One tool is “The Child Development Associate Professional Resource File Guidebook”. This guidebook gives step-by-step instructions on how to complete the Professional Resource File. Another tool is “Pre-designed CDA Professional Resource Files”. These are binders that are already designed and ready for your personal input. The CDA Professional Portfolio is a., please refer to The Child Development Associate National Credentialing Program and. Either a binder or a file box.
Description Course Description: The CDA 120 hour face-to-face course is structured for childcare professionals who are seeking their national CDA credential and prefer up close, teacher-student interaction. The following materials/supplies are included in the course fee: Essentials for Child Development (2nd Edition) textbook, CDA Application Packet, and an organized, ready to go eSource CDA Professional Resource File Binder. This dynamic course is offered at our facility and satellite locations year round! Includes books and supplies. Level of Training: Beginning/Intermediate.
Clock Hours: 120.0.
CDA Professional Portfolio Julie James Competency Standard V Competency Standard II Competency Standard III Competency Standard IV CDA Credential Training High School Work Experience Academic Certifications Family Partnership Certification Summary of My CDA Education 'My CDA Portfolio Cover Sheet' The Tree of Life is an education that promotes life long learning. This process begins with Early Childhood. At that core of being human, we all are connected.
The 'human species' strength lies in the future of the children. There is nothing more empowering than being a part of the continuation of a better tomorrow.
The survival of the human race relies on the existence of pro-social skills. Pro-social skills are best in-grained to become first nature, by young children receiving excellent exposure and modeling of life skills in all aspects of life. One prime environment for this is in an Early Childhood setting such as preschool.
In the most personal way to make this my professional philosophy statement, my job happens to be where I can practice my beliefs and share my views about the sustainability of man kind. It is of the utmost importance to me is to respect children's humanity. That can begin with the educating of children.
A child's life should begin with their well-being in their learning. It allows them to gain what is needed as they continue their journey in life. Children learn best if they feel safe with their caretaker and environment. It is always my goal to ensure the children and their families that their needs will be met.
This is key to my being able to track and the students to learn. By the end of the child and family's journey with me, we have all learned from each other new experiences and skills. We share in all areas of education, health and community.
Because of this process, my family becomes larger every year. The world becomes a smaller place and we are that much closer to becoming one. Professional Philosophy Statement Competency Standard I Competency Standard VI Resource Collection I RC I 2 - Menu RC I 3 - Lesson Plan Competency Statement I My classroom is safe and healthy because I promote safe and healthy techniques from the moment they come in the room. Before class starts each day, I meet the standards that continue an environment appropriate for safety and hygiene. It is a must that staff and students wash hands.
The classroom and playground are routinely assessed for safety. Each student has their own cubby space.
The cots are supposed to be 2 feet apart. I use proper cleaning techniques for tables, sinks, floors and bathrooms.
Student equipment, clothing, and personal supplies are not shared. Visitors must meet all health expectations as well.
CS I a The main strength of our menu is that it must meet state-wide standards for a public school district, including the USDA standards. The weakness of the menu are that the foods are over-processed, canned, and are prepared in non-traditional ways. Another weakness is in the high calorie and sugar count of the food. CS I b My classroom is bright and cheery but not over-stimulating to the students. Anything that is of use to the children is accessible to them. Things that the children should not have are out of reach for their safety. My room is lacking in space and it does not allow for fung-shui.
The flow of a classroom is very important to the human psyche. I would prefer our room to have more space and more appropriate furniture to meet the needs of the students. CS I c The lesson plans that I chose are not mine. It does have strengths such as meeting district standards set forth by administration and the materials are appropriate and helpful for the intended age group. It is lacking in appropriate success-activities for the children to truly feel 'I did it!' I do not like the iPads as a center, I feel they would work better as a shoulder partner lesson and sometimes the iPads are not functioning appropriately.
Our lesson plans include co-teaching, which is very important for an at-risk classroom to meet the needs of our demographic of students. All staff holds their own gifts that are helpful to the learning. RC II - 1 Science/Sensory Activity: 'Dropper Water Colors' Age Group: 4 year-olds Goal: to allow the children to explore the reaction of color mixing; work on fine motor-pincer grasp; promotes decision making and planning; working with partner and taking turns Materials: baby jars, eye-droppers, liquid water-colors, trays, water, smocks Process: In a large group, I demonstrate that there are primary colors in individual jars.
Use the dropper and allow students to choose what colors I should mix first. I show more than one example, before setting the materials at a center for them to experiment on their own.
