6 Competency Goals & 13 Functional Areas
| Goal | Description | Functional Areas |
|---|
| Goal I | Safe environment | 1. Safe |
| Goal II | Healthy environment | 2. Healthy |
| Goal III | Learning environment that fosters development | 3. Learning Environment |
| Goal IV | Physical & intellectual competence | 4. Physical, 5. Cognitive, 6. Communication, 7. Creative |
| Goal V | Positive self-concept & social development | 8. Self, 9. Social, 10. Guidance |
| Goal VI | Families & program partnerships | 11. Families, 12. Program Management, 13. Professionalism |
Piaget's Cognitive Stages
| Stage | Age | Key Characteristics |
|---|
| Sensorimotor | 0–2 years | Learns through senses & movement; object permanence develops |
| Preoperational | 2–7 years | Symbolic/language; egocentric; no conservation; animism |
| Concrete Operational | 7–11 years | Logical thinking; conservation; reversibility; less egocentric |
| Formal Operational | 12+ years | Abstract reasoning; hypothetical thinking |
CDA-relevant: Sensorimotor (infants/toddlers) and Preoperational (preschoolers). Know object permanence, egocentric thinking, and symbolic play.
Erikson's Psychosocial Stages (Birth–School Age)
| Stage | Age | Key Task |
|---|
| Trust vs. Mistrust | 0–18 months | Consistent, responsive caregiving builds trust |
| Autonomy vs. Shame | 18m–3 years | Independence; allow choices; avoid over-controlling |
| Initiative vs. Guilt | 3–6 years | Exploration, play, asking questions; support initiative |
| Industry vs. Inferiority | 6–12 years | Learning skills; competence; school success |
Vygotsky: ZPD = gap between what child does alone vs. with support. Scaffolding = temporary help within the ZPD. Gradually fade support.
Safe Sleep Guidelines (ABCs)
| Letter | Rule |
|---|
| A | Alone — no co-sleeping; no siblings or pets in crib |
| B | Back — always place infants on BACK to sleep |
| C | Crib — firm, flat surface in a safety-approved crib |
- No soft bedding, pillows, bumpers, or toys in crib
- Room temperature comfortable (not too warm)
- Pacifier use is OK (reduces SIDS risk)
- Breastfeeding reduces SIDS risk
- No smoke exposure (doubles SIDS risk)
- Back to sleep; tummy time when AWAKE and supervised
SIDS = Sudden Infant Death Syndrome. Back sleeping reduces risk by ~50%. These rules are required in ALL licensed childcare settings.
CDA Portfolio Contents
| Section | Contents |
|---|
| Tab 1 | Professional Philosophy Statement |
| Tab 2 | Family questionnaires (completed by 6+ families) |
| Tab 3 | Autobiography |
| Tab 4 | Education documentation (120 hours minimum) |
| Tab 5 | Resource collection (CDA Learning Items) |
| Tab 6 | 6 Reflective Competency Statements (one per goal) |
Portfolio + work experience (480 hours) + CDA Verification Visit + Exam = CDA Credential. All components required.
Mandated Reporter & Child Safety
- ALL early childhood educators are mandated reporters
- Report SUSPECTED abuse — you don't need proof
- Report to your supervisor AND child protective services
- Do NOT investigate yourself or question the child
- Document objectively: what you see and hear
Positive Guidance Principles
- State rules POSITIVELY: "Walk inside" not "Don't run"
- Natural consequences: let children experience results (when safe)
- Logical consequences: related, respectful, reasonable
- Redirect: offer an alternative behavior/activity
- Establish predictable routines and clear expectations
- Model the behavior you want to see
Never use: physical punishment, public humiliation, withholding food/bathroom, or isolation in childcare settings.
Key NAEYC Standards & DAP Principles
| NAEYC Standard | Focus | In Practice |
|---|
| Standard 1 | Relationships | Responsive, warm interactions; co-regulation; attachment |
| Standard 2 | Curriculum | Intentional, developmentally appropriate, covers all domains |
| Standard 3 | Teaching | Child-directed + teacher-guided; active learning; inquiry |
| Standard 4 | Assessment | Ongoing, authentic; portfolios; observation; inform planning |
| Standard 5 | Health & Safety | Physical health, mental health, nutrition, safe environments |
| Standard 6 | Family & Community | Two-way communication; family partnership; cultural respect |
DAP = Developmentally Appropriate Practice: Age-appropriate + individually appropriate + culturally appropriate. NAEYC's foundation for quality early childhood education.