Course Descriptions

CDA 102 - The Child’s Total Learning Environment

1. Identify the various aspects of a child-centered learning environment for children birth through age 8 (NAEYC 1c, 4c).
2. Discuss the elements of a developmentally appropriate indoor and outdoor environment (NAEYC 1b, 1c, 4c, 5c).
3. Choose and set up an educational environment that responds to the need of children to investigate and explore with objects, materials, and equipment in order to construct a base of information about their world (NAEYC 1c, 4d, 5c).
4. Incorporate community resources as an integral part of the total learning environment (NAEYC 2c).

1. Establishing a Learning Environment
   1. Components of a total learning environment
   2. Child-centered learning environment
   3. Teacher’s role in the learning environment
   4. Developmentally Appropriate Practice (DAP)
2. Indoor Environment
   1. Furniture and equipment
   2. Floor space
   3. Dual-purpose areas
   4. Traffic flow and pathways
3. Learning Centers
   1. Definition of boundaries
   2. Types of activity areas
   3. Space requirements
   4. Arrangement
   5. Population
4. Developmentally Appropriate Materials and Equipment
   1. Choosing and purchasing materials and equipment
      1. Variety
      2. Flexibility
   2. Arranging equipment and displaying materials
5. Teacher’s Role in the Learning Environment
   1. Design
   2. Lesson plans
   3. Collection of materials
   4. Introduction to children
   5. Setting guidelines and establishing routines
   6. Children’s choices
6. Outdoor Space
   1. Importance
   2. Planning
   3. Equipment and materials
7. Changing the Environment
   1. Adding and removing centers
   2. Space requirements
   3. Interest in centers
   4. Rearrangement
      1. Adding materials
      2. Moving materials
      3. Supplement materials
8. Community as a Learning Environment
   1. Field trips
   2. Resources
      1. People
      2. Materials

CDA 103 - Curriculum Planning and Schedule Development

1. Demonstrate an awareness of children’s characteristics, needs, and interests when making program plans (NAEYC 1a,1b,1c,4b,4c,5c).
2. Share the planning process with other appropriate adults and, where possible, with children (NAEYC 2b,2c).
3. Demonstrate developmentally effective practice in planning events and activities that should be included in the daily schedule (NAEYC 4c,5c).
4. Demonstrate an ongoing commitment to professional growth and education through cooperative practices and knowledge (NAEYC 6a,6c,6d).
5. Discuss state and national advocacy efforts on behalf of children and their families (NAEYC 2b,6e).
6. Identify ways an implementation plan (including skills and information gained through completing this course) will be incorporated into ongoing teaching practices (NAEYC 4c,4c).

1. Plan Curriculum and Schedules that Meet the Unique Needs of Children
   1. Unique style of each child
   2. Age characteristics
   3. Interests, abilities and previous experiences
   4. Integrate children’s cultural, ethnic and racial backgrounds
2. Planning as a Cooperative Effort
   1. Including parents
   2. Encouraging children’s participation
   3. Involvement of community sources
3. Foundations of Events and Activities
   1. Scheduling
   2. Fixed events or regularly occurring activities
   3. Curriculum areas
   4. Incorporation of routine tasks
   5. Transitions
4. Commitment to Program
   1. Professional development
   2. Education
5. State and National Advocacy
   1. Children
   2. Families
6. Implementation Plan
   1. Skills and information
   2. Teaching practices

CDA 112 - Guidance Principles for Encouraging Self-Discipline

1. Identify developmentally appropriate strategies that build positive self-regulation skills in young children (NAEYC 1a,4a).
2. Identify and examine the different stages of development and appropriate actions to facilitate children’s social development (NAEYC 1a,2c,4a).
3. Create and maintain an anti-biased learning community, including curriculum, the visual and material environment, and relationships with families (NAEYC 1a,1b,c,2a,2b,2c,4a,5b,5c).
4. Apply understanding of children’s social development in designing observation and assessment strategies (NAEYC 1a,1b,1c,2c,3c,,4c,5b).
5. Explain the difference between discipline and punishment (NAEYC 1a,1c,2c,4a,6b).

