CDA Study Guide — All 6 Competency Goals

Jump to Competency

1. Safe & Healthy 2. Physical & Intellectual 3. Social & Emotional 4. Family Relationships 5. Program Management 6. Professionalism Quick Reference Exam Strategy

Competency Goal 1

Safe & Healthy Learning Environment

1 Safe

Supervision ratiosNAEYC recommends 1:4 for infants, 1:4 for toddlers 18–36 mo, 1:8 for preschoolers

Safe sleep (infants)Back to sleep, firm flat surface, no loose bedding, bumpers, or soft objects — reduces SIDS

Emergency proceduresFire drills, lockdown procedures, first aid/CPR — staff must know roles before emergencies occur

Hazard removalImmediate action required — do not document and wait. Remove or block all child-accessible hazards now

CPR & First AidRequired certification for all providers. Begin CPR after calling 911 — do not wait

Transportation safetyCar seats, seatbelts, never leave child unattended in vehicle

⚡ Exam Tip: "What do you do FIRST?" questions about safety almost always point to immediate action — not documentation, not parent notification. Remove the hazard, start CPR, call 911.

2 Healthy

Handwashing critical pointsBefore/after diapering, before food prep, after outdoor play, after contact with bodily fluids

Illness exclusionExclude for fever over 100.4°F; child must be fever-free 24 hours WITHOUT medication before returning

Allergy managementIndividualized emergency care plan + communicate to ALL staff — not just avoiding the allergen

Nutrition guidelinesCACFP standards: whole grains, fruits, vegetables, lean proteins, limit juice and added sugar

Choking hazardsWhole grapes, large chunks, raisins, hard raw vegetables, nuts — all hazards for under 4 years

Diapering procedureGloves, clean surface, contain soiled materials, sanitize surface, wash hands — every time

⚡ Exam Tip: Allergy questions: the answer is almost always the individualized emergency plan — not just "removing the allergen from the classroom."

3 Learning Environment

Interest areasDefined spaces for blocks, dramatic play, books, art, science — supports child choice and autonomy

Open-ended materialsNo single correct use — blocks, playdough, paint, loose parts — invite exploration

Transitions5-minute warnings, songs/signals, small groups — reduce wait time and behavior challenges

Outdoor timeNAEYC recommends 60–90 min daily for preschoolers; supports physical and cognitive development

Cultural responsivenessMaterials, books, images reflecting children's home cultures — inclusion from environment up

Schedule balanceActive/quiet, indoor/outdoor, child-initiated/teacher-directed, individual/group

Competency Goal 2

Physical & Intellectual Competence

4 Physical

Gross motor milestones12 mo: walks; 2 yr: runs, kicks ball; 3 yr: jumps, pedals trike; 4 yr: hops, skips; 5 yr: skips smoothly

Fine motor milestones12 mo: pincer grasp; 2 yr: scribbles; 3 yr: copies circle; 4 yr: cuts with scissors; 5 yr: writes name

Fine motor precursorsTearing paper, squeezing playdough, stringing beads — build hand strength for cutting/writing

Concern indicatorsConsistent avoidance of motor activities → observe, document, discuss with parents, refer if needed

5 Cognitive

Vygotsky's ZPDZone of Proximal Development — the gap between what a child can do alone vs. with support. Target this zone

ScaffoldingTemporary support that gradually fades as the child gains competence. Never do for children what they can do themselves

Open-ended questions"What do you think will happen?" — promotes prediction, hypothesis, higher-order thinking

Schema playToddlers repeat actions (dropping, filling, spinning) — this is healthy cognitive development, not misbehavior

Embedded mathCount snack items, sort blocks, measure sand — math in meaningful contexts beats drills or worksheets

Piaget's stagesSensorimotor (0–2): object permanence; Preoperational (2–7): symbolic thinking, egocentrism, magical thinking

⚡ Exam Tip: When choosing between a worksheet and an embedded/play-based activity, the play-based option is almost always the correct answer on the CDA exam.

