CDA Infant/Toddler Credential with Portfolio Review - online course

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CDA Infant/Toddler Credential with Portfolio Review - $500

224 Included resources
IACET accredit provider CEUs

12 CEUs

4.6/5
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Dive into the world of tiny wonders with our Infant-Toddler CDA Credential Training! Join us for 120 hours of excitement as we guide you through the magical journey of nurturing our littlest learners.

This training is designed to assist participants in earning their Infant-Toddler CDA credential. The Infant-Toddler CDA Credential is for educators working with children ages birth to 36 months in a center-based setting.

The Child Development Associate (CDA) Credential™ is the most widely recognized credential in early childhood education (ECE) and is the best first step on the path of career advancement in ECE. In this 120-hour training, students will cover the 10 or more hours of training for the #CDA professional #early_childhood credential in the following Subject Areas:

  1. Planning a safe and healthy learning environment
  2. Advancing children's physical and intellectual development
  3. Supporting children's social and emotional development
  4. Building productive relationships with families
  5. Managing an effective program
  6. Maintaining a commitment to professionalism
  7. Observing and recording children's behavior
  8. Understanding principles of child development and learning

Includes CDA Professional Portfolio Review resources created by certified CDA PD Specialists.

How to earn your CDA:

What you need to apply...

  • Complete your 120-Hour CDA Infant/Toddler Credential online with H&H Child Care Training.
  • An official document certifying that you are a high school junior or senior currently enrolled in an early childhood education program or, a high school diploma or GED.
  • 480 clock hours of experience working with children within three years of beginning your application

What's next...

The CDA Application Once you have completed your prerequisites the required coursework, purchase the $25 CDA Competency Standards Book from the Council for Professional Recognition (http://www.cdacouncil.org). This book will provide you with all of the steps required to prepare for the application process, including:

  • Preparation of the Professional Portfolio – a collection of resources.
  • Reflective Statements of Competence – using, at key points, the resources you collected.
  • Professional Philosophy Statement – a summary of your viewpoint; takes into account learning that occurred when preparing the Professional Portfolio.
  • Family Questionnaires – to be distributed to the families of children in your care; the questionnaires highlight areas of strength as well as areas of growth.

After all requirements are met...

  • Apply online using YourCouncil (https://yourcouncil.org/cfprssa/ssaauthmain.login_page) and pay the online application fee of $425, or submit a paper application provided in the Infant/Toddler edition of the CDA® Competency Standards book with the $500 application fee.
  • As part of the application process, you will select a CDA Professional Development (PD) Specialist from the Council's online directory. This person will observe you working with young children as part of the process.
  • Schedule Your CDA Exam CDA Candidates who have applied to the Council for Professional Recognition and have received a Ready to Schedule Notice may schedule the CDA Exam.

There are two ways a Candidate can schedule the CDA Exam. Testing times and locations are available on a “first come, first serve” basis. To schedule the exam online, Candidates must first create a Pearson VUE web account. When creating your account, you will need the Candidate ID number from your Ready to Schedule Notice that you received from the Council. To schedule your CDA Exam by phone, call 1-866-507-5627. You may schedule the CDA Exam anytime between 7:00 a.m. and 7:00 p.m. Central Standard Time (CST), Monday through Friday. Do not call the Council for Professional Recognition to schedule your CDA Exam.

 

