ERIC Number: ED364311
Record Type: Non-Journal
Publication Date: 1991
Reference Count: N/A
Field Advisor's Guide for the CDA Professional Preparation Program: A Companion to ESSENTIALS for Child Development Associates Working with Young Children.
Phillips, Carol Brunson
This guide for field advisors, which is part of the training materials used in the Child Development Associate (CDA) National Credentialing Program, outlines the 6-month CDA fieldwork portion of the 3-part credentialing program. The guide begins by describing the background, purpose, and curriculum design of the CDA Professional Preparation Program. The guide is divided into eight units: (1) introduction to the early childhood profession; (2) ways to study how children learn and grow; (3) ways to set up a safe and healthy learning environment; (4) ways to support children's social and emotional development; (5) steps to advance children's physical and intellectual competence; (6) keys to establish productive relationships with families; (7) synthesis of material learned by early childhood education (ECE) professionals working with preschoolers (PS), with infants and toddlers (IT), or in family day care (FDC); and (8) final assessment of ECE professionals as PS, IT, or FDC Child Development Associates. For each unit, the guide includes objectives, a description of the advisor's role, discussion topics for candidate conferences, instructions for verifying fieldwork assignments, activities for building the candidate's professional resource file, and a list of related resources. Evaluation sheets for observing candidates' fieldwork experiences are included. (MM)
Descriptors: Child Development, Early Childhood Education, Field Experience Programs, Field Instruction, Preschool Teachers, Professional Development, Student Educational Objectives, Student Evaluation, Teacher Education
Council for Early Childhood Professional Recognition, 1341 G Street, N.W., Suite 400, Washington, DC 20005-3105 ($15, plus $2.75 shipping and handling).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: Council for Early Childhood Professional Recognition, Washington, DC.