6 Communication

Language milestones12 mo: first words; 18 mo: ~10 words; 24 mo: 2-word combos; 3 yr: sentences; 4–5 yr: complex language

Silent period (ELL)Normal stage of second language acquisition — not a disorder or cognitive delay. Provide support, not testing

OverextensionUsing one word for many things ("doggie" for all animals) — normal early vocabulary development

Interactive read-aloudsAsk open-ended questions, make predictions, connect to experiences — far superior to passive reading

Print-rich environmentLabels, books, writing tools at child height — children learn print carries meaning through immersion

Serve-and-returnBack-and-forth verbal exchanges with infants/toddlers build neural connections and language base

7 Creative

Process vs. product artProcess values exploration; product requires replicating adult model. CDA always favors process

Dramatic play valueDevelops language, social skills, problem-solving, emotional regulation, creativity — do not limit it

Teacher role in playObserve, support, enter only when invited — extend themes without controlling them

Music across domainsRhythm = phonological awareness; patterns = math; group singing = social; movement = gross motor

⚡ Exam Tip: "What colors do you want to use?" = correct. "Color the sun yellow" = wrong. Open-ended language is the CDA way.

Competency Goal 3

Social & Emotional Development

8 Self

Erikson's stagesTrust vs. Mistrust (0–18 mo); Autonomy vs. Shame (18 mo–3 yr); Initiative vs. Guilt (3–6 yr)

Process praise"You worked really hard" builds growth mindset. "Great job!" is generic and less effective

Limited choicesTwo options give toddlers autonomy without overwhelm: "Red cup or blue cup?"

Self-regulation supportAcknowledge feelings + scaffold small steps + stay near — never complete tasks for the child

9 Social

Parten's play stagesSolitary → Onlooker → Parallel → Associative → Cooperative (peaks ~age 4–5)

Parallel playPlaying independently alongside others — normal and healthy for toddlers, do not force interaction

Cooperative playShared goals, assigned roles — expected by 4–5 years; organizing "house" or building a "store"

InclusionActive facilitation of belonging for children with disabilities — not passive acceptance

10 Guidance

Positive guidanceState expected behavior + reason: "We walk inside to keep everyone safe."

Conflict resolution steps1. Acknowledge feelings 2. State the problem 3. Brainstorm solutions 4. Follow through

Biting responseAnalyze triggers → increase supervision → teach communication alternatives → document. Never bite back

Tantrum responseAcknowledge feeling + hold the boundary + stay nearby. "You want a cookie. Cookie is after lunch."

Environment as toolReduce clutter, define spaces, cozy corners — environment modifications are first-line for challenging behavior

What NOT to doNo shame, no threats, no bribery, no time-out for every infraction, no ignoring unsafe behavior

⚡ Exam Tip: Guidance questions have a reliable pattern — acknowledge the feeling, state the expectation, teach the skill. The "punish first" option is always wrong.

Competency Goal 4

Positive Family Relationships

11 Families

Two-way communicationDaily notes + in-person conversations + family meetings — not just one-way newsletters

ConfidentialityFamily information shared in confidence must be kept private — need-to-know basis only

Cultural responsivenessRespect holidays, food preferences, child-rearing beliefs — never override family values with program norms

Family as partnersInvite families to contribute culture, language, skills — families are experts on their children

Sharing concernsShare developmental information + describe current programming — educate, don't alarm

Divorce/custody infoListen, maintain strict confidentiality, document only what's relevant — do not share broadly

⚡ Exam Tip: Family questions favor partnership and respect above all. "Tell the parent not to worry" and "share with colleagues for support" are both wrong. Confidentiality + education = right answer.

Competency Goal 5

Well-Run & Goal-Oriented Program

12 Program Management

Anecdotal recordsBrief, objective, factual narrative of a specific observed event — written immediately after

PortfolioCollects work samples, photos, observations over time — documents individual growth, not comparison

Running recordContinuous written account of everything a child does during a set time period

ChecklistDocuments presence/absence of specific skills — quick but less rich than narrative records

Emergent curriculumBuilt from children's interests — insects on playground → unit on insects across all domains

Daily schedule principlesPredictable, balanced, flexible — active/quiet, child-led/teacher-guided, indoor/outdoor

⚡ Exam Tip: "What type of observation?" — anecdotal record = objective narrative of one event. Portfolio = growth over time. Checklist = yes/no skill documentation.

