The Child Development Associate (CDA) Delivering Quality Education in the State of New Jersey

Transcription

1 The Child Development Associate (CDA) Delivering Quality Education in the State of New Jersey A Position Paper By the CDA Statewide Advisory Group New Jersey Professional Development Center for Early Care and Education April 2004

2 New Jersey Professional Development Center for Early Care and Education East Campus Room 204 Kean University Union, New Jersey Phone: 908/ Fax: 908/

3 This document is dedicated in loving memory of Lyllyth DeMarco A dedicated professional, teacher, educator and friend.

4 Table of Contents Introduction..1 The Value of CDA 2 Course Walk-Over 4 Achieving a CDA..5 Models for Achieving the CDA....7 New Jersey s Survey. 9 Issues and Barriers...11 Desired Outcomes and Recommendations Helpful Links...16 Glossary References. 19 CDA Statewide Advisory Group and History...20 Acknowledgements...21

5 Introduction Founded in 1975, the Child Development Associate (CDA) is a nationally recognized credential that signifies that its recipient has knowledge and skills regarding the needs of infants and young children and families. A person who receives a CDA understands and uses developmentally appropriate practices. The Council for Professional Recognition (the Council), headquartered in Washington, DC, administers the Child Development Associate National Credentialing Program. The Council has administered the program since Focusing on the skills of early care and education professionals, the program is designed to provide performance-based training, assessment, and credentialing of child care center staff, family child care providers, and home visitors. The CDA Program represents a national effort to provide a credential for qualified caregivers who work with children from birth through age five. These caregivers, the Child Development Associates, demonstrate their ability to nurture children's physical, social, emotional, and intellectual growth in a child development framework. The proof of their competence is the CDA credential. To date, there are more than 100,000 CDA's across the country - in all 50 states, the Commonwealth of Puerto Rico, and the U.S. territories of Guam and the Virgin Islands (The Child Development Associate National Credentialing Program, General Information Booklet, 2002). The CDA candidates achieve their CDA credential through performance-based assessment and participation in a formalized educational program. CDA credentials are awarded to personnel working in preschool centers, infant-toddler programs, family child-care settings, and to home visitors. Bilingual specialization is available for all settings. Recent research indicates that staff education is a major factor in improving the overall quality of early childhood programs (Galinsky, O Donnell, Beyer, Boose, 1998 and Bowman, Donovan, and Burns, 2001). The credential is therefore of great value in increasing the quality of New Jersey's early care and education delivery system. Educational opportunities for obtaining the credential exist through two and four year colleges/universities, child care resource and referral agencies, vocational schools, private training agencies and other community-based programs. 1

6 The Value of CDA The 1999 National Survey of Child Development Associates presented at the National Head Start Research Conference, Washington, DC demonstrates that several professional changes often occur after a candidate receives a CDA credential. This report, based on 4,993 randomly selected CDA subjects, contains the following findings (Bredekamp, Bailey, and Sadler, 2000): Salary Changes a. 51% of CDA's received salary increases after earning their CDA credential b. Approximately 70% of all CDA's received annual increases up to $500 Promotions c. 32% of all respondents reported receiving a promotion upon earning a credential; d. 85% of these received this promotion working for the same employer Staff Retention e. 87% of respondents reported that they were still working in Early Childhood Education f. 77% are still in the profession ten years after credentialing Professional Development g. 22% of the respondents reported that they had been awarded college credits toward a degree for having a CDA credential h. 60 % are members of early childhood professional associations Another study examining the Florida initiative for child care regulation changes reports the following information (Galinsky, O Donnell, Beyea and Boose, 1998): Increased teacher training significantly contributed to children s cognitive and emotional development with children spending more time engaged in learning activities. Significant improvements were seen in children s language proficiency, and decreases in behavioral problems were also noted. Classrooms where teachers held advanced early childhood education - AA, BA or higher degrees - had the highest scores for child development and classroom quality. Classrooms of CDA credentialed teachers were ranked as warmer, more sensitive, and more responsive to children than classrooms of teachers who held less than CDA levels of education. The CDA credential is the entry point into the higher education system for many individuals and fosters motivation and commitment to further education. For many teacher assistants, aides, and para- professionals, the CDA is a step onto the career lattice. Some CDAs continue on to achieve a higher education degree. In some instances, college graduates have taken CDA courses in order to prepare for work with young 17

