Free CDA Exam Flashcards

Specific skills or behaviors that most children can do by a certain age. These serve as guidelines for tracking typical development and identifying potential delays. Examples include rolling over by 6 months, walking by 12-15 months, and speaking in sentences by age 3.

The process by which children develop thinking, problem-solving, and decision-making abilities. Includes memory, attention, reasoning, and language acquisition. Piaget identified four stages: sensorimotor, preoperational, concrete operational, and formal operational.

The process through which children learn to understand emotions, develop relationships, and interact with others. Includes self-regulation, empathy, and social skills. Secure attachments in early childhood form the foundation for healthy social-emotional development.

Developed by John Bowlby, this theory explains how early bonds between children and caregivers affect development. Secure attachment leads to confident exploration, while insecure attachment (avoidant, anxious, disorganized) can cause developmental challenges.

A teaching strategy where adults provide temporary support to help children learn new skills, then gradually remove support as competence increases. Based on Vygotsky's theory, it helps children work within their Zone of Proximal Development.

Infection control practices treating all blood and bodily fluids as potentially infectious. Includes wearing gloves, proper hand washing, and safe disposal of contaminated materials. Required in childcare settings to prevent disease transmission.

A person legally required to report suspected child abuse or neglect to authorities. Childcare providers are mandated reporters in all states. Must report any reasonable suspicion—not investigate or prove abuse yourself.

A strategy requiring caregivers to constantly observe, count, and engage with children to prevent injuries. Components include positioning for visibility, scanning the environment, anticipating behavior, and redirecting when necessary.

Guidelines to reduce SIDS risk in infants. ABCs of safe sleep: Alone (no toys, blankets, bumpers), Back (placed on back), Crib (firm, flat surface). Room temperature should be comfortable, and infants should not be overdressed.

Procedures for identifying and managing food allergies in childcare. Includes obtaining allergy documentation, creating individual health plans, training staff on emergency response, reading labels, and maintaining allergen-free zones.

Designated areas in a classroom organized around specific types of activities or learning domains. Examples include dramatic play, blocks, art, science, and literacy centers. Allow children to make choices and engage in self-directed learning.

An approach to teaching grounded in research on child development and learning. Considers age appropriateness, individual characteristics, and cultural context. Developed by NAEYC as a framework for early childhood education.

A setting designed to meet the needs of all children, including those with disabilities or developmental delays. Features accessible materials, adaptive equipment, individualized supports, and anti-bias curriculum. Promotes belonging for every child.

A consistent sequence of activities that provides structure and predictability for children. Should balance active and quiet times, indoor and outdoor play, and child-directed and adult-led activities. Helps children feel secure and develop self-regulation.

An educational approach that actively challenges prejudice and promotes diversity. Includes diverse materials, discussions about differences, and teaching children to recognize and speak up against unfairness. Supports positive identity development.

Large muscle movements involving arms, legs, and torso. Includes running, jumping, climbing, throwing, and balancing. Develops from head to toe (cephalocaudal) and center to extremities (proximodistal). Outdoor play is essential for development.

Small muscle movements in hands and fingers used for precise tasks. Includes grasping, cutting, writing, buttoning, and using utensils. Develops after gross motor skills and requires hand-eye coordination. Activities like puzzles and playdough support development.

The process of learning through the five senses: sight, hearing, touch, taste, and smell. Sensory experiences help brain development and are essential for learning. Sensory play activities support cognitive, social, and physical development.

Daily living skills children learn to do independently. Includes dressing, toileting, hand washing, and feeding. Teaching these skills builds confidence and autonomy. Break tasks into steps and allow sufficient time for practice.

Recommendations for children's movement and exercise. Toddlers need at least 30 minutes of structured physical activity and 60 minutes of unstructured play daily. Preschoolers need at least 60 minutes of structured activity and several hours of active play.

Four stages of intellectual growth: Sensorimotor (0-2 years, learning through senses and actions), Preoperational (2-7 years, symbolic thinking but egocentric), Concrete Operational (7-11 years, logical thinking), Formal Operational (11+ years, abstract reasoning).

Understanding that objects continue to exist even when not visible. Develops around 8-12 months during Piaget's sensorimotor stage. Before this, 'out of sight, out of mind.' Peek-a-boo games help develop this concept.

Vygotsky's concept describing the gap between what a child can do independently and what they can do with guidance. Learning occurs best within this zone. Teachers should provide scaffolding to help children progress through their ZPD.

Play where children use objects, actions, or ideas to represent something else. Emerges around 18-24 months and becomes more complex. Supports language, social skills, problem-solving, and abstract thinking. Examples include playing house or pretending a block is a phone.

