Agency/Organization:
Council for Professional Recognition and Children’s Equity Project.
Action:
Notice of proposed revisions to the CDA® Competency Standards: Competency Goals and Functional Areas.
Summary:
The proposed enhancements have been carefully crafted, to impact the knowledge, skills, and preparation of early childhood educators regarding the need for greater equity and inclusivity in early childhood education. In the pursuit of excellence, we have identified two crucial updates to the current CDA® Competency Standards: Competency Goals and Functional Areas.
1) Additional Functional Area for Each Competency Goal: To ensure comprehensive and well-rounded preparation for early childhood educators, we have introduced an additional Functional Area for each Competency Goal. Functional Areas have been strategically integrated to address various aspects of equity and inclusivity in child development and educational practice.
2) Addition of Equity-Based Indicators of Competence: Recognizing the significance of equitable education, equity-based indicators have been incorporated to all Functional Areas. These indicators aim to promote fairness, inclusivity, and cultural responsiveness, fostering an environment that caters to the diverse needs of all children and families.
To assist you in the review process, we have provided the draft of the proposed and the current CDA Functional Areas and indicators for comparison. Your feedback and constructive input are crucial to ensure that the revised standards uphold the highest quality in early childhood education and reflect the values of our collective commitment to equity.
During the 30-day open comment period, we encourage you to thoroughly review the proposed enhancements and share your thoughts, suggestions, and concerns. Your perspectives will play a pivotal role in refining and finalizing the CDA Competency Standards that will shape the future of early childhood education.
Dates:
In order to be considered, written comments on the proposed revisions must be received by September 18, 2023.
Documents:
- Proposed Revisions to the CDA® Competency Standards
- Current CDA Competency Standards Cascading Chart
Supplementary Information:
Workgroup Members
Subject Matter and Technical Workgroup Members who contributed directly to the equity enhancements are as follows:
• Shantel Meek, Founding Executive Director, the Children’s Equity Project, ASU
• Rosemarie Allen, Founding CEO and President, Institute for Racial Equity and Excellence
• Xigrid Soto-Boykin, Assistant Research Professor, the Children’s Equity Project, ASU
• Darielle Blevins, Assistant Research Professor, the Children’s Equity Project, ASU
• Lisa Gordon, Director of Training and Technical Assistance, the Children’s Equity Project, ASU
Roundtable Participants
• Mary Louise Hemmeter, Vanderbilt University
• Iheoma Iruka, Equity Research Actional Coalition, University of North Carolina, Chapel Hill
• Dina Castro, Boston University
• Veronica Fernandez, Teachstone
• Walter Gilliam, Buffett Institute for Early Childhood, University of Nebraska
• Michelle Sarche, University of Colorado Denver
• Hakim Rashid, Howard University
• Dr. Calvin Moore, CEO of the Council for Professional Recognition
• Abena Ocran-Jackson, M.S.A. Vice President, Programs, Council for Professional Recognition
• Dr. Carol Day, Former CEO of the Council for Professional Recognition and Council Fellow.
53 Comments
They are excellent they help me so much with my cda
I understand the reasoning and the thought process behind these changes. I personally think that the people working in early childhood education do the best job of meeting these goals. Any tool or insight into evaluating their behavior and actions in the early childhood classroom would be helpful. The behavior of early childhood children and educators has made a dramatic change in the last ten years. The change in family structure and technology are the two contributing factors. Then we added the covid epidemic to the mixture, that changed the whole structure.
Example from 2a:
Refrains from having all children walk on a straight line, with hands behind their
backs, and a “bubble” in their mouths.
Should be an or instead of and. Telling children to catch a bubble is the same as telling them to shut up, and that common practice alone should be not acceptable. The and here means all three have to happen for it not to be acceptable.
2b- this item does not address all the research about memory and movement, especially for boys. we need something to address long periods of sitting activities/routines with no movement breaks in-between. Giving children opportunities needs to be reworded to something like ‘the schedule has no more than 2 sitting, sedentary, or inactive routines or activities back to back.
3a. Candidate ensures- problematic language since most candidates cannot control the material ordering for their classroom. this item should just say Classroom has so that the program directors have to be notified of what to purchase.