Competency Goal 6

Professionalism

13 Professionalism

NAEYC Code of EthicsFirst responsibility: children. Then families, colleagues, community/society — in that order

Mandatory reportingAll childcare providers are mandatory reporters — report suspected abuse regardless of certainty

Ongoing professional developmentSelf-directed, reflective, applied — not just minimum required hours

AdvocacySpeaking for children, families, and the profession — city councils, letters, professional organizations

Compliance vs. advocacyComply with regulations you disagree with AND pursue change through appropriate channels

Colleague ethicsChild welfare supersedes colleague loyalty — report suspected abuse or maltreatment always

⚡ Exam Tip: The NAEYC Code question is consistent: children FIRST. When in doubt about ethical priority, choose the option that protects the child.

Quick Reference Tables

Key Developmental Theorists

Theorist	Theory	Key Concept for CDA Exam
Piaget	Cognitive development stages	Sensorimotor → Preoperational → Concrete Operational. Children construct knowledge through experience.
Vygotsky	Sociocultural theory	ZPD — teach just beyond what the child can do alone. Scaffolding. Language drives thought.
Erikson	Psychosocial stages	Trust (0–18 mo) → Autonomy (18 mo–3 yr) → Initiative (3–6 yr). Support each stage's healthy resolution.
Bronfenbrenner	Ecological systems	Child is embedded in family, program, community, culture — all influence development.
Maslow	Hierarchy of needs	Basic needs (safety, food) must be met before higher learning can occur.

Age-by-Age Developmental Milestones

Age	Gross Motor	Fine Motor	Language	Social-Emotional
12 mo	Pulls to stand, walks with support	Pincer grasp, bangs objects	First words (mama, dada)	Separation anxiety, stranger anxiety
2 yr	Runs, kicks ball, climbs	Scribbles, stacks 6+ blocks	2-word phrases, 50+ words	Parallel play, tantrums, autonomy
3 yr	Jumps, pedals tricycle	Copies circle, uses scissors	3–4 word sentences, questions	Associative play, initiative
4 yr	Hops on one foot, pumps swing	Draws person, cuts on lines	Complex sentences, tells stories	Cooperative play, rule-based games
5 yr	Skips, catches small ball	Writes name, detailed drawings	Correct grammar, reading readiness	Empathy, group cooperation, self-regulation

Parten's Stages of Play

Stage	Description	Typical Age
Unoccupied	Child observes or moves randomly, not engaged	Infants
Solitary	Plays alone, no awareness of others	1–2 years
Onlooker	Watches others play without joining	2–2.5 years
Parallel	Plays alongside others independently	2–3 years
Associative	Interacts with peers, similar activity, no shared goal	3–4 years
Cooperative	Organized play, shared goals, assigned roles	4–5+ years

Exam Strategy

How to Approach CDA Exam Questions

Read for "MOST appropriate"Multiple answers may be OK — find the BEST one. Usually the most child-centered, least punitive option.

Safety questions = act firstAny question about an immediate safety risk: act now, document later, notify parents after.

Guidance = teach, don't punishAcknowledge feeling → state expectation → teach skill. Punishment, shame, or ignoring are wrong.

Play-based beats worksheetsAny time a play-based activity and a worksheet are offered, choose play-based.

Process art beats product artOpen-ended exploration always beats copying an adult model.

Family = partners, not recipientsInvolve, inform, and respect families. Never dismiss concerns or breach confidentiality.

Children FIRST (ethics)NAEYC Code: children first, always. No colleague loyalty or program reputation overrides child safety.

Answer every questionUnanswered questions count wrong. If unsure, eliminate clearly wrong answers and choose your best guess.

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All 6 Competency Goals — What You Need to Know