CDA Preschool Credential - online course

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CDA Preschool Credential - $349

IACET accredit provider CEUs

12 CEUs

4.5/5

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 Preschool 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 Preschool 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.

 

Child Development Associate (CDA) Credential™ es la credencial más ampliamente reconocida en educación de la primera infancia (ECE) y es el mejor primer paso en el camino del avance profesional en ECE.

Esta formación cubre el CDA 120 horas de formación para profesionales de la educación infantil. Esta capacitación incluye 10 horas o más en cada una de las ocho áreas temáticas del CDA:
1. Planificación de un entorno de aprendizaje seguro y saludable
2. Fomento del desarrollo físico e intelectual de los niños
3. Apoyar el desarrollo social y emocional de los niños
4. Construir relaciones productivas con las familias
5. Gestión de una operación de programa eficaz
6. Mantener un compromiso con la profesionalidad
7. Observar y registrar el comportamiento de los niños
8. Comprender los principios del desarrollo y aprendizaje infantil

Cómo obtener su CDA:
Lo que necesitas para aplicar...
• Complete su credencial CDA de preescolar de 120 horas en línea con H&H Child Care Training.
• Un documento oficial que certifique que usted es un estudiante de tercer o cuarto año de secundaria actualmente inscrito en un programa de educación de la primera infancia o un diploma de escuela secundaria o GED.
• 480 horas reloj de experiencia trabajando con niños dentro de los tres años posteriores al inicio de su solicitud

Lo que sigue: la solicitud de CDA
Una vez que haya completado los requisitos previos de los cursos requeridos, compre el Libro de estándares de competencia CDA de $25 del Council for Professional Recognition (http://www.cdacouncil.org). Este libro le proporcionará todos los pasos necesarios para prepararse para el proceso de solicitud, incluidos:
• Elaboración del Portafolio Profesional – colección de recursos.
Declaraciones reflexivas de competencia: utilizando, en puntos clave, los recursos que recopiló.
• Declaración de filosofía profesional: un resumen de su punto de vista; toma en cuenta los aprendizajes ocurridos al elaborar el Portafolio Profesional.
• Cuestionarios familiares: para ser distribuidos a las familias de los niños bajo su cuidado; los cuestionarios destacan áreas de fortaleza así como áreas de crecimiento.

Una vez cumplidos todos los requisitos...
• Solicite en línea usando YourCouncil (https://yourcouncil.org/cfprssa/ssaauthmain.login_page) y pague la tarifa de evaluación en línea de $425, o envíe una solicitud en papel provista en la edición preescolar del libro CDA® Competency Standards con la evaluación de $500 tarifa.
• Como parte del proceso de solicitud, seleccionará un especialista en desarrollo profesional (PD) CDA del directorio en línea del Consejo. Esta persona lo observará trabajando con niños pequeños como parte del proceso.
• Programe su examen CDA


Los candidatos CDA que hayan presentado una solicitud ante el Consejo para el Reconocimiento Profesional y hayan recibido un Aviso de Listo para Programar pueden programar el Examen CDA. Hay dos formas en que un candidato puede programar el examen CDA. Los horarios y lugares de las pruebas están disponibles por orden de llegada.

Para programar el examen en línea, los candidatos primero deben crear una cuenta web de Pearson VUE. Al crear su cuenta, necesitará el número de ID de candidato de su Aviso de Listo para programar que recibió del Consejo.

Para programar su examen CDA por teléfono, llame al 1-866-507-5627. Puede programar el examen CDA en cualquier momento entre las 7:00 a. m. y las 7:00 p. m. Hora estándar central (CST), de lunes a viernes. No llame al Consejo para el Reconocimiento Profesional para programar su examen CDA.