1. Self-Regulation 
   1. Qualities leading to close, warm and understanding relationships
   2. Behaviors affecting relationships with children
2. Social Development and Appropriate Actions
   1. Social development
   2. Development at different stages
3. Program Influences on Children’s Behaviors and Relationships
   1. Physical environment
   2. Individually and developmentally appropriate materials
   3. Plan time with children
   4. Cultural influences and activities
4. Observations and Assessments with Regard to Social Development
   1. Observation instruments
   2. Observation techniques
   3. Positive and enforceable rules
      1. Understanding rules and limits
      2. Alternatives to time-out
5. Difference Between Discipline and Punishment
   1. Guidance
   2. Discipline and self esteem
   3. Positive and negative consequences
   4. Positive and Enforceable Rules
      1. Understanding rules and limits
      2. Alternatives to time-out

CDA 121 - Techniques for Observing Children

1. Compare the purpose, value and use of formal and informal observation methods (NAEYC 1c, 3a, 3b, 3c, 4b).
2. Apply understanding of children’s development when interpreting assessment data (NAEYC 1a, 1b, 1c,  2c, 4b, 5c).
3. Create a developmentally appropriate curriculum to promote family involvement that honors diversity of culture, language, abilities and economics using the information acquired from observations and assessments (NAEYC 2a, 2b, 2c, 6b, 6d, 6e).
4. Share information from observations and assessments with parents and appropriate educational support resources within the community (NAEYC 1a, 1b, 1c, 2a, 2b, 2c, 6b, 6d).

1. Observation Instruments
   1. Anecdotal
   2. Checklists and rating scales
   3. Event sampling
   4. Frequency and duration counts
   5. Running records
   6. Work sampling/portfolios/photographic images
   7. Video and audio taping
2. Assessment Fundamental Principles
   1. Fundamental principles
      1. Child growth and development, including domains
      2. Key theorists and Ideas
      3. Developmental checklists and milestone charts
   2. Interpretation
   3. Play
   4. Standardized
3. Observation-Based Curriculum Planning
   1. Developmentally appropriate practices
   2. Whole and individualized learning
   3. Culture and diversity
4. Sharing Observations and Assessments Professionally
   1. Parent involvement
      1. Perspective
      2. Subjectivity
   2. Resources and referrals

CDA 138 - Building Parent and Classroom Connections

1. Explain the family and community factors that influence the relationship between parents and teacher/caregivers (NAEYC 1b, 2a).
2. Explore and describe ways of supporting and empowering families and communities in the child’s development and learning (NAEYC 1a, 2b, 2c, 5c).
3. Discuss the program’s philosophy, policies, practices and curriculum with respect to implementing positive relationships and supportive interaction techniques with parents (NAEYC 1b, 1c, 2b, 4a, 5c).
4. Identify challenges facing a diverse population and some community resources to assist families in meeting those challenges to promote positive outcomes (NAEYC 2a, 4a, 5c).
5. Identify a variety of techniques for resolving cross-cultural communication conflicts (NAEYC 2a, 2b, 2c, 6b, 6d).
6. Promote family involvement practices that honor diversity of culture, language, abilities, and economics (NAEYC 2a, 2b, 2c, 6b, 6d, 6e).

1. Family and Community Influences
   1. Demographics of modern families
   2. Diversity
   3. Economics
   4. Education
2. Overview of Family Involvement
   1. Perspectives on family involvement
   2. History of family involvement in the schools
   3. Research on child development as motivation to include parents
   4. Should schools mandate parent involvement
   5. Concern for family support
3. The Educational Program and Parental Involvement
   1. Philosophies
   2. Policies
   3. Practices
   4. Curriculum
4. Challenges and Potential Barriers to Teacher-Family Partnerships
   1. Work
   2. Schedules
   3. Finances
   4. Language
5. Resolving Cross-Cultural Communication Conflicts
   1. Identifying cultural conflict
   2. Understanding roots of miscommunication
   3. Negotiation and compromise
   4. Ongoing management of unresolved conflict
6. Promoting Family Involvement
   1. Assessing parents comfort levels
   2. Keeping families at the center of curriculum
   3. Assessing and honoring family strengths
   4. Utilizing family strengths

CDA 155 - Understanding How Children Learn and Develop

1. Explain how children learn cognitively, as discussed by various theorists (NAEYC 1a, 1b).
2. Develop a plan using the different domains that provides activities for young children to achieve positive learning outcomes (NAEYC 1a, 1b, 4c, 5c).
3. Evaluate family and community influences that have an impact on how children learn (NAEYC 1b, 2a, 3b).
4. Create ways for parents and the community to support children’s learning (NAEYC 2a, 2b, 2c).
5. Identify the role of the teacher in the child’s learning environment (NAEYC 1c, 6a, 6d).