3a- the use of the term “home language” is problematic- what families speak at home is not always what parents want spoken to them at school. It would need to say preferred language or something else to honor the parents choice of what is spoken to them at school and not just assuming they want certain languages spoken to them at school or not. In larger cities like where i work, i have had up to 6 “home languages”.
Item 2. Candidate’s guidance of children is positive and fair.- should also say developmentally appropriate since what someone considers positive or fair is subjective.
I really have grown with the trainings I have received and my cda expires July 19 2024 it’s has helped me to really learn children need social an emotional guidance above anything an the academics will come alone but they have to feel comfortable with there peers and there teachers an a safe environment thank you council
Since receiving my cda I understand that kids need social skills an know how to control their emotions with activities and it has helped us teachers with the trainings to help the children in our care as they develop to success thank you council they helped me alot while getting my cda
Iam known as Ms Cynthia . I am a infant and toddler age group class teacher . Iam passionate creating innovative art in my day to day teaching . I love to read to my children and sing rhymes with them.
It is hard to believe that I have had my CDA long enough to be thinking about my first renewal. The classes taken were so educational and helped create the teacher I am. It pleases me greatly to know that there will be some additional areas covered to help the children growing up in this ever-changing world. As we the adults, teaching them need the instruction to be prepared to do that every day. Go team CDA!
These are excellent additions. I particularly appreciate the examples provided. Some programs may have trouble providing books in all the different languages that children speak. If you are in a multilingual area with many languages, it will take time with budget constraints to amass an adequate collection. An example could be added to use the public library to augment the centers collection. Also, labeling the items in the classroom in every language may be problematic if there are many languages. Too much labeling can cause visual overstimulation and may interfere with a home like atmosphere.
After an extensive review of the Functional Areas strategically integrated to address various aspects of equity and inclusivity in child development and education practice and the indicators that have been incorporated to all Functional Areas my thoughts, comments and concerns are addressed below:
I agree with the New Functional Areas for each Competency Goal. I think these New Functional Areas add value to the Competency Goals by fostering the environment to include greater equity and inclusivity in early childhood education. As a specialist in Curriculum Design and Instruction, I think it is crucial to break down the functional areas and incorporate into required training topics for educators who need to complete 120 clock hours of professional education covering the eight CDA Subject Areas. (ie. How to Create a Sense of Agency and Belonging, Strategies to a Culturally Sustaining and Responsive Environment, The Fundamentals of a Culturally Affirming Classroom, The Importance of Reciprocal Relationships with Families, How to Create Positive Relationships with Families, Addressing Advocacy for Equity in Program Management, Principles of Equity in the Workplace)
I. Safe, healthy, learning environments
Agency and Belonging
Thoughts/Suggestions/Concerns
3a. A concern is that the teaching staff and families should have mandatory training/professional development, not only seek training, on how to incorporate books related to family cultures, non-traditional gender roles, diverse family structures and other people of color.
Standard 1, 1a. Example reads “Seeks out information and professional development opportunities on racism, ableism, and inequities that affect children and families.” however;
Seeking is an attempt and there is no reassurance that training was taken. Is it optional or required? It is crucial that staff and families be well informed on how to incorporate an intentional equity-focused learning environment both in the classroom and and at home.
II. Physical and intellectual competence
Strength-focused, culturally sustaining and responsive approaches to development
2b. Music and dance activities are offered that reflect the cultural and language
groups of the classroom community.
I have observed music and dance activities that reflect cultural and language groups in the classroom.
It would be great to develop training content that aligns into specific indicators under each competency goal. As an Instructor and Curriculum Designer and CDA PD Specialist I have observed the 120 clock hours of Professional Development do align with the Competency Areas, however, my thoughts are that at best, one or two of the training courses should be required for each Competency Area. This would be so beneficial to new teachers coming into the early development field.
These new functional areas and indicators are a wonderful addition for helping educators strive toward inclusiveness and antibias practices.
Please go through each indicator and align them for consistency of language and wording. Although the examples offered are fine, some are offered in parentheses (e.g. ……) and others are list listed. It could be implied that some of the examples are the only way to meet this indicator rather than simply an example.