B. Objectives / Learning Outcomes:
By the end of this training, the learner will be able to:
  1. Describe the steps teachers should take to identifying challenging behaviors.
  2. Describe the various ways teachers can address challenging behaviors in the classroom.
  3. Give examples of strategies teachers can use to communicate with parents regarding challenging behaviors.
  4. Explain the role of respect in children’s behavior.
  5. Identify the types of sun rays and their benefits to young children and the earth.
  6. Demonstrate understanding of the harmful effects of excessive sun exposure in infants and young children.
  7. Describe common myths and misconceptions about time management in child care.
  8. Identify different types of risk management common in child care.
  9. Demonstrate understanding of the effects of media on the growth and development of young children.
  10. Identify the most common sources of stress for young children.
  11. Describe the stages of grief and the different ways children react to grief and stress.
  12. Define project based learning and the implications of practice.
  13. Identify characteristics of project based learning in the classroom environment and curriculum
  14. Identify common mental health disorders in children and the importance of early intervention.
  15. Identify Jean Piaget's stages of cognitive development.
  16. Identify vehicle safety hazards that pose a major threat to children.
  17. Demonstrate an understanding of how to keep children safe while in vehicles and school buses.
  18. Demonstrate an understanding of creating a successful block center by identifying the various types of blocks, describing an effective block center setup, and recognizing the various stages of block play.
  19. Describe the meaning of positive discipline in the classroom.
  20. Describe the difference between unintentional injuries and nonfatal injuries children can experience.
  21. Identify the causes and locations of child injuries at childcare settings.
  22. Define resilience and identify ways it helps young children overcome toxic stressors.
  23. Demonstrate an understanding of how genetics and environment influence child growth and development.
  24. Identify resources addressing health, safety and nutrition topics (CPR, 911, CDC, WIC, Poison Control)
  25. Identify strategies to assist children with food allergies/feeding concerns.
  26. Demonstrate knowledge of appropriate child abuse reporting process
  27. Demonstrate an understanding of the ADA.
  28. Identify resources for referral and specialized services.
  29. Demonstrate an understanding of how environment and equipment modifications support individual needs.
  30. Identify theory and theorist in relation to child development.
  31. Identify the differences in major theories.
  32. Demonstrate how theory is reflective in the child care environment.
  33. Demonstrate understanding of the importance of parent/caregiver relationship
  34. Demonstrate understanding of developing strategies for involving parents in the child care setting.
  35. Identify strategies for effective communication with families.
  36. Understand the relation between how material and equipment selection assist with lesson plan development and implementation.
  37. Define and identify the components of developmentally appropriate practice
  38. Recognize informal and formal assessments to plan activities, individualize programs, and improve program quality.
  39. Identify assessment tools.
  40. Identify different types of play.
  41. Give examples of ways to apply and model ethical behavior and professional integrity with all children and youth.
  42. Give examples of ways to apply and model ethical behavior and professional integrity with community members and organizations.
  43. Give examples of ways to apply and model ethical behavior and professional integrity with families.
  44. Give examples of ways to apply and model ethical behavior and professional integrity with staff and administrators.
  45. Give examples of ways to collaborate with other professionals involved in the care and education of all children and youth.
  46. Recognize the importance of a positive and respectful attitude in working with all children and their families.
  47. Identify ways to examine child behavior to prepare for guidance.
  48. Define social emotional development in young children
  49. Identify causes of obesity in children.
  50. Identify the importance of math instruction with young children.
  51. Describe strategies to incorporate mathematics into teaching practices.
  52. Identify ways to support children’s development using the arts.
  53. Describe the importance of learning centers in the early childhood education environment.
  54. Describe the primary learning centers and their components.
  55. Give examples of tools that record and communicate critical information to other staff and families.
  56. Recognize the importance of music in both child development and curriculum.
  57. Give examples of developmentally appropriate musical activities for children.
  58. Define active play in the early childhood classroom and describe its benefits for young children.
  59. Identify the importance of professional development for child care professionals and strategies to make meaningful choices.
  60. Demonstrate understanding of scaffolding as a method for individualized learning.
  61. Identify factors that influence learning in a child's physical environment.
  62. Describe ways to analyze classrooms for an anti-bias approach.
  63. Recognize the importance of problem solving and conflict resolution strategies with community members and families
  64. Demonstrate an understanding of potential violations of confidentiality and take steps to reduce the risk of occurrence.
  65. Define the meaning of professionalism in child care.
  66. Identify and contemplate bias and explore anti-bias approaches that support working with children and families.
  67. Identify the components of a lesson plan for all abilities.
  68. Identify the components of a lesson plan for preschoolers.
  69. Recognize the needs of individualized learning in preschool.