1. Cognitive Development Theories/Theorists

A.   Historical foundations

B.   Key theorists and their ideas

1. Skill Concept Plan Development
   1. Domains of learning
      1. Physical learning
      2. Social learning
      3. Emotional learning
      4. Cognitive learning
   2. Experience
   3. Natural curiosity
2. Family and Community Influences
   1. Family traditions
   2. Communication
   3. Socioeconomic considerations
   4. Ethnic considerations
3. Support for Children’s Learning
   1. Parents
   2. Community
4. Teacher’s Role
   1. Facilitator
   2. Observer
   3. Recorder
   4. Evaluator

CDA 161 - Principles of Social Competence

1 Credits, 1 Contact Hours
1 lecture period 0 lab periods

Analysis of self-concept in children. Includes self concept/self-image, primary factors, uniqueness of each child, environment, accepting and expressing feelings appropriately, observation, expressing emotions, activities for expression of feelings, and exploration of feelings.

Information: All CDA courses require college-level reading and writing.
  

2.   Describe a developmentally appropriate environment in which children can develop a positive self-image (NAEYC 1a, 1c).

3.   Explain the relationship between a self-concept, self-image and self-esteem (NAEYC 1a, 1b).

4.   Identify the variety of feelings that children experience and need to express using direct and indirect clues (NAEYC 1a, 1b, 1c). 

5.   Create activities that encourage children to express their feelings (NAEYC 1a, 1b, 1c, 5c).

A.  Definition

B.  Influences

II.       Developmentally Appropriate Environment

A.  Respectful and accepting relationships

B.  Developmentally appropriate materials and equipment

C.  Planning appropriate and diverse activities

D.  Schedules

E.  Pro-social behaviors

III.      Relationship of Concepts

         A,   Self-concept

         B.   Self-esteem

         C.   Self-image

IV.     Expression of Feelings

A.  Appropriateness 

B.  Body language

C.  Words

D.  Facial expressions

V.      Activities for Expression of Feelings

A.  Developmentally appropriate activities

               1.   Puppets

               2.   Stories and poems

               3.   Dramatic play

               4.   Art materials

               5.   Music

         B.   Exploration of feelings

CDA 170 - Ages and Stages of Young Children: Prenatal through Toddler

2 Credits, 2 Contact Hours
2 lecture periods 0 lab periods

Examination of the developmental stages pre-birth to age three years. Includes general principles and theories of development, biological and environmental factors, conception to birth, infant developmental, toddler developmental milestones, issues in infant care, and toddler care issues.

Information: All CDA courses require college-level reading and writing.
  

1. Identify and apply contributions of developmental theorists and their impact on the field of early childhood education (NAEYC 1a, 1b).
2. Discuss biological and environmental factors affecting prenatal through toddler growth and development (NAEYC 1b, 2a).
3. Explain various childbirth methods and trends in medical procedures (NAEYC 1a, 1b).
4. Identify, analyze, and discuss factors in social, emotional, physical, cognitive, language and brain development from pre-birth to age 3 (NAEYC 1a, 1b, 1c).
5. Identify the key issues in infant and toddler care and family involvement (NAEYC 1a, 1b, 1c, 2b, 2c).

         A.   Identification of theories and theorists

         B.   How theory aligns with developmentally appropriate practice

II.       Biological and Environmental Factors

         A.   Nature vs. nurture

         B.   Genetics

         C.   Environmental effects on development

III.      Conception to Birth

         A.   Conception

         B.   Childbirth methods

         C.   Medical trends

IV.     Infant/Toddler Developmental Milestones

         A.   Physical

         B.   Cognitive

         C.   Social

         D.   Emotional 

V.      Issues in Infant/Toddler Care

         A.   Attention, spoiling and discipline

         B.   Feeding and scheduling

         C.   Thumb sucking and comfort devices

         D.   Low birth weight

         E.   Failure to Thrive Syndrome

         F.   Children with special needs

         G.   Developmentally appropriate toys and equipment

         H.   Family needs/involvement

CDA 173 - Ages and Stages of Young Children: The Preschool Years

1 Credits, 1 Contact Hours
1 lecture period 0 lab periods

Examination of the developmental stages of preschool children ages 3 to 5 years. Includes general principles and theories of development, physical characteristics, pattern of motor skill development, cognitive development, socio-emotional development, developmental concerns and challenges and family involvement.