Some of the indicators are worded in an awkward way or have unnecessary words. Please use an editor to create more terse, clear language. For example, Competency Statement II, Item 3b, 5th bullet delete the word “Try to” it is unnecessary and assumes the educator’s intention. Or Competency Statement I, Item 1, 5th bullet remove the word “strict” it is unnecessary.
Competency Statement I, Item 3b, 3rd bullet: wheelchairs are not the only type of mobility aid that children may use. Prosthetics or walkers may also need adaptations of the environment.
I appreciate all the hard work on these new indicators!
Hello I been working all ages .group start 1990 start driver a bus and part time . School age. Then infant room . Then the two years . preschool was a challenge for me. But I handled in there. Wise limitation learn to listening to the children get on there level went talking to them. Children love to learn how thing works. By focus being patience and claim. There are opportunities and possible solutions for both sides.that seem to promise happiness learn. I teach a healthy mindset and it seems to work take time to focus and take care of yourself each day. It will benefit you and children.. with great wisdom . The lord lovingly withhold s those things that would provide detrimental to our spiritual life as the best Teacher.. it can be tempting to interpret God ‘s character on the basis of our circumstances as teacher. We all hold a gift. As teachers or staff, community leader, caregivers, we’ve the one who stand up .. no matter what going on around us. Smile. If evidence compels us to doubt. His goodness, we must remember that while His gift come in a variety of wrappings ,they are always beneficial each children in are care. Thank you.
I appreciate the deligency that our team has to ensure we stay connected to our changing communities. Certainly, we have more work to do and I do feel that the eras of equity and inclusiveness are to be added and addressed in order for us to better equity our team for the changing season. Thank you for your dedication to our success. Christine Benson PDS
The new proposed changes and additions are reflective of our classrooms today. I believe the most challenging area for teachers is the ability to promote an inclusive classroom. In most cases, teachers do not have control of the budget to acquire the materials needed to set up an appropriate diverse anti-bias learning environment and curriculum. Musical instruments, art materials, dolls, and manipulatives are expensive and most teachers come into a program and use what is available. Books are typically easier to access, however, I believe the majority of teachers may not understand how to analyze children’s books for stereotypes, and tokenism before putting them on the shelf. I see many classrooms with an abundance of Disney books being promoted. Raising awareness for an anti-bias learning environment is wonderful, however, how do the teachers implement it, especially on a budget?
Children with special needs should have more care and the care giver that works with them should be trained on how to care for that particular child
I’ve
I have cared for my child with special needs over 30 some years I had two children with special needs one with autism the other one with cerebral palsy and I’ve also worked in the school district
Competency Standard 1: Establish and maintain a safe, healthy learning environment
New functional area: Agency and Belonging
Is there room for psychological safety in this section? There is a mention of physical, socioemotional, and spiritual well being. Is psychological safety implied in the definition? Children need to feel safe to take risks, disagree, ask for help, or openly share ideas, and questions. I understand some consider psychological safety as pertaining to adults but its seeds are planted in early childhood.
I will begin by saying I believe these changes are necessary and important. Many areas require the backing and support of the program such as securing funding to make these changes. How will the council be engaging the different programs to make them aware of changes to the CDA? I am envisioning young teachers looking to grow in the field but failing the CDA because they aren’t able to flip their program upside down to meet all of these new standards. Can candidates be successful in a program that isn’t addressing all of these areas throughout the school.
Also, will the CDA training programs have required trainings covering these topics? These are meaningful changes, but without access to a variety of quality trainings, there won’t be true growth and development. Changing the wording and standards of the assessment is absolutely necessary. However, changes need to start at the root of the CDA process by standardizing the training programs and making sure they are filled with quality trainings that actually help the candidates learn and grow and not just check a box that they tuned in to 120 hours.
This is a topic that is well worth addressing, but I am always worried about continually just adding more and more for young educators to learn. Additionally, there are so many parts of this related to advocacy, environment and larger decisions that are completely out of the control of the vast majority of teachers. I would love see training for teachers in the classroom to be extremely focused on their direct work with the children and to direct the training around bigger decision making to adminstrators/directors.