7 children and to gain skills to meet children s specific physical, intellectual, social, and emotional needs. In New Jersey, achieving the CDA credential has led professionals to other positions in the early childhood field. These have included group teacher in a center-based setting, home inspector, advisor, mentor, and trainer. The CDA curriculum aligns with the New Jersey Core Knowledge and Competency Areas and has been incorporated into the career lattice of New Jersey's Professional Development Center for Early Care and Education (NJPDC). As shown by the Course Walk-Over (prepared by Richard Titus of the Educational Information & Resource Center), the Functional Areas of the CDA can be aligned with NAEYC Accreditation Criteria, NJSDE s Early Childhood Education Program Expectations, ECERS-R items, and the Core Knowledge Areas of NJPDCECE. 3

8 Course Walk-Over EIRC, CDA, NAEYC, NJSDE, ECERS-R Standards, and NJPDCECE NJ Child Care Training Program EIRC CDA Functional Area NAEYC Accreditation Criteria NJSDOE Early Childhood Education Program Expectations 17 ECERS-R Items PDCECE Core Knowledge Areas Arts in the Preschool 7 B Creative Arts 1, 2, 3 pp Curriculum Child Development 12 B, D n.a. 2, 3, 6, 33 Child Growth & Development Communicating with 11 C School & Home Partnerships 38 Family & Community Relationships Parents pp. 3-5 First Aid/Infant-Child 2 H Health, Safety & PE Child Growth & Development CPR pp Foundations of Early 12, 13 D, J n.a. n.a. Child Growth & Development Childhood Education Guiding Childrens 10 A Social/Emotional Development 1, 4, 5, 23, 31,32 Child Growth & Development Behavior pp Health & Safety in Child 1, 2, 4 H, I Health, Safety & PE 1-5 7, 8, 10, 11-14, 19 Child Growth & Development Care pp Infant-Toddler 12, 13 B n.a. n.a. Curriculum Curriculum Language Skills 5, 6 B Language Arts Literacy , 16, 17, 18, 23 Curriculum pp Observing & Recording 12, 13 A Assessment pp Assessment & Evaluation Behavior Math for Preschoolers 5 B Mathematics 1-6 pp Curriculum Multicultural Education 8, 9 World Languages Curriculum pp Music & Movement 6, 7 B Creative Arts 1, 2, 3 pp Curriculum Education Science for Preschoolers 5 B Science 1-6 pp , 23, 25 Curriculum Social Studies for 9 B Social Studies 1-6 pp Curriculum Preschoolers Supervision 12, 13 D, J Issues of Implementations 1, 9, 27, 29,30, Professionalism pp. v-vi 34, 39, 40, 41, 43 Teaching Techniques 3 A n.a. 35, 36 Professionalism Understanding Licensing 12, 13 C, D, F n.a. 1 Professionalism Requirements Working with Young Children with Special Needs 12 n.a. n.a. 37 Curriculum

9 Achieving a CDA The process of achieving the CDA credential is comprised of three phases. This includes direct experiences, course work, and a final assessment. The following components are required: Documented 480 hours direct experience working with children. Course work is comprised of 120 hours of study in the eight subject areas listed below: 1. Planning a safe, healthy learning environment. 2. Steps to advance children s physical and intellectual development. 3. Positive ways to support children s social and emotional development. 4. Strategies to establish productive relationships with families. 5. Strategies to manage an effective program operation. 6. Maintaining a commitment to professionalism. 7. Observing and recording children s behavior. 8. Principles of child growth and development. There are four components of the final assessment: 1. The CDA Professional Resource File includes a collection of 17 reference items that relate to the candidate's work, written competency statements, and an autobiography. 2. Parent Opinion Questionnaires provide feedback from parents of children in the Candidate's classroom. 3. The CDA Observation Instrument is used to record observation of the candidate s skills while working with children and families. 4. The Council assigns a trained early childhood professional to administer a written exam. This person will conduct an oral interview and check the Professional Resource File, the formal Observation, and the Parent Questionnaires. A committee of the Council conducts a review of all material and makes a decision regarding the credential award. The CDA credential can be obtained within the following specialized settings: A center-based preschool setting is a state-approved child development center where a Candidate can be observed working with a group of at least eight children, all of whom are aged three through five years. In addition, a center-based program must have: (1) at least ten children enrolled in the program (not necessarily in the Candidate s group), and (2) at least two caregivers working with the children on a regular basis. A center-based infant/toddler setting is a state-approved child development center where a Candidate can be observed working with a group of at least three children, all of whom are under age three. In addition, a center-based program must have: (1) at least ten 5

