ECED 101 NAEYC Standards and CDA Report (1)

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Bryant and Stratton College, Buffalo *

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101

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Health Science

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Feb 20, 2024

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ECED101 – Foundations in Early Childhood Care and Education NAEYC Standards and CDA Report Deadline Due by the end of Week 7 at 11:59 pm, ET. Outcomes Completing this Assessment will help you to meet the following: Course Outcomes  Correlate the NAEYC Standards for Professional Preparation to the CDA Functional Areas as they relate to defining ECE professional expectations. Directions In this report, you will be correlating the National Association for the Education of Young Children’s (NAEYC) Standards for Professional Preparation with the Child Development Associate’s (CDA) Competency Standards to evaluate how they relate to early childhood education (ECE) professional expectations. As was discussed in lecture, the NAEYC’s Standards for Professional Preparation define what a candidate in the field of ECE should be able to know and do upon completion of an ECE program. There are seven standards that can be found here: Summary of the NAEYC Professional Preparation Standards As we’ve also learned, the CDA credential is the most widely recognized professional credential in the field of ECE. As such, the Council for Professional Recognition has created a series of competency standards a candidate must meet to receive the CDA credential. These standards are broken into six overarching goals, and then further subdivided into 13 Functional Areas. You can read about them here: CDA Competency Standards Complete the table below to compare the two sets of standards. The first row of the table has been filled in as a guide for you.  The NAEYC Standards for Professional Preparation have been provided for you down the left side of the table.  In the right column, identify the CDA Functional Areas that match the NAEYC Standard listed. The number in parentheses in each cell in the right column indicates how many CDA Functional Areas will correlate with the NAEYC standard in the left column. If there is a two in parentheses, you should be able to find two Functional Areas that align with the listed NAEYC standard.  List the name and number of each Functional Area you identify and give a brief description of the Functional Area in your own words. The first row has been completed as an example.

ECED101 NAEYC Standards Report 2  Some of the Functional Areas will correlate with more than one standard. In these instances, you may just copy and paste the same information between cells.  You can use the two websites listed in the directions as well as material covered in lectures and weekly readings to help you complete this table. Resources Council for Professional Recognition (2017). CDA Competency Standards . Retrieved from http://www.cdacouncil.org/about/cda-credential/competency-standards National Association for the Education of Young Children (n.d.). . Summary of the NAEYC Professional Preparation Standards . Retrieved from https://www.naeyc.org/our-work/higher-ed/standards-summaries

ECED101 NAEYC Standards Report 3 NAEYC Standards for Professional Preparation CDA Competency Standards – Functional Areas 1. Promoting Child Development and Learning 1. Safe – classroom environment designed to prevent and reduce injury 2. Healthy – good health and nutrition practices promoted in classroom 3. Learning Environment – classroom environment arranged in a manner that is secure, enjoyable and promotes learning in a variety of ways 2. Building Family and Community Relationships (1) Establishing a positive, cooperative relationship with each child’s family, engaging in two-way communication, and encouraging parent involvement in the program. 3. Observing, Documenting and Assessing to Support Young Children and Families (7) Observing and Recording : Knowing about and using observation, documentation, and other appropriate assessment tools and approaches. Planning and Evaluation : Using observation, documentation, and other assessment tools and approaches to plan, implement, and evaluate developmentally meaningful and challenging curriculum for each child. 4. Using Developmentally Effective Approaches (7) Self : Providing a warm, positive, and responsive relationship with each child, and helping each child learn about and take pride in his or her individual and cultural identity. Social : Helping each child feel accepted in the group, helping children learn to communicate and get along with others, and encouraging feelings of empathy and mutual respect among children and adults. Guidance : Providing positive guidance and support to help children develop self-regulation, self-confidence, and social competence. 5. Using Content Knowledge to Build Meaningful Curriculum (7) Safe: Providing a safe environment to prevent and reduce injuries.

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ECED101 NAEYC Standards Report 4 Healthy : Promoting and protecting the health and well- being of children and staff. Physical : Providing a variety of equipment, activities, and opportunities to promote the physical development of children. Cognitive: Providing activities and opportunities that encourage curiosity, exploration, and problem-solving appropriate to the developmental levels and learning styles of children. Communication : Providing opportunities and support for children to communicate with each other and with adults. Creative : Providing opportunities and support for children to engage in music, art, drama, and other creative activities. 6. Becoming a Professional (2) Program Management : Maintaining a functional, attractive, and well-organized service environment. Professionalism : Making decisions based on knowledge of research-based best practices, promoting high-quality care and education, and advocating for children and families. *7. Early Childhood Field Experiences (13) *The final NAEYC Standard deals with field experience. While this is not an area you will cover in your ECE program at Bryant & Stratton College, it is important to be aware of it if you choose to go on to pursue a CDA credential.

ECED101 NAEYC Standards Report 5 ECED101 – NAEYC Standards Report Criteria Excellent Average Needs Improvement Points Content 70 points 60 - 70 points Student accurately correlates all CDA Functional Areas that relate to each listed NAEYC Standard. Each Functional Area listed is accurately defined in student’s own words. 25 - 59 points Student accurately correlates most CDA Functional Areas that relate to each listed NAEYC Standard. Most Functional Areas listed are accurately defined in the student’s own words. 0 - 24 points Student accurately correlates few or none of the CDA Functional Areas that relate to each listed NAEYC Standard. Few or none of the Functional Areas listed are accurately defined in the student’s own words. Organization and Structure 20 points 15 - 20 points The visual organization of information in the cells of the table is easy to follow, with numbers and spaces separating each Functional Area. 6 - 14 points The visual organization of information in the cells in the table can be followed with minimal difficulty. Some attempt is made to number and separate Functional Areas in each cell. 0 – 5 points The visual organization of information in the cells in the table is difficult to follow. No attempt is made to number or separate Functional Areas in each cell. Mechanics 10 points 10 points Student makes no errors in grammar, spelling, or punctuation. Language used is appropriate to formal tone of report and does not include any informal language. 5 - 9 points Student makes minimal errors (1-4) in grammar, spelling, and punctuation. Errors do not cloud meaning of the message. The majority of the language used is appropriate to the formal tone of the report and does not include informal language. 0 - 4 points Student makes several errors (5 or more) in grammar, spelling, and punctuation. Errors cloud meaning of the message. Language used is not appropriate to the formal tone of the report and includes a lot of informal language. Instructor Comments: Total Points:

ECED 101 NAEYC Standards and CDA Report (1)

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