As a PDS for the Council, I commend the Council on taking on the arduous and much needed task of addressing inequalities in early care and education for children of diverse ethic backgrounds and serving children with special needs.
However, I am most concerned that candidates in Nevada will not have the necessary age, experience, education, and reflective skills necessary to fulfill the additional items on the CSI. Nevada continually ranks among the lowest in the nation when it comes to quality early care and education standards. Out of 420 centers, 70 Head Start programs, and 182 family child care and group family child care programs in the state, only 48 centers are accredited by NAEYC and only 2 family child care programs are accredited through the NAFCC.
The requirements to become a teacher in Nevada are to be 18 years of age, have a negative TB test, and complete to a background check. There are some 90 training requirements that focus on health and safety, with only 3 hours begin required for child development education. Additionally, only 24 training hours per year are required. Only 20% of staff in ECE centers, family child care homes, and Head Start programs have degrees in Nevada.
The median wage for teachers in 2022 was $15.00 per hour, with the median wage for directors being $18.26 per hour. For many teachers, this is their first job out of high school. Eighteen percent of ECE staff leave the field after less than one year, and another 18% leave the field between 1 and 3 years.
Based on my experience as a member of the ECE field for 28 years with another 4 years as a PDS, I fully expect the majority of candidates to receive a 1 in each of these new areas for several reasons. First, the lack of requirements for any formal education to be a teacher or director in Nevada means that for many the CDA is their first foray into any kind of education beyond high school. Second, many of the new requirements such as having books in languages to meet the needs of all children in the classroom is unrealistic because candidates do not have control over purchase of materials. Third, there is little to no training on any issues regarding, race, ethnicity, diversity, and special needs. Between now and the end of December 2023 there is one workshop on LGBTQIA in the state and none on working with children from diverse backgrounds. Fourth, working with children who have special needs is and always has been a passion for me. There are few workshops available between now and the end of December 2023 regarding working with children who have special needs. Lastly, asking teachers with little life experience and only a high school education to reflect on their own biases and behaviors is unrealistic without support that is not currently provided in CDA training hours, high school classes, community training, etc.
Therefore, I am concerned that we are setting up CDA candidates to fail several areas of the CSI with these new requirements. Thank you for your time and attention.
I believe that the council did a wonderful job on the proposed enhancements. This will indeed help others who are obtaining or wanting to obtain their CDA to receive a more thorough understanding of the knowledge, skills and preparation of early childhood educators. I will be going into my own CDA binder to update my own work with these new materials as soon as possible.
My experience with all of the representatives that I came in contact with where very courteous and they help me with all my needs to answer all the questions that I asked and they were very informative experience was awesome👏❣️
This is to helpful. I’m so happy.
Thanks
I am so proud of my success. The CDA concil help me to conquer and achieve my dreams.
As per the description on the 2nd page of revisions there are from my perspective, several errors and obvious omissions with regard to the definition of Latin American.
1. The term is spelled Latin American without the “e”. We never spell it Latine American, although if used as a way of identifying the spanish speaking population living in USA today without Americans, then the term would be “latine”
https://en.wikipedia.org/wiki/Latin_Americans
https://www.britannica.com/place/Latin-America
https://en.wikipedia.org/wiki/Hispanic_and_Latino_Americans
2. The inclusion of Puerto Rican descendance as an example is necessary, since Puerto Rico, though a current colony of the USA is a key country in bringing this term forward. Puerto Ricans have always been at the forefront of the civil rights movement within the population of people with Hispanic origins living in the USA today.
“Puerto Ricans are the second-largest population of Hispanic origin living in the United States, accounting for 9% of the U.S. Hispanic population in 2021. (An additional 3.3 million people live in Puerto Rico.)” https://www.pewresearch.org/hispanic/fact-sheet/us-hispanics-facts-on-puerto-rican-origin-latinos/
3. Great efforts have been taken to diminish our status as a country following the USA invasion of our homeland in 1898, relegating us to colonial status, as determined by the UN in 1972, even though Spain had granted our independence in 1897.