10 children enrolled in the program (not necessarily in the Candidate s group), and (2) at least two caregivers working with the children on a regular basis. A family child care setting is a family child care home where a Candidate can be observed working with at least two children five years old or younger who are not related to the Candidate by blood or marriage. The setting must meet at least the minimum level of applicable state/and or local regulations. Family child care settings are also eligible in localities where there is no regulation of family child care. A home visitor setting is an established program of home visits (to families with children five years old or younger) that supports parents in meeting the needs of their young children. In this setting, regular home visits are the primary method of program delivery. A bilingual setting is a child development program that has specific goals for achieving bilingual development in children; where two languages are consistently used in daily activities; and where parents are helped to understand the goals and to support children s bilingual development. Bilingual Specialization materials are available only for Spanish/English languages. However, caregivers who work in bilingual programs using other languages are eligible for this credential extension and should contact the Council for more information. In New Jersey, as of December 2003, 4,184 individuals, with 188 bilingual have received their CDA Credential. The CDA satisfies the Group Teacher Educational Qualifications issued by the Office for Licensing-Youth and Family Services (formerly the Bureau of Licensing in the State of New Jersey.) Of that number: 3,468 received the pre-school credential, 171 bilingual 571 received the infant toddler credential, 8 bilingual 139 received the family child care credential, 9 bilingual 6 are home visitors. 6

11 Models for Achieving the CDA Flexibility The current programs for educating child care professionals interested in obtaining their Child Development Associate Credential are varied to meet the needs of the individual. The credential standards however are well established. This formal coursework may be given for credit or noncredit. However, it must be provided under the auspices of an agency with expertise in the field of early care and education. This is the first formal educational experience for some candidates after many years in the workforce. Agencies and instructors can provide support for these students so they can be successful both in their education and their career. This opportunity can provide the stimulus to continue in this field to pursue their college degree for the motivated learner. Non-Credit Bearing Model Non-credit bearing entities have found that the candidates who turn to them for early childhood education are not usually seeking college credits. This option is of value for obtaining the CDA for the following reasons: The CDA credential is a nationally recognized credential that is accepted in New Jersey as the equivalent of a group teacher under the current center licensing regulations. Participants may combine a variety of professional development experiences from a variety of sources over a five-year period to obtain the credential. Staff members do not need to commit to the extensive blocks of time needed for college courses. The cost is affordable and the goal is obtainable. Participants can work at a pace that is comfortable for them. The CDA is accessible for candidates who are mastering English language skills prior to college entry. The credential is competency based and specific to early childhood education. All learning is clearly relevant to the work that is performed in the classroom with children. Staff may already have a college degree in another field and do not desire obtaining additional credits in early childhood education. There is a Child Care Resource and Referral Agency in each county. Many provide CDA coursework and training for non-credit. Currently, several of New Jersey s community colleges grant college credit for a previously-earned CDA credential. Thomas Edison 7

12 State College and Caldwell College are the only four-year institutions in New Jersey that have awarded college credits for the non-credit bearing credential Credit Bearing Model Community Colleges often provide a gateway for students entering the field of early childhood education. Some community colleges and four-year institutions provide a variety of services for credit and non-credit career options. This option has the advantage of having college credit attached to the learning, and the credit may apply to a specific degree program, especially in two-year institutions. Four-year institutions vary in their acceptance of these credits into their degree programs, and some have provided training programs for the CDA credential. 8

