Key Takeaways
- 6 Competency Standards organized into 13 Functional Areas
- Standard I covers safety, health, and learning environment (3 areas)
- Standard II covers physical and intellectual development (4 areas)
- Standard III covers social-emotional development and guidance (3 areas)
- Standards IV, V, and VI each have 1 functional area (Families, Program Management, Professionalism)
The Six CDA Competency Standards
The CDA framework is built on six Competency Standards that describe what competent early childhood professionals should know and be able to do. These standards are divided into 13 Functional Areas.
Competency Standards Overview
| Standard | Goal | Functional Areas |
|---|---|---|
| I | Safe, healthy learning environment | 1. Safe, 2. Healthy, 3. Learning Environment |
| II | Physical and intellectual competence | 4. Physical, 5. Cognitive, 6. Communication, 7. Creative |
| III | Social-emotional development and positive guidance | 8. Self, 9. Social, 10. Guidance |
| IV | Positive and productive relationships with families | 11. Families |
| V | Well-run, purposeful program | 12. Program Management |
| VI | Commitment to professionalism | 13. Professionalism |
Competency Standard I: Safe, Healthy Learning Environment
Goal: To establish and maintain a safe, healthy learning environment.
| Functional Area | Description |
|---|---|
| 1. Safe | Provide a safe environment to prevent and reduce injuries |
| 2. Healthy | Promote good health and nutrition and provide an environment that contributes to the prevention of illness |
| 3. Learning Environment | Use space, relationships, materials, and routines as resources for constructing an interesting, secure, and enjoyable environment |
Competency Standard II: Physical and Intellectual Competence
Goal: To advance physical and intellectual competence.
| Functional Area | Description |
|---|---|
| 4. Physical | Provide a variety of developmentally appropriate equipment, activities, and opportunities to promote physical development |
| 5. Cognitive | Provide activities and opportunities that encourage curiosity, exploration, and problem-solving |
| 6. Communication | Communicate with children and provide opportunities for children to develop communication skills |
| 7. Creative | Provide opportunities for children to express creativity |
Competency Standard III: Social-Emotional Development
Goal: To support social and emotional development and to provide positive guidance.
| Functional Area | Description |
|---|---|
| 8. Self | Provide physical and emotional security for each child and help develop a positive sense of self |
| 9. Social | Help each child function in the group, learn to cooperate with others, and encourage feelings of empathy |
| 10. Guidance | Provide a supportive environment in which children can learn self-regulation |
Competency Standard IV: Families
Goal: To establish positive and productive relationships with families.
| Functional Area | Description |
|---|---|
| 11. Families | Maintain open, friendly, and cooperative relationships with families; encourage their involvement; and support the child's relationship with their family |
Competency Standard V: Program Management
Goal: To ensure a well-run, purposeful program responsive to participant needs.
| Functional Area | Description |
|---|---|
| 12. Program Management | Use observation, documentation, and planning to support children's development; work as a team member with other staff |
Competency Standard VI: Professionalism
Goal: To maintain a commitment to professionalism.
| Functional Area | Description |
|---|---|
| 13. Professionalism | Make decisions based on knowledge of early childhood theories and practices; promote quality in child care services; take advantage of opportunities to improve competence |
How many Functional Areas are included in the CDA Competency Standards?
Which Competency Standard focuses on establishing positive relationships with families?