“1972: United Nations Decolonization Committee declares Puerto Rico a U.S. colony and demands self-determination for the island.”
https://www.teachingforchange.org/important-dates-puerto-rican-history
https://nacla.org/article/puerto-rico-united-nations
We are here, and have been fighting for our right to self-determination for more than 2 centuries.
My appeal again, please include our name as an example. Do not make us invisible.
“Persons born in Puerto Rico and other outlying territories of the U.S. and who are now living in the 50 states or D.C. are included in the U.S.-born population.”
https://www.pewresearch.org/hispanic/fact-sheet/latinos-in-the-us-fact-sheet/
Thank you for your consideration on this important matter.
EBSoto
“Latine, Latino, Latinx, Hispanic or something else?
There are many terms used by and referring to people from Latin American descent in the
United States. Hispanic is the term most widely used in official U.S. government documents.
This term means that one originates from descendants of the Iberian peninsula, where Spain
and Portugal are located. Although many individuals who descend from Latin America prefer
this term, others have expressed not liking this term because it was the name given by
European settlers, and it does not represent the variety of people in Latin America who do not
have European ancestry. Many others prefer terms specific to their or their ancestral country of
origin (e.g., Mexican or Mexican American, Cuban or Cuban American).
Latino(a) has been a preferred term by some, and perhaps one of the most common names used
to date. Although this term is preferred by many, others feel this term is not gender inclusive,
so they prefer a term like Latinx that is not bounded by gender. However, because this is an
English term, some people prefer Latine because that’s the gender neutral version of Latinx in
Spanish.”
I’m a auntie 5 children and I work at a daycare
As a Latina, PD Specialist, teacher, mother, and Puerto Rican, the topic of cultural inclusion and equity are important talking points for me. Knowing that they will be included in the CDA gives me satisfaction. It is always good to know the point of view of the members of this Council, but it is more important to know if these changes are general or for a specific population. Please, when writing them be objective, clear, concise and inclusive.
Thanks,
Jamillette Torres Segarra
I feel so sublime about the CDA it has helped me in all areas to accomplish my task as a professional teacher in childcare. The resources help me in planning the most efficient lesson plan for my students I will highly recommend this as a learning tool for any one in the childcare field.
Changes and inclusion work hand in hand. Changes are necessary! Honoring diversity! We do need changes from time to times to enhance our learning as well. Change will also shape and create gross motor, fine motor, cognitive and social-emotional and fun-learning activities for our kids. For example: on gross motor-stand one foot. Ask your child “can you do this”? Praise efforts and you can also jump, crawl, tiptoe, try to act like you are flying like an airplane, and also gallop. Other example for fine motor is to trim the corners of a sponge to form a pancake, give your child a small skillet and a spatula and how to flip the pancake. For cognitive, you can use two paper bags with the same things in each bag. Pull one item out and ask your child to reach in and to find one in his or her bag. Remind your child that ” no peeking, just feeling”. Lastly, for social-emotional, help your child to name feelings as they happen! For example: “you look worried, can you tell me about it”. When your child learns that feelings have a name, he or she will be able to handle more easily!
These are great additions. Thank you!
It’s great to see the Council move forward in expanding these competencies for CDA candidates. HOWEVER, after over 30 years in Early Childhood Education I take issue not with the desire of the Council to improve on a candidates competencies, my issue is with the Councils LACK of support for candidates when they move to the working environment.
Great to see competencies to substantially increase materials and education to reflect an inclusive, accepting, positive, anti biased environment from CDA candidates. BUT, where will this funding come from? How can the Council REQUIRE this of a candidate who does not have the funding to purchase materials for a classroom nor have the ability to change an existing classroom physical space? As a CDA candidate myself, I had to spend my own monies to create a competency acceptable classroom environment. I fear this will continue to happen in the future if the Council does not address the issue of a lack of equity for Early Childhood Educators and a lack of funding available to fulfill the require competency additions to all learning environments.