Developmentally Appropriate: this activity is something students can accomplish independently and experience success through. It also allows them to safely explore with liquids and sciences that is non-toxic. RC II - 2 Language & Literacy Activity: 'I have a Letter cadence' Age Group: 4 year-olds Goals: to expose children to the letter and sounds of the alphabet Materials: letter cards Process: in a large group, explain to the students that the letters on the cards have names. And when I show the letter, they can attempt to identify what letter it is. Incorporate the activity into the song of: 'I have a letter you can name.
I can name it just the same. (show letter). Children must repeat every line of song and supply the letter name. Developmentally Appropriate: The kids are getting the exposure to the alphabet and having an opportunity to repeat.
This is important because for many of the students, this is their first exposure to the letter names and sounds. These are fundamental foundational skills. RC II - 3 Creative Arts Activity: '3 Billy Goats Gruff Retell' Age Group: 4 year-olds Goals: story recall, social interaction, creative expression, planning Materials: open art-center materials for mask making, book of the Three Billy Goats Gruff Process: I read the book to the whole group of students and then place the book in the center as a reference. In each center there are already specified a set number of students per center. In the dramatic play area, this number is 4. They can decide as a group who plays which part. I prefer adult interaction to be at a minimum to leave the creativity up to the students.
The students then create their own props at the art center and and reenact the story. Developmentally Appropriate: the story retells are appropriate for this age because they get to have the liberty of taking a moment to think and process in their own way what they remember. It is the journey of the process that helps the child develop the recall skills versus how 'correct' the story is'. RC II - 4 Fine Motor Activity- Making an 'Be Yourself' neckless Goal: To allow students practice and master fine motor skills. This includes the pincer grasp, hand eye coordination, and developing the muscle in their forearm.This activity promotes independence in a fun way while children get to show individualism.
Materials: large beads all shapes and colors, pipe cleaners and small containers. Process: during large group time, explain and demonstrate that they can choose any beads they want and string them on the pipe cleaner. They can practice manners in trading and helping each other. We later can have a 'fashion show' to describe each piece of jewelery. Developmentally Appropriate: has simple materials and does not over whelm. Large beads lessens the chance of one going in the ear or nose. RC II 5 - Gross Motor Activity-Following the Leader Goal: To encourage skills of large muscle movement and enhance strength and health.
Materials: An adult or willing leader Process: Model and communicate to the group that they do and go where ever the person in front does. Include jumping, skipping, jogging, crawling, going over under and through different places to promote large movements. Developmentally Appropriate: all ages can participate to the best of their abilities. It can be challenging and adapted for those who are not at the same movement level as others. RC II 6 - Self-Concept Activity-Creative Play with Puppets Goal: To allow children to express them selves as individuals in a safe setting. Materials: Dramatic play area that is strategically placed without the constrains of needing to be completely quiet because of the near by center.
Puppets of different races, dress in a array of different clothing, and different genders. Process: First do a puppet show of your own to expose the children to the process of utilizing the puppet. This should be fun and free of force that the children have to chose specific puppets.
Communicate that all puppets are just as important as the next and we should care for them like caring for our selves and each other. Developmentally Appropriate: Free play helps children learn to make choices on their own. Free play with puppets promotes skills of interaction and communication. Therefore, children can use the puppets as tools that direct the attention on the puppets and the children feel free to express them selves. RC II- Nine Learning Experiences RC II 7 - Emotional Skills/ Regulation Activity- Breathing Techniques Goal: to teach children to recognize their feelings, body clues, and what to do to help with their feelings. Materials: balloon, pillows, access to private space, class family album. Process: as a whole class, teach a lesson that includes descriptions of what different feelings look, feels like and where in their body.
Blow up a balloon and let go of the balloon. Show how we can do the same by taking in a deep breath and letting it all out when we feel the need. Developmentally Appropriate: the younger the better to teach children to circulate oxygen to the brain. Don't expect children at this age to sit in a 20 min session on breathing.
But do a short lesson every day. Allowing children one at at time to have private space to recuperate for a upset with these learned skills better their chances of being able to self regulate when their upset. RC II 8 - Social Skills Activity- 'We Wish You Well' Goal: This will teach children caring for others.
They will learn the process of recognizing the presence of their peers. Materials: crayons, paper and writing space. Process: As a class talk about who is present a school and who is not. Mention that no matter where the absent student is we miss them and hope that they are safe and this means we wish them well. Teach them the song with the words of 'we wish you well 2x's, all day long we wish you well'to the tune of the 'Farmer and the Dell. Then students have free choice to make them a well wishing card while the student was absent.
Developmentally Appropriate: children get to work side by side in caring about the well being of another. They are displaying peer model qualities by being in the presence of each other.