  70. Recognize the legal foundations, including the IDEA Act and Section 504.
  71. Identify different types of barriers for mixed ages with disabilities and ways to adapt curriculum to fit their needs.
  72. Demonstrate an understanding of the benefits of individualized learning
  73. Identify factors that may influence learning for a child in the preschool environment.
  74. Define the term multiculturalism and how it relates to the child's environment.
  75. Demonstrate understanding of an IEP and removing barriers
  76. Identify methods of assessments for mixed ages.
  77. Demonstrate an understanding of translating assessment and observational information into short and long term goal development
  78. List resources and the referral process for preschoolers with a suspected/diagnosed disability.
  79. Demonstrate an understanding of how chronic illness can affect development in ages four and above.
  80. Demonstrate understanding of using assessment and observation for short and long term goal development for special needs
  81. Demonstrate understanding of using assessment and observations for short and long term goal development for ages four and above.
  82. Define Adverse Childhood Experiences and identify its effects on child development
  83. Identify the role of family in society
  84. Demonstrate an understanding of the value and importance of complex characteristics of children’s families and communities
  85. Identify strategies in promoting sound health and safety principles for in child care.
  86. List the steps to complete a report on abuse and neglect.
  87. Identify factors that influence learning.
  88. Demonstrate an understanding of approaches to learning
  89. Identify different learning styles of young children
  90. Demonstrate an understanding of typical and atypical development from age 2 to 5.
  91. Identify similarities between major theories.
  92. Demonstrate an understanding of brain development in young children.
  93. Demonstrate an understanding of prenatal development and its impact on child development.
  94. Identify environment and genetic influences on development.
  95. Identify the nutritional needs of children aged four and above.
  96. Demonstrate understanding of brain development in young children.
  97. Recognize theory and theorist in relation to child development and approaches to learning.
  98. Recognize the differences between major theories.
  99. Define the similarities between major theories.
  100. Explain how theory is reflective in the child care environment.
  101. Identify theorists of guidance and discipline
  102. Demonstrate an understanding of how positive guidance promotes sound social and emotional development.
  103. Demonstrate an understanding of how the community in which a child lives influences development
  104. Describe the proper procedures of medication administration including: authorizations forms, documentation, storage, training, emergent issues, and resources.
  105. Identify the basic musical milestones in children aged from birth to 5 years.
  106. Identify the different learning concepts related to block play.
  107. Identify the symptoms and signs of poor time management in the child care environment.
  108. Describe how materials, equipment, environment, and staff meet the individual needs for children
  109. Identify materials and equipment for childcare programs that meet the needs of specific age groups in both shared or permanent space and align with the programs curriculum
  110. Identify appropriate practices for children.
  111. Identify examples of appropriate activities for different ages.
  112. Identify appropriate practices for teacher- and child-directed activities.
  113. Recognize strategies for effective conferences with families.
  114. Demonstrate an understanding of ethical conduct: Statement of Commitment & Preamble
  115. Demonstrate an understanding of how to be open to new perspectives and diverse others.
  116. Demonstrate an understanding of diverse perspectives, and navigate the ambiguity and complexity that comes with that.
  117. Identify ways to reflect on one's own personal perspectives with courage and/or humility
  118. Give examples of strategies in responding to typical child care situations.
  119. Identify strategies to listen while withholding judgement about the new or unfamiliar
  120. Identify strategies to make connections and interact substantively with those who are different from oneself
  121. Demonstrate communication skills that enable intercultural communication, including effective listening skills
  122. Identify strategies to promote cultural diversity and acceptance in the child care environment.
  123. Define culture and cultural competency
  124. List examples ways to incorporate inclusion and equity in the classroom
  125. Identify resources to help children discover, learn, and experience in a natural play environment.
  126. Identify the components of the MY Plate.
  127. Define self-esteem and identify how it relates to art.
  128. Demonstrate understanding of children's general knowledge that supports emerging math skills
  129. Demonstrate an understanding of inclusionary practices.
  130. Define and identify the components of developmentally appropriate practice for children aged 2 to 5.
  131. Demonstrate understanding of how to assess and meet the needs of children with special needs.
  132. Demonstrate understanding of the components of a curriculum.
  133. Identify the requirements of an appropriate environment that will promote free exploration and manipulation.
  134. Identify stages and milestones of development for ages 1 to 5
  135. Define developmental domains.
  136. Demonstrate an understanding of development in children 3-5 years of age and their learning styles.
  137. Demonstrate an understanding of how play promotes development.
  138. Identify strategies to promote play in the early childhood learning environment.
  139. Identify strategies to facilitate learning in the early childhood classroom using various methods.
  140. Demonstrate understanding of considerations before completing an emergency preparedness plan.
