profession.
  24. Demonstrate an understanding of how available materials and equipment guide activity development
  25. Identify curriculums specific to children birth through age three
  26. Identify the role of family in society
  27. Demonstrate an understanding of developmentally appropriate practices for infants and toddlers with developmental, emotional, cognitive, language and/or physical needs
  28. Demonstrate an understanding of ethical standards for child care professionals and ongoing professional development.
  29. Identify adaptations to materials and equipment for children with diagnosed special needs or delay
  30. Demonstrate an understanding of individual planning
  31. Demonstrate understanding of the importance of predictable and consistent care
  32. Identify parenting styles and the influence those styles have on child development
  33. Identify methods of assessments
  34. Demonstrate understanding of how to develop appropriate daily schedules that promote routines
  35. List characteristics and behaviors for professional practice and behaviors as outlined in the NAEYC Code of Ethical Conduct.
  36. Demonstrate an understanding of teacher direct vs. child directed activities
  37. Demonstrate appropriate caregiver responses to different infant/toddler temperaments
  38. Demonstrate an understanding of the value and importance of complex characteristics of children’s families and communities
  39. Demonstrate an understanding of observational techniques that result in accurate and objective observation
  40. Identify the components of: 1. Greeting and Departure 2. Feeding 3. Diapering and Toileting 4. Dressing 5. Sleeping
  41. Demonstrate an understanding of brain development in children birth through age three
  42. Describe infant/toddler nutritional needs
  43. Demonstrate appropriate interaction with infants and toddlers
  44. Demonstrate an understanding of translating assessment and observational information into short and long term goal development
  45. Demonstrate an understanding of how genetics and environment influence child growth and development
  46. Demonstrate an understanding of ethical conduct: Statement of Commitment & Preamble
  47. Identify the need to maintain individual feeding schedules for infants
  48. Describe how materials, equipment, environment, and staff meet the individual needs for children
  49. Demonstrate how to develop strategies for involving parents in the child care setting
  50. Demonstrate understanding of strategies in responding to typical child care situations: Classroom Management
  51. Demonstrate an understanding of ethical conduct: Ethical Responsibilities to Children
  52. List and review recommended feeding schedules and identify strategies for introducing new food for children birth through age three
  53. Identify materials and equipment for center childcare programs that meet the needs of specific age groups in both shared or permanent space and align with the programs curriculum
  54. Identify theorists of guidance and discipline
  55. Identify strategies for effective communication with families
  56. Demonstrate understanding of inclusionary practices
  57. Demonstrate understanding of strategies in responding to typical child care situations: biting, hitting, etc.
  58. Describe how language is one of the many ways through which culture affects development.
  59. Demonstrate an understanding of ethical conduct: Ethical Responsibilities to Families
  60. Demonstrate understanding of OCC feeding regulations and monitoring requirements
  61. Identify materials and equipment for family childcare programs that meet the needs of specific age groups in both shared or permanent space and align with the programs curriculum
  62. Demonstrate an understanding of how positive guidance promotes sound social and emotional development
  63. Identify resources to assist and support families
  64. Demonstrate an understanding of the ADA
  65. Demonstrate understanding of cultural differences and its influences on a child's social behavior.
  66. Demonstrate an understanding of ethical conduct: Ethical Responsibilities to Colleagues
  67. Identify strategies to assist children with food allergies/feeding concerns
  68. Demonstrate an understanding of how to implement an Individual Family Support Plan
  69. Define what transition times are and when they occur during the day in the classroom.
  70. Describe the four styles of parenting and the effects they have on children.
  71. Demonstrate an understanding of ethical conduct: Ethical Responsibilities to Community and Society
  72. Identify the role of play in the early childhood environment
  73. Define culture and cultural sensitivity
  74. Explain successful communication skills in early childhood education.
  75. Identify resources for referral and specialized services
  76. Demonstrate understanding that transition times are teaching opportunities and can be useful in classroom management.
  77. Identify appropriate practice for the identification, prevention, and treatment of communicable diseases and illnesses in child care setting
  78. Identify different types of play
  79. Identify strategies to promote cultural diversity and acceptance in the child care environment
  80. Demonstrate understanding of effective listening skills in childcare.
  81. Identify strategies for working with children with special needs.
  82. Identify criteria that should be considered when choosing appropriate transition activities.
  83. Demonstrate an understanding of approaches to learning
  84. Give examples of ways to apply and model ethical behavior and professional integrity with all children and youth.
  85. Identify strategies for providing appropriate care for infants and toddlers with chronic health issues
  86. Demonstrate and understanding of how play promotes development
  87. Demonstrate an understanding of how the community in which a child lives influences development
  88. Give examples of strategies to increase retention and comprehension
  89. Demonstrate an understanding how to effectively use transitions for various age groups and for different parts of the school day.
  90. Identify learning styles
  91. Give examples of ways to apply and model ethical behavior and professional integrity with families.
  92. Demonstrate how to develop policies and procedures that promote good hygiene
  93. Identify strategies to promote play in the early childhood learning environment
  94. Explain the different forms and documents needed in child care.
  95. Explain an Individual Family Support Plan and/or and Individual Education Plan
  96. Identify the factors that influence learning
  97. Give examples of ways to apply and model ethical behavior and professional integrity with community members and organizations.