They can talk to each other about missing the student and their favorite thing about them. RC II 9 - Mathematics Activity- How many shoes have.
Goal: To help children notice, count, and record differences. Material: Every one's shoes off their feet! Butcher paper and large marker. Process: Communicate as large group time, that everyone is wearing different kinds of shoes.
Point out the difference on each child's style of shoe and let the children take turns sharing what they noticed. On the paper chart a graph that will show how many have laces, velcro, or sandals. Have the students count together as you write and color in squares for each kind of shoe. Developmentally Appropriate: Encourages children to participate as a whole group while counting.
Children of lower levels will get to hear the higher level children as exposure to skills they lack. It's fun and inviting because everyone is participating.
Children are receiving the exposure of other aspects of Math beside just counting by creating the charting aspect in front of them. CS II Advance Physical & Intellectual Competence 'A person is a person no matter how small.' -Horton Hears A Whoo. To truly make a difference in a child's life their 'whole person' must be stimulated in a manner that can cross from one area to the next. It is possible to blend all subject areas of physical, cognitive, communication, and creative.
It's worth the hard work on every level. It ensures a higher level of success for the child. CS II a Physical One of the most important aspects to include in a child's education is of the physical attributes. Everyone has individual identities of their senses. Appropriately stimulating these areas has a very powerful effect and affect on learning.
All students learn differently, need large muscle movement to promote growth and this also stimulates different parts of the brain for concentration. CS II b Cognitive Because each student learns differently, how children process developmentally is a must. It is very important to stimulate young minds with things that require them to take time to understand what is being presented. Using class tools of all sorts can intrigue and expose children to pushing to learn more. No matter the level, is always room for mental growth. No matter how low, the human brain can not be perceived as how is viewed for future outcomes of progress.
CS II c Communication Communication is the cornerstone of life. Educators must promote children to express themselves and understand those around them. Communication is key for comprehension of academics and progression of knowledge. The class should have the feeling of wanting to become close on some level to build the togetherness that promotes a safe place.
The adult will reach students in learning if the skill of communication is in place. CS II d Creative Freedom of creativity is a characteristic of individuality. This freedom promotes the physical, cognitive, communication attributes of a child. For this young age, constrains of creativity in an inappropriate way can be very damaging.
Creativity can be used in every aspect of a child's educational process. RC III Bibliography My Five Senses Brandenbert, Aliki. My Five Senses. New Your, N.Y.: Harper Collins, 1989.
I Love My Hair! Tarpley, Natasha, and Earl B.
I Love My Hair! Boston: Little, Brown, 1997.
What do Insects Do? Canizares, Susan, and Pamela Chanko. What Do Insects Do?
New York: Scholastic, 1998. White Rabbit's Color Book Baker, Alan. White Rabbit's Color Book. New York: Kingfisher, 1994. Shubert is a S.T.A.R.
Bailey, Becky. Shubert Is a S.T.A.R.
Oviedo, FL: Loving Guidance, 2003. Dewdney, Anna. Llama Llama Misses Mama. New York: Viking, 2009.
In Daddy's Arms I am Tall Steptoe, Javaka. In Daddy's Arms I Am Tall: African Americans Celebrating Fathers. New York: Lee & Low, 1997.
No Matter What Gliori, Debi. No Matter What. San Diego Harcourt Brace, 1999. The Snowy Day Keats, Ezra Jack. The Snowy Day.
New York: Viking, 1962. Chicka Chicka Boom Boom Martin, Bill, and John Archambault. Chicka Chicka Boom Boom. NewYork: Simon & Schuster for Young Readers, 1989. CS III b CS III a Competency Statement III- To support social and emotional development and to provide positive guidance RC IV Family Resource Guide RC IV-1 Family Counseling Agency Family Service and Guidance Center 325 SW Frazier Topeka, KS 66606 785-232-5005 RC IV-2 Translation Service AmericanSign Language Translator: Jolene Benham.
Topeka, KS 785-640-5856 English as Second Language Translators Community Action Inc., 1000 SE Hancock Topeka, KS 66607 785-235-9561 RC IV-3 Disability Services TARC-2701 SW Randolph Ave. Topeka,KS 66604 785-232-0597 Capper Foundation 3500 SW 10th Ave. Topeka, KS 66604 785-272-4060 RC IV-4 - Website is chronologically in order of child's age.
It informs parents of content of all developmentally appropriate areas of Early Childhood. CS IV a CS IV b CS IV c Competency Statement IV- To establish positive and productive relationships with families Parents should understand that they are their children's first and most important educator.