Request Group Session (10+ students)
Eligible for: NEW JERSEY: Workforce Registry CDA Scholarship
Eligible for: GEORGIA: DECAL Scholars CDA Scholarship
Eligible for: MINNESOTA: CDA Application Fee and Training Reimbursement
Eligible for: NEW YORK: Educational Incentive Program (EIP) Scholarship
B. Objectives / Learning Outcomes:
By the end of this training, the learner will be able to:
  1. Identify the causes and locations of child injuries at childcare settings.
  2. Demonstrate an understanding of how genetics and environment influence child growth and development.
  3. Identify resources addressing health, safety and nutrition topics (CPR, 911, CDC, WIC, Poison Control)
  4. Identify strategies to assist children with food allergies/feeding concerns.
  5. Identify strategies for providing appropriate care for infants and toddlers with chronic health issues
  6. Identify recommended medical and immunization schedules for children birth through age three
  7. Identify infant and toddler materials and equipment.
  8. Demonstrate an understanding of how appropriate material and equipment promotes play.
  9. Demonstrate assessment techniques to track skill development and individual need.
  10. Demonstrate an understanding of how available materials and equipment guide activity development
  11. Identify strategies for integrating culture and diversity into an infant and toddler program
  12. Identify strategies for effective communication with families.
  13. Give examples of ways to apply and model ethical behavior and professional integrity with all children and youth.
  14. Give examples of ways to apply and model ethical behavior and professional integrity with community members and organizations.
  15. Give examples of ways to apply and model ethical behavior and professional integrity with families.
  16. Identify the importance of professional development for child care professionals and strategies to make meaningful choices.
  17. Identify and contemplate bias and explore anti-bias approaches that support working with children and families.
  18. Give examples of appropriate sensory activities for infants and toddlers.
  19. Define the term multiculturalism and how it relates to the child's environment.
  20. Demonstrate understanding of an IEP and removing barriers
  21. Demonstrate an understanding of translating assessment and observational information into short and long term goal development
  22. Identify strategies to prevent Adverse Childhood Experiences
  23. Demonstrate an understanding of the value and importance of complex characteristics of children’s families and communities
  24. Demonstrate understanding of brain development in young children.
  25. Identify the symptoms and signs of poor time management in the child care environment.
  26. Demonstrate an understanding of ethical conduct: Statement of Commitment & Preamble
  27. Demonstrate an understanding of how ongoing preventive health and wellness care affects child development
  28. Identify strategies to promote cultural diversity and acceptance in the child care environment.
  29. List examples ways to incorporate inclusion and equity in the classroom
  30. Identify resources to help children discover, learn, and experience in a natural play environment.
  31. Identify materials and equipment for center childcare programs that meet the needs of specific age groups in both shared or permanent space and align with the programs curriculum
  32. Explain the value of self-evaluation and reflection.
  33. Identify significant events surrounding the evolution of early childhood education in America.
  34. Identify current events impacting Early Childhood Education.
  35. Identify appropriate activities for children birth through age three
  36. Give examples of strategies to help children resolve conflict amongst themselves.
  37. Identify the signs of traumatic brain injury in infants and young children.
  38. Demonstrate understanding of observational techniques to track skill development and individual need.
  39. Describe the benefits of an outdoor classroom.
  40. Demonstrate an understanding of how to create a natural outdoor classroom that supports child development in all areas.
  41. Identify specific considerations and resources for implementing an outdoor classroom program.
  42. Identify materials and activities to promote learning in the outdoor classroom.
  43. Define conflict resolution and explain why problem solving is important.
  44. Define Adverse Childhood Experiences and identify its effects on child development
  45. Define culture and cultural competency
  46. Demonstrate understanding of strategies that utilize good time management practices for teachers and child care providers.
  47. Demonstrate understanding of the content and implications of environment regulations and supervision requirements
  48. Demonstrate understanding of the feeding regulations and monitoring requirements.
  49. Demonstrate understanding of the harmful effects of excessive sun exposure in infants and young children.
  50. Recognizing and preventing shaken baby syndrome
  51. Recognize theory and theorist in relation to child development and approaches to learning.
  52. Demonstrate understanding of the importance of predictable and consistent care.
  53. Demonstrate understanding of using assessment and observations for short and long term goal development for ages birth to three.
  54. Demonstrate understanding of using assessment and observations for short and long term goal development for ages four and above.
  55. Describe a classroom management plan that promotes positive reinforcement, clear expectations, and consistent implementation.
  56. Recognize the legal foundations, including the IDEA Act and Section 504.
  57. Recognize the importance of music in both child development and curriculum.
  58. Define developmental domains.
  59. Recognize the importance of a positive and respectful attitude in working with all children and their families.
  60. Recognize the importance of knowing the stages of development.
  61. Recognize the importance of problem solving and conflict resolution strategies with community members and families
  62. Define Developmentally Appropriate Practice
  63. Recognize the differences between major theories.
  64. Recognize strategies for effective conferences with families.
  65. List which professions are mandated reporters.
  66. List the steps to complete a report on abuse and neglect.
  67. List safety risks for infants and toddlers and strategies to diminish these risks.
  68. Describe common myths and facts about safe sleep for infants and young toddlers.
  69. List resources and the referral process for preschoolers with a suspected/diagnosed disability.
  70. Describe infant/toddler nutritional needs.
  71. List recommended feeding schedules and identify strategies for introducing new food for children birth through age three.
  72. List benefits to a multicultural and inclusionary environment.
  73. Describe the difference between unintentional injuries and nonfatal injuries children can experience.
  74. Describe the impact of culture on infant and toddler development
  75. Describe the importance of learning centers in the early childhood education environment.
  76. List and review tracking systems to monitor the daily feeding schedule of infants and toddlers
  77. Describe the meaning of positive discipline in the classroom.
  78. Describe the primary learning centers and their components.
  79. Describe the steps teachers should take to identifying challenging behaviors.
  80. Describe the various ways teachers can address challenging behaviors in the classroom.
  81. Explain appropriate crib guidelines for caregivers to ensure safe sleep for infants and young toddlers.
  82. Identify ways to reflect on one's own personal perspectives with courage and/or humility
  83. Identify ways to interact respectfully and appropriately in a variety of cultural contexts
  84. Explain how theory is reflective in the child care environment.
  85. Identify ways to examine child behavior to prepare for guidance.
  86. Identify ways to help parents and infants/toddlers handle separation and attachment.
  87. Identify vehicle safety hazards that pose a major threat to children.
  88. Identify types of abuse in infants and toddlers.
  89. Identify theorists of guidance and discipline
  90. Explain the possible causes and results of traumatic brain injury in infants and young children.
  91. Give examples of strategies teachers can use to communicate with parents regarding challenging behaviors.
  92. Identify Jean Piaget's stages of cognitive development.
  93. Identify theory and theorist in relation to child development.
  94. Identify the differences in major theories.
  95. Demonstrate an understanding of the benefits of individualized learning
  96. Identify factors that influence learning.
  97. Identify similarities between major theories.
  98. Demonstrate an understanding of prenatal development and its impact on child development.
  99. Demonstrate an understanding of how the community in which a child lives influences development