  141. Describe additional provisions to the emergency preparedness plan
  142. Define what is an emergency and the legal requirements for emergency preparedness for child care professionals.
  143. Identify the components of positive relationships with children, co-workers and families.
  144. Identify appropriate supervision practices for children during transportation and field trips.
  145. Describe developmental domains
  146. Demonstrate an understanding of how to implement an Individual Education Plan.
  147. Describe the components of emergency preparedness in the child care setting.
  148. Demonstrate understanding of the components of an emergency preparedness plan.
  149. Identify the difference between teacher-/child-directed activities.
  150. Demonstrate understanding of the steps and procedures for reporting accidents
  151. Demonstrate an understanding of the impact of culture and diversity in relation to school readiness.
  152. Demonstrates understanding of the importance of room arrangement/environment.
  153. Describe the importance of social emotional skill development in children entering kindergarten.
  154. Define basic skills children should have when they begin kindergarten
  155. Demonstrate an understanding of concepts within the activity and content area for the visual arts for school-age.
  156. Understand the relation between how material and equipment selection assist with lesson plan development and implementation.
  157. Demonstrate an understanding of inclusionary practices in the preschool setting.
  158. Demonstrate an understanding of how to conduct objective and accurate observations.
  159. Demonstrate an understanding of appropriate supervision for all children’s activities.
  160. Identify the challenges and solutions for shared space environments.
  161. Identify resources that provide information/referral assistance.
  162. Recognize the importance and components of an effective parent questionnaire.
  163. Identify significant events surrounding the evolution of early childhood education throughout the world.
  164. Demonstrate an understanding of the importance of schedules and consistency in a child care environment.
  165. 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
  166. Identify the signs of child abuse and neglect.
  167. Demonstrate understanding of the elements of schedule planning.
  168. Demonstrate an understanding of approaching parents as equal partners in learning.
  169. Identify criteria that should be considered when choosing appropriate transition activities.
  170. Demonstrate an understanding of how learning experiences develop emerging skills
  171. Describe the benefits of an outdoor classroom.
  172. Demonstrate an understanding of how to create a natural outdoor classroom that supports child development in all areas.
  173. Identify materials and activities to promote learning in the outdoor classroom.
  174. Identify specific considerations and resources for implementing an outdoor classroom program.
  175. Identify guidance and discipline strategies to use with various behavior problems.
  176. Identify significant events surrounding the evolution of early childhood education in America.
  177. Identify current events impacting Early Childhood Education.
  178. Define Developmentally Appropriate Practice
  179. Demonstrate understanding of strategies that utilize good time management practices for teachers and child care providers.
  180. Demonstrate understanding of positive alternatives of timeouts and certain disciplining techniques based on best practices.
  181. Give examples of strategies to help children resolve conflict amongst themselves.
  182. Demonstrate an understanding of child care policies, licensing regulations, and legal and advocacy issues.
  183. Describe positive discipline strategies to use in the classroom.
  184. Distinguish appropriate indoor safety concerns
  185. Distinguish appropriate outdoor safety concerns
  186. Explain when to report child abuse
  187. Demonstrate understanding of observational techniques to track skill development and individual need.
  188. Define conflict resolution and explain why problem solving is important.
  189. Demonstrate an understanding of observational techniques that result in accurate and objective observation
  190. Identify parenting styles and the influence those styles have on child development
  191. Demonstrate understanding of effective listening skills in childcare.
  192. Identify communication issues that are common in the early care and education environment
  193. Describe open-ended art concepts.
  194. Select activities to focus on play, exploration, and constructive approaches to learning math.
  195. Demonstrate appropriate/effective responses as they relate to a variety of typical child care scenarios.
  196. Demonstrates understanding of the ADA and how it applies to childcare programs
  197. Distinguish how to adapt arts and crafts for younger children and children with different abilities.
  198. Describe Piaget’s sensorimotor and preoperational stages of cognitive development.
  199. Give examples of new open-ended art techniques to use with children.
  200. Demonstrate methods to address gender stereotypes and sexism in the classroom related to children’s math abilities
  201. Give examples of activities considered appropriate for mixed-age groups.
C. 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.

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

E. 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.

F. 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.

G. 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.

H. 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.
I. Support Services:
Please visit our contact us page
J. Payment Policy:
Payments need to be made in full. No refunds will be issued after starting the class.
K. 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 info@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
Business Perks
CDA Plus
Instructor-Led
Preschool
Not Applicable

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