Information: All CDA courses require college-level reading and writing.
  

1. Identify and apply contributions of developmental theorists and their impact on the field of early childhood education (NAEYC 1a, 1b).
2. Compare relative roles of: genetics, health, environment, demography, familial influences and cultural determinants (NAEYC 1a, 1b, 1c, 2a, 2b, 6a).
3. Explain national issues that influence child development (NAEYC 1b, 1c, 6a, 6e).
4. Identify, analyze, and discuss factors in social, emotional, physical, cognitive, language and brain development from age 3 to 5 years (NAEYC 1a, 1b, 1c).
5. Identify the key issues of family involvement in the preschool years (NAEYC 1a, 1b, 1c, 2b, 2c).

         A.   Identification of theories/theorists

         B.   How theory aligns with developmentally appropriate practice

II.       Influences on Growth and Development

         A.   Nature and Nurture

         B.   Health

         C.   Environment

         D.   Demographics

         E.   Familial

         F.   Cultural

III.      National Issues

         A.   Media exposure

         B.   Violence

         C.   Abuse

IV.     Preschool Developmental Milestones

         A.   Physical

         B.   Cognitive

         C.   Social

         D.   Emotional

V.      Issues in Preschool Care

         A.   Attention, spoiling and discipline

         B.   Nutrition

         C.   Thumb sucking and comfort devices

         D.   Children with special needs

         E.   Developmentally appropriate toys and equipment

         F.   Family needs/involvement

CDA 222 - Elements of Children’s Culture

1 Credits, 1 Contact Hours
1 lecture period 0 lab periods

Examination of the ways culture affects children’s learning. Includes an overview of multiculturalism, cross-cultural competence, responsive learning environments, and family and community involvement.

Information: All CDA courses require college-level reading and writing.
  

1. Define the term multicultural and demonstrate an understanding of how culture and diversity influences children’s development (NAEYC 1b, 2c).
2. Develop cross-cultural competence through self-reflection (NAEYC 6d).
3. Explain the important aspects of diversity in relation to children’s developing self-identities and incorporate discussion of cultural influences into the curriculum (NAEYC 2a, 4d, 5c). 
4. Involve families and community in a meaningful way in the ongoing multicultural experiences in the program (NAEYC 2c).
5. Create an anti-bias, culturally rich environment that embraces and challenges all areas of learning to promote positive outcomes (NAEYC 1c, 4d).

         A.   Definition

         B.   Values, beliefs, behaviors, preferences and practices

         C.   Cultural dynamics

1. Cross-Cultural Competence

         A.   Definition

         B.   Self-reflection

         C.   Appreciate, value and share cultural similarities and differences

1. Diverse Abilities and Special Needs

         A.   Laws

         B.   Strategies

         C.   Challenges

         D.   Family expectations and attitudes

1. Family and Community Involvement

         A.   Collaborations

         B.   Assessment

         C.   Communication

         D.   Resources   

1. Anti-Bias, Culturally Rich Learning Environment

         A.   Physical 

         B.   Curriculum

         C.   Community

CDA 271 - Professionalism in Childcare

1. Examine the meaning and characteristics of professionalism and how it relates to self and others (NAEYC 6a, 6d).
2. Identify and explain historical and contemporary influences on the development of early childhood education (NAEYC 1b, 5c, 6c).
3. Demonstrate an understanding of and commitment to practicing a professional code of ethics (NAEYC 6b).
4. Discuss state and national advocacy efforts on behalf of children and their families (NAEYC 2a, 6c). 

1. Professionalism
   1. Definition
   2. Characteristics
   3. Self-reflection
2. Historical and Contemporary Influences
   1. Key theorists and contributions
   2. Legislation and public policies
   3. Instructional trends
   4. Universal pre-school
3. Professional Values and Ethics in the Early Childhood Field.
   1. Universal and personal ethics
   2. Standards of ethical behavior
   3. Personal ethical commitment
   4. NAEYC Code of Ethics
   5. Ethical dilemmas
4. Professional Growth and Education
   1. Continued professional growth
   2. Effective professional
   3. Professional development programs
5. State and National Advocacy
   1. Professional responsibility of advocacy
   2. Personal, public policy and private sector advocacy
   3. Becoming an advocate for children and families