  98. Identify recommended medical and immunization schedules for children birth through age three
  99. Demonstrate understanding of the impact of culture on infant and toddler development
  100. Give examples of tools that record and communicate critical information to other staff and families.
  101. Give examples of resources and referrals for infants and toddlers and children with a suspect/diagnosed disability
  102. Define what transition times are and when they occur during the day in the classroom
  103. Give examples of ways to apply and model ethical behavior and professional integrity with staff and administrators.
  104. Demonstrate an understanding of Piaget’s sensori-motor and pre-operational stages of cognitive development
  105. Identify strategies for integrating culture and diversity into an infant and toddler program
  106. Demonstrate understanding of research theoretical and legal foundations for special programs.
  107. Demonstrate understanding that transition times are teaching opportunities and can be useful in classroom management
  108. Identify the factors that influence learning
  109. Describe methods to appropriately share and protect information about children and families with other professionals.
  110. Demonstrate an understanding of how chronic illness can affect development
  111. Give examples of activities to focus on play, exploration, and constructive approaches to learning math
  112. Identify effective and efficient communication skills
  113. Identify the types of barriers children's with disabilities/special needs face and ways to adapt curriculum to fit those needs.
  114. Identify criteria that should be considered when choosing appropriate transition activities
  115. Demonstrate an understanding of individualized learning
  116. Describes possible violations of confidentiality in child care.
  117. Identify the implications of the childcare professional in promoting sound health and safety principles in the child care environment
  118. Explain developed methods to teach children a large body of general knowledge that supports emerging math skills
  119. Describe open-ended art concepts.
  120. Identify communication issues that are common in the early care and education environment
  121. Demonstrate understanding how to effectively use transitions for various age groups and for different parts of the school day
  122. Define the term inclusion and how it relates to the child care environment and practice
  123. Demonstrate methods to address gender stereotypes and sexism in the classroom related to children’s math abilities
  124. Distinguish how to adapt arts and crafts for younger children and children with different abilities.
  125. Demonstrate appropriate/effective responses as they relate to a variety of typical child care scenarios.
  126. Demonstrate understanding how to effectively transition children between programs
  127. Demonstrate an understanding of the importance of working collaboratively with all children, adult peers, and families.
  128. Discuss Sudden Infant Death Syndrome and identify preventive measures
  129. Give examples of new open-ended art techniques to use with children.
  130. Demonstrate and understand the importance of maintaining and developing professional and respectful relationships with parents, staff, community, and other stakeholders.
  131. Give example of a transition plan for children entering, moving within, and leaving the program
  132. Demonstrate understanding of the importance of collaboration with other professionals involved in the care and education of all children and youth
  133. Explain the new USDA MyPlate guide.
  134. Give examples of ways to collaborate with other professionals involved in the care and education of all children and youth.
  135. Describe an understanding of who is a mandated reporter
  136. Identify ways to extend cooking projects in various areas.
  137. Describe the content of the Maryland Model for School Readiness
  138. Describe strategies and experiences to promote collaboration between child and youth care professionals and programs and other professionals involved in the care and education of all children and youth.
  139. Identify types of abuse
  140. Identify how cooking projects can be teaching tools in the classroom.
  141. Describe the content of the Maryland Preschool Curriculum
  142. Describe an understanding of how reports are completed
  143. Give examples of cooking projects that can accommodate children with special needs and/or disabilities.
  144. Describe the content of the State approved curriculums
  145. Define conflict resolution and explain why problem solving is important.
  146. Give examples on how to choose, plan, and conduct a cooking project in an age-appropriate and organized manner.
  147. Identify the importance of problem solving and conflict resolution strategies with colleagues and administrators.
  148. Recognize the importance of problem solving and conflict resolution strategies with community members and families.
  149. Recognize the benefits of an outdoor classroom.
  150. Demonstrate understanding of potential violations of confidentiality and take steps to reduce the risk of occurrence.
  151. Demonstrate an understanding of how to create a natural outdoor environment that includes different colors, sounds, textures, and scents
  152. Identify resources to help children discover, learn, and experience in a natural play environment.
  153. Describe ways to analyze classrooms for an anti-bias approach.
  154. Describe an outdoor classroom in action.
  155. Give examples of ways to show respect for family differences.
  156. Recognize the importance of demonstrating respect for the diversity of all children and youth and families’ culture, language, and religion in all interactions
  157. Demonstrate understanding of the importance of sensory activities in sensory development.
  158. Recognize the importance of a positive, responsible, sensitive, and respectful attitude in working with all children and youth and their families.
  159. Describe the research behind sensory activities in early childhood curricula.
  160. Recognize the importance of providing activities that reflect a welcoming environment for all children, youth and families, regardless of culture, language, or religion, or strengths, talents, and abilities.
  161. Give examples of appropriate sensory activities for infants and toddlers.
  162. Give examples of appropriate sensory activities for preschool-age children.
  163. Explain safety guidelines involved when planning sensory activities for young children.
Learning Methodology: Online material will be presented in the form of slides, accompanied with speech. Videos will be used to demonstrate ideas and concepts. Charts and tables will be used for illustration.