13 New Jersey s Survey In June 2003, the New Jersey Professional Development Center for Early Care and Education conducted a CDA Survey and Follow-up Study. Forty phone interviews were conducted with Child Development Associate Assessment Fee Scholarship recipients. The survey s goals were to provide an updated view of the constituency served by the scholarship program in the state of New Jersey and to highlight the effects of receiving the CDA on the participants professional development. Forty recipients were contacted by phone and another 140 were surveyed by mail. The participants represented towns in Northern, Southern and Central New Jersey. The respondents had a median experience of five years in the field of early care and education. The majority of the respondents were assistant teachers at the time they applied for the scholarship. The complete survey can be downloaded from website. Data from the survey is provided below: Salary Increase/Bonus Non-Abbott Promotions Non-Abbott Staff Retention Non-Abbott Professional Development Non-Abbott 68% attained a salary increase and/or bonus 63% gained professional advancement 96% are still employed in the field 48% have membership in a professional organization 84% completed and attained their CDA credential College/University Education Non-Abbott 40% have some college experience 20% are currently enrolled 25% are thinking about enrolling 10% not sure 5% no interest at this time The findings of this survey were consistent with those attained by the national survey conducted by the Council of Professional Recognition in Both surveys reflected encouraging statistics in regard to the retention of CDA professionals in the field of early care and education. While the national survey showed an 87% retention rate, this survey, focusing solely on New Jersey, showed an average 96% retention rate. Also, in the comment section, most of the respondents stated being very satisfied with the CDA process and the information learned in the preparation courses. Respondents felt that it increased their knowledge of child development and gave them a sense of professionalism. As a result of their success in obtaining the CDA credential, many have demonstrated increased levels of educational aspirations. 9

14 College Education for CDA Participants Not Sure 10% No Current Interest 5% Some College Experience 40% Considering Enrollment 25% Currently Enrolled 20% 10

15 Issues and Barriers The issues and barriers surrounding the CDA process and transferability into a degree program can be overcome, permitting non-traditional as well as traditional students to enter the field of early care and education with a clear career pathway. Funding Issues CDAs add value to the quality of the staff, and improve the impact that early care and education has for the children in their care. However, child care providers are among the lowest paid workers in the country and many providers cannot afford to pay the cost of CDA course work and the application fee. Funding to assist these providers is critical to maintain high quality child care programs throughout the state. Without financial support, many caregivers will never receive the comprehensive education needed to provide developmentally appropriate practices for children. Currently, all course work and CDA related expenses for child care providers working in Abbott District classrooms are paid for through scholarship and state funding. The state reimbursement level to course instructors has not been increased since the inception of the scholarship, in Child care providers in Non-Abbott classrooms must pay for their own course work and seek reimbursement through the NJPDC. However, there are limited funds available through reimbursement for income-eligible applicants in non- Abbott contracted centers. The threshold for income-eligible applicants is so low that it eliminates many candidates from obtaining these funds. There is also limited funding for the CDA Assessment Fee Scholarship which is available to all CDA applicants regardless of income. NJPDC manages the funding provided by the New Jersey Department of Human Services, Division of Family Development. Quality Assurance Practices in CDA Courses A variety of models provide access to the CDA credential, and take into account differences in candidates' educational, economic and experiential backgrounds. A variety of options for sources of training and educational methodology accommodate the various populations served by this process. It is, therefore, important that there be consistency in covering the basic content areas of the course work. Curriculum should be research-based and include developmentally appropriate practices. Differences in quality of content of CDA course work may result in candidates not being able to complete the process. Despite the source of the CDA coursework, all candidates for the credential must meet national standards as delineated in The Council for Professional Recognition's literature. The high success rate of New Jersey applicants (94%) found in the NJPDC survey attests to the quality of our state s CDA training programs. CDA instructors who participate in the NJPDC s Instructor Approval System have a high success rate in helping participants achieve the CDA. Instructor Qualifications Instructor qualifications are an issue to be considered. The quality of instruction and learning will be influenced by the qualifications of the instructors. Instructors need to have content knowledge in the area of early childhood education. Instructors also need an 11