  100. Identify the basic musical milestones in children aged from birth to 5 years.
  101. Identify strategies to increase scientific inquiry in the infant and toddler classroom
  102. Demonstrate an understanding of creating a successful block center by identifying the various types of blocks, describing an effective block center setup, and recognizing the various stages of block play.
  103. Define resilience and identify ways it helps young children overcome toxic stressors.
  104. Give examples of ways to collaborate with other professionals involved in the care and education of all children and youth.
  105. Give examples of strategies that reduce stress in infants and young children.
  106. Demonstrate an understanding of cognitive development as it relates to science in infants and toddlers.
  107. Demonstrate an understanding of typical and atypical development from birth to age 2..
  108. Identify the stages and milestones of development from birth to age 2.
  109. Demonstrate an understanding of brain development in children birth through age three.
  110. Demonstrate appropriate caregiver responses to different infant/toddler temperaments.
  111. Identify the need to maintain individual feeding schedules for infants.
  112. Demonstrate an understanding of inclusionary practices.
  113. Identify the types of sun rays and their benefits to young children and the earth.
  114. Demonstrate an understanding of how to keep children safe while in vehicles and school buses.
  115. Identify resources for referral and specialized services.
  116. Give examples of tools that record and communicate critical information to other staff and families.
  117. Give examples of developmentally appropriate musical activities for children.
  118. Demonstrate an understanding of how chronic illness can affect development in ages four and above.
  119. Define mental health and its Indicators in infants and young children.
  120. Identify strategies for working with children with special needs.
  121. Demonstrate understanding of how to assess and meet the needs of children with special needs.
  122. Identify the components of positive relationships with children, co-workers and families.
  123. Demonstrate an understanding of potential violations of confidentiality and take steps to reduce the risk of occurrence.
  124. Demonstrate an understanding of typical and atypical development from age 2 to 5.
  125. Identify procedures that will promote a safe environment (indoor and outdoor).
  126. Identify different types of play.
  127. Identify the role of play in the early childhood environment.
  128. Define self-esteem and identify how it relates to art.
  129. Identify causes of obesity in children.
  130. Demonstrate Understanding of Meal Planning for young children.
  131. Demonstrate an understanding of individual planning.
  132. Demonstrate an understanding of teacher vs. child directed activities.
  133. Identify curriculums specific to children birth through age three
  134. Identify the components of: 1. Greeting and Departure 2. Feeding 3. Diapering and Toileting 4. Dressing 5. Sleeping
  135. Demonstrate an understanding of how to develop appropriate daily schedules that promote routines. (1 hr)
  136. Identify different types of barriers for mixed ages with disabilities and ways to adapt curriculum to fit their needs.
  137. Demonstrate understanding of appropriate interaction with infants and toddlers.
  138. Identify the requirements of an appropriate environment that will promote free exploration and manipulation.
  139. Demonstrate an understanding of how positive guidance promotes sound social and emotional development.
  140. Identify appropriate practice for the identification, prevention, and treatment of communicable diseases in childcare.
  141. Demonstrate understanding of positive alternatives of timeouts and certain disciplining techniques based on best practices.
  142. Give examples of strategies in responding to typical child care situations.
  143. Demonstrate an understanding of approaches to learning
  144. Demonstrate how to develop policies and procedures that promote good hygiene
  145. Describe the proper procedures of medication administration including: authorizations forms, documentation, storage, training, emergent issues, and resources.
  146. Define the meaning of professionalism in child care.
  147. Give examples of ways to apply and model ethical behavior and professional integrity with staff and administrators.
  148. Identify strategies to make connections and interact substantively with those who are different from oneself
  149. Demonstrate how theory is reflective in the child care environment.
  150. Define the similarities between major theories.
  151. Identify significant events surrounding the evolution of early childhood education throughout the world.
  152. Identify strategies to listen while withholding judgement about the new or unfamiliar
  153. Identify the nutritional needs of children aged four and above.
  154. Identify the components of the MY Plate.
  155. Demonstrate understanding of an IFSP and removing barriers
  156. Demonstrate an understanding of how to implement an Individual Family Support Plan.
  157. Define social emotional development in young children
  158. Demonstrate understanding of developing strategies for involving parents in the child care setting.
  159. Identify the most common sources of stress for young children.
  160. Give examples of strategies caregivers can use to ensure safe sleeping habits and the prevention of SIDS/SUIDS in infants.
  161. List the most common reasons why infants and toddlers bite.
  162. Define active play in the early childhood classroom and describe its benefits for young children.
  163. Demonstrate understanding of children's general knowledge that supports emerging math skills
  164. Give examples of strategies to prevent traumatic brain injuries in infants and young children.
  165. Identify strategies in promoting sound health and safety principles for in child care.
  166. Demonstrate communication skills that enable intercultural communication, including effective listening skills
  167. Demonstrate understanding of scaffolding as a method for individualized learning.
  168. Recognize the needs of individualized learning for infants and toddlers.
  169. Demonstrate understanding of the importance of parent/caregiver relationship
  170. Describe the stages of grief and the different ways children react to grief and stress.
  171. Identify assessment tools.
  172. Demonstrate an understanding of the ADA.
  173. Identify strategies for the child care provider that will promote successful child development.
  174. Demonstrate an understanding of developmentally appropriate practices for infants and toddlers with developmental, emotional, cognitive, language and/or physical needs.
  175. Identify strategies to ensure appropriate infant and toddler supervision.
  176. Identify the components of a lesson plan for infants and toddlers.
  177. Identify different learning styles of young children
  178. Identify the different learning concepts related to block play.
  179. Identify the role of family in society
  180. Identify adaptations to materials and equipment for children with diagnosed special needs or delay
  181. Demonstrate an understanding of diverse perspectives, and navigate the ambiguity and complexity that comes with that.
  182. Demonstrate an understanding of how to be open to new perspectives and diverse others.
  183. Identify stages and milestones of development for ages 1 to 5
  184. Demonstrate an understanding of observational techniques that result in accurate and objective observation
  185. Identify parenting styles and the influence those styles have on child development
  186. Identify communication issues that are common in the early care and education environment
  187. Select activities to focus on play, exploration, and constructive approaches to learning math.
  188. Describe open-ended art concepts.
  189. Demonstrate understanding of effective listening skills in childcare.
  190. Demonstrate appropriate/effective responses as they relate to a variety of typical child care scenarios.
  191. Give examples of new open-ended art techniques to use with children.
  192. Demonstrate an understanding of the information that should be communicated regularly with staff, parents, and the community
  193. Demonstrate methods to address gender stereotypes and sexism in the classroom related to children’s math abilities
Criteria to earn CEUs:
Certificates are awarded when the following criteria have been met by the learner:
  1. Class has been paid in full
  2. All material has been reviewed
  3. All review questions and final test have been completed with a passing score of 80% or higher.
Learning Assessment Method:
Learners will be assessed through questions after every section is completed. Learners will not be allowed to proceed to the next section of the training until all questions have been answered correctly. Learners will be presented with a final test composed of true/false and multiple choice questions. Upon successful completion of the training, learners will receive their certificate by email.

