Creating A New CDA Course and Event in the PD Registry

• Identify fundamental theoretical models of developmental periods of early childhood across physical, cognitive, social, emotional, and linguistic domains (C 1)
• Identify critical aspects of brain development including executive function, learning motivation, and life skills (C 1)
• Identify biological, environmental, protective, and adverse factors that impact children’s development and learning (C 1)
• Know the importance of social interaction, relationships, and play (C 1)

• Identify how each child develops as an individual (C 1)
• Engage in responsive, reciprocal relationships with babies, toddlers, preschoolers, and children in early school grades (C 2)
• Identify individual characteristics of each child through family and community relationships, observation, and reflection (C 1)
• Describe developmentally appropriate decisions, plans and adjustments to practice in response to individual, developmental, cultural, and linguistic variations of young children (C 1)

• Identify family, social, cultural and community influences on children’s learning and development (C 1)
• Identify structural inequities and trauma that adversely impact young children’s learning and development (C 1)
• Know that quality early childhood education influences children’s lives (C 1)

Support the implementation of early childhood curriculum, teaching practices, and learning environments that are safe, healthy, respectful, culturally, and linguistically responsive, supportive, and challenging for each child (C 2)

• Identify and understand diverse characteristics of families and the many influences on families (C 1)
• Identify stages of parental and family development (C 1)
• Identify some of the ways that various socioeconomic conditions; family structures, relationships, stressors, adversity, and supports; home languages, cultural values and ethnicities create the context for young children’s lives (C 1)
• Identify that children can thrive across diverse family structures and that all families bring strengths (C 1)

• Identify the importance of having respectful, reciprocal relationships with families (C 1)
• Recognize families as the first and most influential “teachers” in their children’s learning and development (C 1)
• Affirm and respect families’ cultures, religious beliefs, language(s) (including dialects), various structures of families and different beliefs about parenting (C 2)
• Identify effective strategies for building reciprocal relationships and use those to learn with and from family members (C 1)
• Initiate and begin to sustain respectful relations with families and caregivers that take families’ preferences, values, and goals into account (C 2)

• Identify types of community resources that can support young children’s learning and development and to support families (C 1)
• Partner with colleagues to help assist families in finding needed community resources (C 2)

• Identify the central purposes of assessment (C 1)
• Understand that observation and documentation are central practices in assessment (C 1)
• Understand assessment as a positive tool to support young children’s learning and development (C 1)

• Identify common types of assessments that are used in early learning settings (C 1)
• Identify the components of an assessment cycle including the basics of conducting systematic observations (C 1)

• Identify the appropriateness of features of assessments for the developmental stage, culture, language, and abilities of the children being assessed (C 1)
• Support the use of assessment related activities in curriculum and in daily routines to facilitate authentic assessment and to make assessment an integral part of professional practice (C 2)
• Identify that assessments must be selected or modified to identify and support children with differing abilities (C 1)
• Identify legal and ethical issues connected to assessment practices (C 1)
• Identify implicit bias or the potential for implicit bias in one’s own assessment practices and use of assessment data (C 3)

• Partner with families and other professionals to support assessment-related activities (C 2)
• Support young children as part of IFSP and IEP teams (C 2)

• • Establish positive and supportive relationships and interactions with young children (C 2)
• Identify ways that each child brings individual experiences, knowledge, interests, abilities, culture, and languages to the early learning setting (C 1)
• Support a classroom culture that respects and builds on all that children bring to the early learning setting (C 2)

• Identify teaching practices that are core to working with young children including differentiating instruction for individual children and groups of children, using play in teaching practices, and using teaching practices that build young children’s executive function skills (C 1)
• Use teaching practices with young children that are appropriate to their C of development, their individual characteristics, and the sociocultural context in which they live (C 2)

• Use developmentally appropriate, culturally, and linguistically relevant teaching practices to facilitate development and learning and classroom management (C 2)

• Recognize that there are different ways that young children learn across content areas and that instructional decisions should be responsive to how children learn (C 1)

• Identify early learning standards relevant to the state and/ or early learning setting (C 1)
• Support implementation of curriculum across content areas for birth- age 8 settings (C 2)
• Support implementation of curriculum that counters biases and stereotypes, fosters young children’s interest in the content areas, and facilitates individual and group learning in birth-age 8 settings (C 2)

• Identify as a committed professional in the early childhood education field (C 1)
• Be a member of a professional early childhood education organization (at the local, state, or national C) (C 2)
• Identify basic professional and policy issues in the profession, such as compensation and financing of the early education system; standards setting and assessment in young children; and issues of equity, bias and social justice that affect young children, families, communities, and colleagues (C 1)
• Advocate for resources and policies that support young children and their families as well as for early childhood educators, with a primary focus on advocacy within the early learning setting (C 2) 
• Advocate for resources and policies that support young children and their families as well as for early childhood educators, within early learning settings as well as in broader contexts such as at the local, state, federal or national Cs (C 1)

• Identify the core tenets of the NAEYC Code of Ethical Conduct and abide by its ideals and principles (C 1)
• Practice confidentiality, sensitivity and respect for young children, their families, and colleagues (C 2)
• Identify and follow relevant laws such as reporting child abuse and neglect, health and safety practices, and the rights of children with developmental delays and disabilities (C 2)
• Identify the basic elements of professional guidelines such as national, state, or local standards and regulations and position statements from professional associations (C 1)

• Apply proper grammar, spelling, and usage of terms when communicating with young children, families, and colleagues equivalent to the expected C of a U.S. high school graduate (C 2)
• Supports communication with families in their preferred language (C 2)
• Use clear and positive language and gestures with young children (C 2)
• Use a positive, professional tone to communicate with families and colleagues (C 2)
• Use appropriate technology with facility to support communication with colleagues and families, as appropriate (C 2)

• Demonstrate self-motivated commitment to continuous learning that directly influences the quality of their work with young children (C 2)
• Participate in and act on guidance and reflective supervision related to strengths and areas for growth (C 2)
• Determine when it is appropriate to reach out for new resources and consult with peers in related professions and other members of their teaching team (C 3)
• Participate in collaborative learning communities, informal or formal, with colleagues and with professionals in related disciplines (C 2)

• Regularly reflect on teaching practice and personal biases to support each child’s learning and development (C 3)
• Reflect on own needs and incorporate self-care into routines to maintain positive engagement with young children and professionalism with families and colleagues (C 3)