Research conducted on Child Development Associate (CDA) training in HSS Region III during the past 2 years has attempted to analyze this form of adult education by combining some aspects of life-span research with aspects of more traditional adult education research. This report provides a brief update on two types of research: research on the impact of CDA training and research on the training process itself. Research on the effects of CDA training shows short term gains in child development knowledge and classroom behavior, but it also indicates that a partial reversal of earlier endorsement of child-centered beliefs takes place during second-year training. Two explanations are offered for the latter finding. The first concerns the emphasis during second-year training on teacher behavior as opposed to child development. The second, oriented in the life-span perspective, suggests reversion by most trainees to previously held beliefs. Three studies have been completed on the CDA training process. The findings of one study suggest that the CDA approach to assignments and inservice feedback should be combined with a child development knowledge base typical of traditional training. Results from another study emphasize the influence on training of external motivating factors in the work and personal lives of trainees. The third study concludes that the more successful training programs include opportunities for independence in working with complex materials in complex social interactions. (CB)