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About The Teacher Label:


About The Teacher
CHILD CARE CONNECTIONS CHILD DEVELOPMENT ASSOCIATE 120 HOUR TRAINING 2011-2012 COURSE: BECOMING A CDA CANDIDATE # 1 INSTRUCTORS: MARSHA MILLER & MARSHA MILLER PHONE: (231) 947-3780 (231) 409 - 0048 EMAIL: mcrzmiller@aol.com or mthiebaut@nmcaa.net TEXT: SKILLS FOR PRESCHOOL TEACHERS, 9th edition (2011) by Janice Beaty YOUNG CHILDREN the NAEYC Journal will be used for coursework. (NAEYC membership will be provided to each student). RESOURCES: Michigan Standards of Quality for Prekindergarten Programs (2005). Michigan Child Care Licensing Rules & Regulations (2006) Head Start Guide to Positive Child Outcomes (2005) Leaving Too Many Children Behind – A View of the Neglect of America’s Youngest Children. (2003) Developmentally Appropriate Practice (NAEYC) (1997) Learning to Read and Write (NAEYC & IRA) (2001) NAEYC Position Statements: Child Abuse & Neglect; Code of Ethical Conduct; Inclusion; Media Violence; Responding to Linguistic and Cultural Diversity; School Readiness; Curriculum, Assessment, & Program Evaluation; Early Learning Standards; Licensing and Public Regulations; Early Childhood Mathematics. Head Start STEP Teacher Manual – Literacy Activities (CIRCLE, 2001). WEB – BASED RESOURCES Teacher Web with links to Beaty, NAEYC & HUR @ http://teacherweb.com/MI/NMHSAHeadStart/BecomingaCDACandidate/ DESCRIPTION: This 120 hour course is designed to meet the education requirement as specified by the CDA process. Over ten hours will be presented in each of the following subject areas: 1) Planning a safe, healthy, learning environment, 2) Steps to advance children’s physical and intellectual development. 3) Positive ways to support children’s social and emotional development. 4) Strategies to establish productive relationships with families. 5) Strategies to manage an effective program operation. 6) Maintaining a commitment to professionalism. 7) Observing and recording children’s behavior. 8) Principles of child development and learning. In addition this course will provide students with the opportunity to write their required autobiographical statement, their examples of their competency in each of the six CDA Competency Areas, and collect the 17 specified resource items to complete their Professional Resource File. Successful completion of this course will prepare the student to submit for their CDA Credential by June 1, 2007. CLASS TIME: 9 - 4 CLASS DATES: Sept. 22 Oct. 1,22; Nov. 5, Dec. 7, Jan. ; Feb. 1; Mar. ; April; May * You will need to attend trainings for a total of 12 additional hours and will use a course developed focus and report form to link the content to a competency standard and functional area. Instructors will inform students of upcoming trainings throughout the year to meet this requirement. All trainings used as coursework must be approved by the instructors. ATTENDENCE POLICY: Illness or emergency make-up will be determined by the instructors for up to 2 classes. Any absence should be discussed ahead of time. METHOD OF INSTRUCTION: This course will use the following methods of instruction to develop a professional learning community with CDA Candidates. • Lecture • Structured class activities • Student – led presentations • Cooperative and interactive learning • Demonstration • Video • Web – enhanced instruction • Field work observation and reflection • Focused off site training participation and reflection COURSE GOAL AND OBJECTIVES: It is the goal of the instructors that upon completion of this course each student will have fulfilled the 120 hour training requirement to the degree they will be successful in their written proficiency exam covering the competency goals and standards within each functional area. Each student will understand the developmental context related to each standard and upon completion of the course will have their professional resource file completed including all required written goal statements and 17 resource items collected. Further each student will be prepared for their verification visit and interview by the Council representative. INSTRUCTOR COMMITTMENT: It is expected that each student will bring to the class their own knowledge and abilities. Both instructors are committed to assisting each student in becoming a successful CDA Candidate and intend to be responsive to individual needs. STUDENT COMMITMENT: It is expected that each student will be active as participants and contribute to the professional learning community represented by the class. Students must commit to managing their time so that material covered and assignments are consistently adhered to so that each subject area will receive adequate attention and maximum knowledge will be gained. Due to the sharing nature of each class members work experiences, students must remain mindful of the need for confidentiality so we can create a safe environment for learning. COURSE KNOWLEDGE BASE: Alexander. N. P. (2000) Early childhood workshops that work! The essential guide to successful training and workshops. Beltsville, Maryland: Gryphon House. Bredekamp, S. & Copple, C.(1997). Developmentally appropriate practice in early childhood programs. Washington DC: National Association for the Education of Young Children. Bredekamp, S. & Copple, C.(2005). Basics of developmentally appropriate practice, Washington DC: National Association for the Education of Young Children. Council for Professional Recognition, (2006).The CDA assessment system and competency standards: Preschool caregivers in center – based programs; Infant – Toddler caregivers in center based programs; Home visitors; & Family child care providers, (Second Edition). Washington DC: The Council for Professional Recognition. Day, C. B. (2004). Essentials for child development associates working with young children, (Second Edition). Washington DC: Council for Professional Recognition. Herr, J. (1995). Mastering CDA competencies using: Working with young children. The Goodheart - Willcox Company, Inc. Herr, J. (2004). Working with young children. Tilney Park, IL: The Goodheart- Willcox Company, Inc. Koralek, D. G., Dodge, D. T., & Pizzolongo, P. J. (2004). Caring for preschool children, (Third Edition). Washington DC: Teaching Strategies. Koralek, D. G., Colker, L. J., & Dodge, D. T. (1993). Caring for children in family child care, (Second Edition). Washington DC: Teaching Strategies. Koralek, D. G., Dombro, A.L., Dodge, D. T. (2005). Caring for infants & toddlers, (Second Edition). Washington DC: Teaching Strategies. Michigan State Board of Education: Early Childhood Education, Parenting and Comprehensive School Health Unit (2005). Early childhood standards of quality prekindergarten. Lansing, MI: Michigan Department of Education. NAEYC early childhood program standards and accreditation criteria: The mark of quality in early childhood education (2005). Washington DC: NAEYC. U.S. Department of Health & Human Services, Administration on Children, Youth and Families, Head Start Bureau. (2005). Head Start guide to positive child outcomes: Strategies to support positive child outcomes. Washington DC: Head Start Information and Publications Center. U.S. Department of Health & Human Services, Administration on Children, Youth and Families, Head Start Bureau. (2002). National Head Start STEP teacher’s manual. University of Texas, Houston: CIRCLE. Weissman, P., Kaminsky, J. A., & Hendrick, J. (1998). The whole child: A caregiver’s guide to the first five years, Faculty Guide. Detroit, MI: Detroit Educational Television Foundation.

Mission Label:


Mission