16 understanding of CDA requirements as developed by the Council for Early Childhood Professional Recognition. They should possess knowledge of techniques that facilitate and enhance the learning of adult students. They need to understand the diverse nature of their students. Quality issues also include sensitive and thoughtful advisement of candidates who may not find this field suitable as career choice. Instructors need to assist those who are not suited for the CDA to seek other opportunities. Candidates who are appropriate to the field, but are unsure of their capabilities, need assistance to develop their skills and gain self-confidence. Literacy Adult literacy should be an important component in completing the CDA process and helps children served in early childhood settings to develop appropriate language skills. In addition to a high school diploma or GED, the eligibility criteria for a CDA candidate include the ability to read, write, and speak well enough to fulfill the CDA requirements. These include writing competency statements, an autobiography, completing oral and written exams, and completing 120 hours of training. Many CDA programs have literacy tests and/or interviews and writing samples built into the admission/enrollment process. Prospective students may be advised to pursue literacy or ESL classes, or have their admission deferred until their skills are more advanced. Students may be admitted with the understanding that the trainer will support the CDA candidates with extra assistance in writing competency statements. Difficulty with reading, speaking, and/or writing may interfere with the candidate's ability to complete the CDA process. Staff Support Center-based CDA candidates need the support of the program administration and coteachers to successfully complete the CDA process. When staff are supportive and assist CDA candidates, the candidates can incorporate new ideas, strategies, and competencies into their teaching practices. Articulation: Two- to Four-Year Degree Programs, Child Care Resource and Referral Agencies New national and state requirements (Head Start, No Child Left Behind, and New Jersey Supreme Court/Abbott P-3) mandates place pressure on classroom teachers to gain additional credentials. Many candidates step onto a career ladder with the CDA, but are confronted with articulation barriers when they attempt to move on. Although the CDA is considered a national credential there are several barriers that limit opportunities for professional growth. Currently there is limited transfer of non-credit training and course work to credit bearing at two- and four-year institutions. In transferring from a two to four-year college, four-year programs may accept no more than six credits into early childhood teacher preparation program. Some four year institutions are finding creative ways to meet the needs of their two-year feeder 12

17 colleges by applying some additional community college credits to satisfy general education requirements. Sometimes students are left with completed course work that cannot be credited to a higher degree. Working through these barriers can have positive outcomes. The 1999 national survey conducted on the Child Development Associate credential reports the following (Bredekamp, Bailey, and Sadler, 2000):. Among the three groups tracked; recently credentialed, midlevel CDA s and veteran CDA s, over 40% of CDA s in all three groups had some college credits at the time of credentialing, and 21% had completed at least a two-year degree. At the time of credentialing 36% of the respondents held teacher aide or assistant teacher positions. The percentage of teachers increased from 37 percent to 45%, and those who were center directors or supervisors grew from 9% to 14%. Nearly 40% hold positions in which they supervise early childhood personnel. The survey found that nearly 40% of CDA candidates received some or all their training through college credit to fulfill the 120-hour CDA requirement. Most received between three and twelve credits. Twenty-two percent reported having been awarded college credit toward a degree for having a CDA. 13

18 Desired Outcomes and Recommendations 1. All CDA candidates will receive quality training and education from teacher educators with credentials. Recommendation: Instructors of non-credit bearing courses should be approved through the NJPDCECE Instructor Approval System at the level of Instructor or Master Instructor. Instructors of credit-bearing courses should meet the adjunct instructor qualifications of the institution offering credit. 2. The CDA will be the minimum credential for all teachers in an early childhood setting. Recommendation: The CDA should be viewed as a key early childhood education credential that all non-certified classroom staff should be encouraged to obtain. 3. All practitioners pursing the CDA credential will receive financial support through reimbursement opportunities or scholarships. Recommendation: Scholarship and reimbursement funding levels need to be increased so that we can encourage practitioners throughout the state to participate in CDA educational opportunities and to provide funding for candidates to apply for the credential. In addition, the maximum amount per candidate must be increased to keep step with increased costs incurred by training providers. 4. Potential CDA candidates and their program administrator will be knowledgeable of the CDA course content and are able to make informed decisions regarding program quality. Recommendation: Candidates seeking to complete a CDA are advised to assess the quality of the program they are entering by asking about: instructor qualifications, career counseling, content of curriculum, and whether individualized mentoring is available. 5. Every instructor has a clear understanding of NAEYC Code of Ethics and can share this knowledge with CDA candidates. Recommendation: The instructor should be familiar with and able to accept the principles of the NAEYC Code of Ethical Conduct. 14

