In this unit students will learn how to run an effective program using an systematic approach which means that each student can determine the needs of an operation, families, and children; they can make plans based on those needs, and can keep accurate records of the needs, plans and practices.
Students will learn number of systematic approaches for observations of children development. Students will see how knowledge of typical developmental accomplishments and observations of individual children’s behavior can be used together as a foundation to plan appropriate learning experiences for children and to establish appropriate expectations of children’s behavior at various times. Students will select and use sound methods to observe children’s behavior, interpret the results, and take action accordingly. Students will learn how to maintain records and use this information to adjust the curriculum or environment and as the basis for making referrals for screening or additional formal assessments.
In this unit, students will learn variety of ways in which they can enlist parents and other family members as partners in the educational process. Students will learn the misconceptions about roles of parents and teachers and replace them with new vision of collaboration. Students will become more knowledgeable and skilled in practices that establish positive and productive relationships with the people who are most important in children’s lives; they will learn that they can work with family members to improve the quality of the program, as well as to assist them in their childbearing responsibilities.
In this unit, CDA students will be expected to examine their own views and confront their own biases about race, culture, gender, disabilities, and other tough topics and to resolve those biases in ways that allow them to be effective professionals. They will work to apply these insights as they acquire the knowledge and skills to support social and emotional development and provide positive guidance of young children. This unit will meet the Child Development Associate requirements for Function areas (8- Self, 9 – Social, 10 – Guidance).
In this unit, students will learn a great deal of information about children’s learning and development life cycle starting from birth to five years of age. Students will learn, that personal experiences and other people’s ideas about how to teach are helpful, but commitment to professional practice means knowing the broad observations, research, and theories about how children develop and learn. Just because a teaching strategy seems to work or because children enjoy an activity does not mean it is appropriate or effective.
In this unit, students will learn how to build their teaching strategies upon what we know about how children think and learn and meet . This unit will meet Child Development Associate functional areas (4 – Physical, 5 – Cognitive, 6 – Communication – 7, – Creative). Students will learn number of childcare teaching methods design by theorist within childcare community. The students will learn how children learn through PLAY and define activities to accomplish the child learning experience.
A unit the students will be deeply engaged in the practical work of running a daily program for children and meets Child Development Associate functional are (1 Safe), (2 Health), and (3 Learning Environment). Much of the material may seem to be common sense. However, safety and health issues are basic ingredients for creating an overall environment in which children can learn about themselves and the world.
This unit introduces early childhood education as a profession and meets the Child Development functional are (13) Professionalism. Students will learn that there is a body of knowledge and theoretical constructs that have been developed through research, observation, and study. In addition, they will see that professionals must become familiar with this knowledge in order for them to engage in appropriate teaching practices with young children.