Prerequisites: No prerequisites are required for the completion of this course.

Proprietary or conflict of interest disclosure: Unless otherwise stated in the course description none of H & H subject matter experts and editor has any conflict or proprietary interests related to the material they prepared in this course.

Logistics/Required Technology: A stable internet connection is required for the completion of this course. Users are highly encouraged to take their online course on Google Chrome on either a laptop or desktop computer. Speakers and/or headphones are also required to hear speech.

Learning Assessment Method: Learners will be assessed through questions after every section is completed. Learners will not be allowed to proceed to the next section of the training until all questions have been answered correctly. Learners will be presented with a final test composed of true/false and multiple choice questions. Upon successful completion of the training, learners will receive their certificate by email.

Criteria to earn CEUs:
Certificates are awarded when the following criteria have been met by the learner:
  1. Class has been paid in full
  2. All material has been reviewed
  3. All review questions and final test have been completed with a passing score of 80% or higher.
Support Services:
Please visit our contact us page
Payment Policy:
Payments need to be made in full. No refunds will be issued after starting the class.
Please read carefully:

You are purchasing a session of an online training that includes online assessments. Your certificate will be emailed to you once you pass the final exam with a passing grade of 80%.

Your certificate will bear the name you provided to us when you signed up. For support and questions regarding the material presented in this class please contact us at onlineservices@childcareed.com. Please consult our frequently asked questions page for other questions or feel free to contact us.


Information about this training

Hours breakdown

45 CD/45 CUR/9 HSN/6 SN/9 PRO/6 COM

Topics / Categories

Health, safety and nutrition
Curriculum
Professionalism
Special needs
Child development
Community

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