19 6. To succeed, all CDA candidates literacy skills are assessed prior to entering a CDA program. Recommendation: Every effort needs to be made to assess the literacy competence of candidates at the beginning of admission or during the training process. Instructors should assess CDA candidates for their readiness to successfully complete the CDA process. 7. Instructors/trainers will infuse language/literacy skill building throughout the educational coursework in order to meet the individual needs of students. Recommendation: The instructor should be familiar with instructional techniques that strengthen the candidate s own literacy skills while participating in the preparation program. 8. All instructors/trainers will be knowledgeable about Council requirements, NJ s Career Lattice and the Registry for Childhood Professionals. Recommendation: CDA trainers/instructors need to be thoroughly acquainted with the steps the candidate must take to successfully complete the CDA credential and provide advisement for professional growth as outlined in the NJ Registry for Childhood Professionals. 9. Administrators, supervisors, and co-teachers will be actively involved in the candidate's educational experience and should assist candidates to incorporate their new learning into their classroom practices. Recommendation: (a) All CDA education programs should include an introduction to the CDA for the candidate's program administrators and co-teachers. (b) Program administrators should support candidates by scheduling time for them to attend classes, to study, to prepare for upcoming classes, and to implement the new techniques into the curriculum. 10. All teachers who earn their CDA credential will be compensated appropriately. Recommendation: Upon receipt of the CDA credential, employers should reward the staff member with appropriate compensation and responsibility. 11. The CDA candidate will have a qualified mentor who conducts onsite observations and provides feedback to the CDA candidate and the program supervisors prior to the formal observation visit. Recommendation: Instructors, program supervisors, or mentor/teachers should utilize on-site observation and feedback to assist candidates during the process of obtaining the CDA and prior to the required formal observation. Use of the CDA Assessment Observation Instrument should enhance this process. 15

20 Helpful Links Abbott v. Burke NJ Supreme Court Decision-Educational Law Center, Child Care Resource and Referral Agencies Council for Early Childhood Professional Recognition, Child Development Associate (CDA) National Credentialing Program Department of Human Services, Division of Family Services Early Childhood Education Program Expectations: Standards of Quality National Association for the Education of Young Children Literacy Questia-The world s largest online collection of complete books, journals and articles National Institute for Literacy New Jersey Professional Development Center for Early Care and Education (NJPDCECE) Preschool through 3 rd Grade (P-3) New Jersey Department of Education (DOE) 16

21 Glossary Abbott Programs Abbott school districts are deemed special needs districts by the state due to the percentage of children living in poverty. They are mandated by the New Jersey Supreme Court to provide all day Kindergarten and classes for three and four year old children. Some districts hold classes for three and four years olds in their own buildings and some contract with local child care centers to provide the classes. These centers must meet the higher standards required by the court ruling. CDA The Child Development Associate is a national credentialing program which is designed to assess and improve the skills of caregivers in center based child care, family day care and home visitor programs. The candidate must have taken part in 120 clock hours of class time, be observed working with children, pass a written test and collect material for a Resource File. The credential is awarded by the Council for Early Childhood Recognition in Washington, D.C. Early Childhood Education Program Expectations: Standards of Quality Is a Department of Education document stating guidelines for high quality preschool teaching and learning. ECERS-R Early Childhood Environment Rating Scale, Revised Edition is designed to assess and process quality in an early childhood program. Process quality consists of the various interactions that go on in a classroom between staff and children, staff, parents, other adults and among the children themselves. It also assessed the and the interactions children have with the many materials and activities in the environment, as well as those features, such as space, schedule and materials that support these interactions. Process quality is assessed primarily through observation and has been found to be more predictive of child outcomes than structural indicators such as staff to child ratio, group size, cost of care, and even type of care. EIRC The Educational Information and Resource Center located in Sewell, N.J. has a contract with the state to provide training statewide for child care center staff. 17

22 NAEYC National Association for the Education of Young Children is a membership support organization for those committed to fostering the growth and development of children birth to age eighth. It is the largest organization of early childhood professionals in the nation and has been influential in defining best practices for early childhood. The organization holds an annual conference; it publishes a bi-monthly magazine Young Children, and advocates for children and families on a national level. NJPDCECE New Jersey Professional Development Center for Early Care and Education is the outcome of the Sow the Seeds Project. The Center is concerned with setting standards, identifying and determining qualifications for levels of professional development, and with the transfer of students through a coordinated professional preparation system. 18

