Faculty Syllabus

A continuation of the study of the requirements for the Child Development Associate National Credential (CDA). The six functional areas of study include safe, healthy, learning environment, self, social, and guidance. Students must be employed working with a group of children in the 0-5 years range. Instructor visits will be scheduled. 64 hours per semester of field experience required. (4-3-4)

CDEC 2322: Minimum grade C in CDEC 1317 or departmental approval. Students must be eligible to participate in the required field experiences. This course is reading and writing intensive. Although there are no reading and writing requirements for the course, it is highly recommended that students have successfully completed either INRW 0420 (formerly INRW  0330) or INRW 0430 or obtained a satisfactory score on an appropriate placement test.

Essentials for Working with Young Children, Second Edition; Valora Washington, Editor, Council for Professional Recognition, 2017.

Exams:   There will be four exams during the semester over readings and material covered in class with a combination of objective, such as multiple choice and true-false, and short answer questions.  The exams will cover the subject areas to be included in the CDA Assessment.  Since mastery of the materials is important for the CDA, students will be required to retake the exams until they have achieved mastery. The highest possible grade on a retake is a C+. Each exam will be 5 points each. Missed exams must be made up at least 2 weeks after the exam date. Exams will be either be taken online outside of class time or online during class.

Competency Statement:  Successful rough and revised drafts of Competency Statement II. Because the competency statement needs to meet the guidelines for CDA, you may need to turn in your Competency Statement several times until it meets CDA requirements.  I will be available to work with students who need additional help with their competency statements.  Students may also get assistance at the Developmental Writing Lab.  When requirements are reached, you will receive the full number of points for the statement.  CDA requires that Competency Statements be written about practices within six months of applying for CDA Assessment.  During CDA III you will review and revise your competency statements if needed. 

Professional Portfolio:  Collection of Resource Collection (RC) items for RC II 2, 3, and 9. Candidates will receive feedback during the semester on your Competency Statement II c and d, and Resource Collection III Bibliography.  Final grading of Competency Statement II and RC items will be done at the end of the semester. These will be graded according to CDA Guidelines.

Child Development Program Level Student Learning Outcomes and NAEYC Early Childhood Associate Degree Accreditation Standards

     The Child Development Department Program Level Student Learning Outcomes equate to the NAEYC Standards for Early Childhood Associate Degree Program Accreditation. The NAEYC Standards are noted in the syllabus for the purpose of departmental accreditation. The Standard noted is interchangeable with the similarly numbered Child Development Department Program Level Student Learning Outcome.

     The Standards intentionally cover areas of professional preparation that are required to ensure that all young children will receive the kind of early education they need and deserve.  Following are the Standards which are included in your coursework:

OUTCOME 1: The student will apply an understanding of child development and learning.
NAEYC STANDARD 1:  Promoting Child Development And Learning
1a: Knowing and understanding young children’s characteristics and needs
1b: Knowing and understanding the multiple influences on development and learning
1c: Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments

OUTCOME 2:  The student will explain how to build family and community relationships.
NAEYC STANDARD 2: Building Family And Community Relationships
2a: Knowing about and understanding diverse family and community characteristics
2b: Supporting and engaging families and communities through respectful, reciprocal relationships
2c: Involving families and communities in their children’s development and learning

OUTCOME 3:  The student will demonstrate how to observe, document and assess in order to support young children and families.
NAEYC STANDARD 3: Observing, Documenting, and Assessing to Support Young Children and Families
3a: Understanding the goals, benefits, and uses of assessment
3b: Knowing about and using observation, documentation, and other appropriate assessment tools and approaches
3c: Understanding and practicing responsible assessment to promote positive outcomes for each child
3d: Knowing about assessment partnerships with families and with professional colleagues

OUTCOME 4:  The student will use effective approaches to connect with children and families.
NAEYC STANDARD 4: Using Developmentally Effective Approaches To Connect With Children And Families
4a: Understanding positive relationships and supportive interactions as the foundation of their work with children
4b: Knowing and understanding effective strategies and tools for early education
4c: Using a broad repertoire of developmentally appropriate teaching/learning approaches
4d: Reflecting on their own practice to promote positive outcomes for each child

OUTCOME 5:  The student will use content knowledge to build meaningful curriculum for young children.
NAEYC STANDARD 5: Using Content Knowledge To Build Meaningful Curriculum
5a: Understanding content knowledge and resources in academic disciplines
5b:Knowing and using the central concepts, inquiry tools, and structures of content areas or academic disciplines
5c: Using their own knowledge, appropriate early learning standards, and other resources to design, implement and evaluate meaningful, challenging curricula for each child

OUTCOME 6: The student will demonstrate professionalism.
NAEYC STANDARD 6: Becoming A Professional
6a: Identifying and involving oneself with the early childhood field
6b: Knowing about and upholding ethical standards and other professional guidelines
6c: Engaging in continuous, collaborative learning to inform practice
6d: Integrating knowledgeable, reflective, and critical perspectives on early education
6e: Engaging in informed advocacy for children and the profession