Even though some parents may not have everything that another parent does, there are resources that are meaningful and helpful. The resources that is sent home from school is powerful way to bridge the gap between home and school. Home and school become as one to build the ever so needed village. RC V Record Keeping Forms Accident Report Form Emergency Form Developmental Progress Competency Statement V- To ensure a well-run, purposeful program that is responsive to participant needs CS V a RC VI-1 State Licensing RC VI- 2 Early Childhood Associations This program continues the education for educators.
In access to this program educators can receive current research and information. RC VI- 3 Abuse, Neglect and Reporting Competency Statement VI- To maintain a commitment to professionalism Times and generations always change. To stay on top of the best care to provide children, it is imperative to continue participating in classes that further knowledge. The more that everyone involved in the children's lives, the more communication should take place. It's important to be organized and polite in speaking. Appropriate language is a must at all time.
Being pleasant can go a long way. CS VI a I can not imagine working in any other field of work.
I have always had a concern for the future of our world and to truly make a lasting difference, the people of the future have to have a better start than those before them. It makes me feel alive and positive about the future when I see that a child has received and understanding I had helped.
Cda Professional Resource File List
It means the world to me to make the world safer and more caring. This line of work is one of the most powerful ways to do that.
CS VI b My strongest indicator of professionalism is being approachable and adding cohesiveness to the classroom setting. Families come to feel I sincerely care about their family very quickly. That goes a long way when trying to gain rapport and do whats best for the students. I am very patient with children and prefer to participate in many things that are new in the world of education. This book is about the five senses and helps children understand how their body works. This is a rhythmic alphabet book that teaches children their alphabet and that there's 'always room'.
Llama Llama Misses Mama This is a cultural book about loving yourself. Collection of writings pertaining to male father figures. This book is a great way to begin explaining life to children.
This book teaches unconditional love. This book is helpful for processing that it is okay to make things different. This book is perfect for processing life and social emotional endeavors. This is THE proper self-calming technique to instill in children. What better way then to help children understand, 'it will be okay'.
Social and emotional guidance is the most important element in the educational world. If you can help the students feel safe, they can focus on learning. Social and emotional skills are life-long attributes that continue pro-social life.
In teaching, I model, support and provide opportunities for practice. Development of positive self-concepts include self-portraits, use of mirrors in the classroom and safe conversation about the differences of people. I believe in my philosophy of discipline, that the definition of discipline is to teach. This includes, being positive, being a good role-model, and demonstrating positive self-talk. This leads to building strong and positive relationships that follows the students throughout their life.
They never forget a good teacher. Family Questionnaires RC I 1- First Aid/CPR This website is helpful to share understanding of a child's experience of fear and how parents can help.Website explains an understanding of behavioral issues for young children and examples of what to do.
Cda Professional Resource File Sample
Kansas Department of Health and Environment Kansas Protection Report Center 1-800-922-5330 This program is for networking local communities programs that would service adults, children and families. This is important to service a child's family to better their situation. This program bring to light the needs of young children and collaborate with the community to fullfill children's needs. It is important to ensure that we meet the needs of the students on every level.
An effective way to do this is to observe, asses and be sure to record children efforts and progress. This way an educator can prepare to help a child's progression in the class. Being able to track and refer to the progress of a child will give a path to ensure greater levels of success.
In the end our program is only as successful as the children who are in our program. Taking care of their needs and teaching to their strong points can only show improvements. Record keeping can help with the struggles of lower levels that need improvements.
Water Balance
The observation tool used monitors and records the gathered data. That data is used later as a reference to better the education of young children. Accurately collecting this information includes promptness, matter of fact, and a check an balance of other staff members properly trained to use the observation tool process In my class we use daily sheets that info parents of their child's day.
These sheets include info on the child's outward appearance when they came to school. We share eating habit and how napping went. It is very necessary that rapport with the family and child is built. They are more willing to share with the school family how things are going at home and if there is information that should be shared at school. When I know how home live is going I can apply the positive strengths of those home aspects to what I teach. It is reinforced and the child can approach higher levels.
If they need extra support I can supply that because I have that information from the parents and my observation tools. I can improve on organizational skills of use of materials and equipment. Was surprising to me to see a lower score on such because I see great accomplishments with the students. But, I know I can improve in this area because my strength is in being spontaneous which is the opposite of organizing and planning while using materials of the room. My new goal is to plan ahead and use the plans I make instead of being spontaneous less. I am confirmed that that I establish relationships with families and using effective strategies to help children understand appropriate behavior and self identity. Those are important charcateristics to classroom management.