23 References Bowman, B., Donovan, & Burns (2001) Eager to Learn: Educating Our Preschoolers. Committee on Early Childhood Pedagogy. National Research Council (2001), Commission on Behavioral and Social Sciences and Educatin. Washington, DC. National Academy Press. Bredekamp, S. (2000). CDA at 25: reflections on the past and projections for the future. Young Children. September , Bredekamp, S., Bailey, C. T., & Sadler, A. (2000). The 1999 National Survey of Child Development Associates. Presented to the 5 th Head Start National Research Conference, June 28-July 1, ERIC document ED Bredekamp, Sue, & C. Copple, Eds. (1997). Developmentally Appropriate Practice in Early Childhood Programs. Rev. ed. Washington, DC: NAEYC. Feeney, S. and Freeman, L (1998). N.K., Ethics and the Early Childhood Educator: Using the NAEYC Code. National Association for the Education of Young Children. Galinsky, E., O Donnell, N., Beyea, B., and Boose, J. (1998). Florida Child Care Quality Improvement Study Findings. Report presented to The Early Childhood Engagement Network. March 6, ERIC document ED Council for Professional Recognition, The Child Development Associate National Credentialing Program, General Information Booklet. Washington, DC: Council for Professional Recognition. Council for Professional Recognition, (September, Preparing Professionals as Child Development Associates, A guide for designing the delivery of CDA training. Washington, DC, Council for Professional Recognition. Council for Early Childhood Professional Recognition (October 1998). The Child Development Associate, Assessment System and Competency Standards. Washington, DC: Council for Professional Recognition. New Jersey Professional Development Center for Early Care and Education (January 2002). Core Knowledge and Competency Areas, Professional Standards for Adults Working with Young Children Birth through Age Eight and In Out-of-School-Time Programs. Union, NJ: Kean University. 19

24 CDA Statewide Advisory Group Staff NJ Professional Development Center for Early Care and Education Florence Nelson - Executive Director Odessa Davis - Director CDA Statewide Advisory Group Michelle Barnea - Early Childhood Consultant Joy Burke - Programs for Parents, Inc. Nezzie DeFrank - Programs for Parents, Inc. Lyllyth DeMarco - Bank Street College Lauretta B. Freeman - Center for Educational Service Catherine M. George - EIRC Judith Krom - Thomas Edison State College Ave Latte - Brookdale Community College Janice S. Lee - Educational Consultant Jason Verdone - EIRC Susan O'Leary - The Children's Home Society of New Jersey Carol L. Little - Neighborhood House Association Sylvia F. Pfeffer - Center for Educational Services Ines Rodriquez Programs for Parents, Inc. Marcia Schoolmaster Programs for Parents, Inc. Choicie D. Sorrell - Catholic Charities, Diocese of Metuchen Janice Suarez - Urban League of Hudson County Janice Szarko Community Coordinated Child of Union County Nancy Thomson - Child Care Connection Mary Lynn Townsley Hudson County Community College The CDA Statewide Advisory Group History The CDA Statewide Advisory Group was established in 1990 by Community Coordinated Child Care of Union County as a service to provide a way to mentor new CDA programs, share resources and bring both credit and non-credit programs together to learn about each other. In 2000, support for these dedicated trainers and providers of the CDA transitioned to the New Jersey Professional Development Center for Early Care and Education (NJPDCECE). Meeting bi-monthly, this group understands that the CDA is often the first introduction to those entering the field of early childhood education. Striving for excellence and high standards, it is the belief of the CDA Statewide Advisory Group that the CDA is first step on the career lattice in the State of New Jersey for teacher preparation in early childhood education. 20

25 Acknowledgments Special thanks to: The writing team, who unselfishly gave of their time to bring this position statement together: Michelle Barnea Odessa Davis Judith Krom Nancy Thomson Carmen Gomez, graduate student of Kean University for her work on the CDA Survey and Follow-up Study, June The Schumann Fund for New Jersey for their financial support for the printing and distribution of this document. Final editors of this document: Michelle Barnea Odessa Davis Nezzie DeFrank Judith Krom Ave Latte Lauretta B. Freeman Janice S. Lee Florence Nelson Sylvia F. Pfeffer Janice Szarko Nancy Thomson Jason Verdone The Council for Professional Recognition: Sue Bredekamp Carol Brunson Day Deborah Jordan 21