Mental skills including working memory, flexible thinking, and self-control. Develops rapidly in early childhood and predicts school success. Activities like games with rules, planning projects, and waiting turns help develop executive function.

Progression from cooing (2-3 months) to babbling (6-9 months) to first words (12 months) to two-word phrases (18-24 months) to sentences (2-3 years). Receptive language (understanding) develops before expressive language (speaking).

Early reading and writing skills that develop before formal instruction. Includes print awareness, phonological awareness, letter knowledge, and understanding of book conventions. Reading aloud daily is the most effective way to support emergent literacy.

The ability to recognize and manipulate sounds in spoken language. Includes rhyming, syllable awareness, and phonemic awareness. A strong predictor of later reading success. Activities include rhyming games, clapping syllables, and identifying beginning sounds.

Children learning two or more languages simultaneously or learning a second language while maintaining their first. Support first language while introducing English. Code-switching between languages is normal and shows linguistic competence.

An interactive reading technique using the PEER sequence: Prompt child to say something, Evaluate response, Expand on response, Repeat the prompt. Transforms reading from passive to active engagement and builds vocabulary and comprehension.

Process art focuses on the creative experience—exploration, experimentation, and self-expression. Product art focuses on creating a predetermined outcome. Process art is developmentally appropriate for young children as it values creativity over conformity.

Children's art progresses through stages: Scribbling (1-3 years), Pre-schematic (3-4 years, basic shapes emerge), Schematic (5-7 years, recognizable objects), Dawning Realism (8+ years, more detail and proportion). Each stage should be valued.

Materials that can be used in multiple ways with no predetermined outcome. Examples include blocks, playdough, sand, water, and loose parts. Support creativity, problem-solving, and child-directed learning. More valuable than single-purpose toys.

Activities involving singing, rhythm, and dance that support multiple developmental domains. Benefits include language development, physical coordination, self-expression, and social skills. Should be part of daily routines in early childhood settings.

Pretend play where children take on roles and act out scenarios. Supports language, social skills, emotional regulation, and problem-solving. Teachers should provide props, time, and space while allowing child-directed play.

An approach to behavior management that teaches children appropriate behavior rather than simply punishing misbehavior. Strategies include setting clear expectations, redirecting, offering choices, and using natural consequences. Builds self-regulation skills.

Natural consequences result from behavior without adult intervention (not wearing coat = feeling cold). Logical consequences are adult-imposed but related to behavior (misusing toy = losing toy temporarily). Both teach cause-and-effect relationships.

Guiding a child away from inappropriate behavior toward acceptable alternatives. Example: 'Blocks are for building, not throwing. Let's build a tower.' Effective because it tells children what TO do, not just what not to do.

The ability to control emotions, behavior, and attention. Develops gradually through preschool years. Teachers support self-regulation by modeling, teaching calming strategies, maintaining consistent routines, and providing appropriate challenges.

Persistent behaviors that interfere with learning or safety. Require careful observation to understand underlying causes (unmet needs, developmental delays, trauma). Address root causes rather than just symptoms. Collaborate with families and specialists.

Guidelines for ethical behavior in early childhood education. Addresses responsibilities to children (first priority), families, colleagues, and community. Helps professionals navigate ethical dilemmas and maintain professional standards.

The Child Development Associate credential validates competency in early childhood education. Requires 480 hours of professional experience, 120 hours of training, a professional portfolio, observation, and exam. Must be renewed every 3 years.

Systematically examining one's teaching to improve practice. Involves observing, documenting, analyzing, and adjusting approaches. Helps professionals grow and respond to individual children's needs. A hallmark of quality early childhood practice.

Protecting private information about children and families. Share information only with those who need to know. Obtain written consent before sharing with outside agencies. Store records securely. Essential for maintaining family trust.

Ongoing learning to improve skills and knowledge. Includes workshops, conferences, coursework, and mentoring. Required for credential renewal. Reflects commitment to quality care and keeping current with research and best practices.

Building meaningful partnerships with families as essential participants in their children's education. Goes beyond involvement to include two-way communication, shared decision-making, and supporting learning at home. Respects diverse family structures and cultures.

The ability to effectively interact with people of different cultures. Includes awareness of own cultural identity, respect for differences, and adapting practices. In childcare, means incorporating families' languages, traditions, and values.

Practices linking children's experiences at home and school. Includes consistent routines, sharing information about the child, and extending learning. Strong connections support smoother transitions and better developmental outcomes.

Local services and supports available to families. Includes health services, family support programs, libraries, and intervention services. Early childhood professionals should know community resources and connect families as needed.

Methods for sharing information with families. Include daily reports, newsletters, parent conferences, and informal conversations. Use families' preferred language and communication method. Focus on strengths while addressing concerns sensitively.