Learning Methodology:
Online material will be presented in the form of slides, accompanied with speech. Videos will be used to demonstrate ideas and concepts. Charts and tables will be used for illustration.

Logistics/Required Technology:
A stable internet connection is required for the completion of this course. Users are highly encouraged to take their online course on Google Chrome on either a laptop or desktop computer. Speakers and/or headphones are also required to hear speech.

Payment Policy:
Payments need to be made in full. No refunds will be issued after starting the class.

Proprietary or conflict of interest disclosure:
Unless otherwise stated in the course description none of H & H subject matter experts and editor has any conflict or proprietary interests related to the material they prepared in this course.

Support Services:
Please visit our contact us page
Please read carefully:

You are purchasing a session of an online training that includes online assessments. Your certificate will be emailed to you once you pass the final exam with a passing grade of 80%.

Your certificate will bear the name you provided to us when you signed up. For support and questions regarding the material presented in this class please contact us at [email protected]. Please consult our frequently asked questions page for other questions or feel free to contact us.

No prerequisites are required for the completion of this course.


Information about this training

Hours breakdown

45 CD/45 CUR/9 HSN/6 SN/9 PRO/6 COM

Topics / Categories

Health, safety and nutrition
Curriculum
Professionalism
Special needs
Child development
Community
Group Admin
Infant/ Toddler
Not Applicable
Basic

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