Early Childhood Educator continue to fight the battle of understanding and acceptance, even by our own community of educators, WE ARE TEACHERS! We deserve to be compensation as such. ECE workers are required to maintain safe, equitable, extensive, positive, culturally inclusive, individuality enforcing and engaging environments while being compensated at minimum wage, without health insurance or retirement benefits. WHY WOULD ANYONE ENTER THIS FIELD?
I fell that the addition of the New Functional Areas for each Competency Goal will add value to the importance of the Competency Goals by allowing educators to implement best practices to the environment that will include greater equity and inclusivity in early childhood education.
Also, I feel that providing online or in person trainings would greatly be beneficial to outline and demonstrate or clarify the content of how to effectively utilize these new additions to under each competency goal.
CDA it’s a grate program to make my dreams come true and professional educated and education the person who can need help.
I think that the addition of the Functional Area inside of each Competency Standard would be fine, however, there will have to be thought put into another updated version of the textbook.
One of the ways that I have observed candidates not achieving equity is by lack of interaction or ignoring certain groups of children in the room. I suppose it could be deemed avoidance. I have observed an adult playing and interacting with all children except a particular child, most often it is a boy. (could also be a child who is wandering and not engaged or who has not made the appropriate social connections with other children) . At some point, or somewhere I would like to see that noted as part of the approach to equity.
Very thoughtful changes!
Right now, the biggest equity issue in early childhood education is access to quality learning environments. Affordability, proximity, and wait lists for enrollment disproportionately affect poor and rural communities.
With that said, I believe expecting people to reflect on their assumptions is inadequate. Anti-bias training could be more effective when preceded by bias testing. Having taken bias testing as part of my training, I understand that the subtleties of bias are easily missed in self-examination. Further, bias tests can determine what form the bias takes–religious, cultural, socioeconomic, racial, etc. That information can inform what additional training is needed.
My interpretation of the NAEYC Code of Ethics guides my belief that we are already called to address equity as part of the best developmentally appropriate practices. I applaud the CDA Council for recognizing the need for addressing the issue. Even educators who are already sensitive to equity issues will benefit by having better resources to address inequities.
I am a PDS and professional trainer in the Early Childhood/Family Service area, I have a B.S degree In Education, M.S degree in ECE, and a doctorate in Education. I love that CDA is a starting point for may teachers. Thank you for embedding equity throughout the 6 competency areas. I am deeply troubled by the erasure and distortion of African-American history, banning of books and other racist types of things that are happening today. The new functional areas will hopefully help candidates sift through the horrible “noise” and understand how important equity is for all. I like the idea of helping candidates become equity-focused and expanding their knowledge by learning, reflection, and taking action. Below are two thoughts in a few areas:
Agency and Belonging:
1a. How will you know if candidate learns, reflects and identifies how bias impacts…… The examples say “candidate seeks out, or reflects on, etc. This is great, perhaps they can write a professional development statement on this area.
3a. How will candidates ensure materials in the learning environment authentically represent races, genders, cultures, etc? So many staff are uncomfortable with diverse family structures in some parts of the country. Most CDA candidates have little influence on buying materials or setting up the classroom environment. When I was a preschool teacher many years ago I got parents to help and decide how we arranged the classroom because it was “ours” not “mine.”
There are many questions to ask and answer in all the functional areas, I’m sure the council will think it through carefully before implementation. This is a necessary addition for sure.
Areas I feel could be improved are as follows :
The certification process could be more streamlined ,the test result should be automated for rapid results. The observation and varication process should not take longer than 2 weeks. Child care workers invest so much time and effort in getting certified that it seems the compensation level of respect from the council isn’t reciprocated regarding the timely response of testing and certifications.
Has to be done quickly.
Criteria for childcare infant toddler and preschool teachers should not be separate certifications.
In a daycare facility it’s not separate in home care, we work together as a whole team.
The communication and contacts to workers should be an easier process.
And when you call you get put on hold hold hold,who has time fir that? Especially in a working environment.
The CDA Program is the Must knowledge program to deal and maintenance and supervise the baby and kids .
The team is Very helpful and knowledge .
I appreciate all the help and the support.
Sound document! Each new functional area is asset to support and implemented culturally relevant practices and relationships to benefit young children and their families. I highly approve what will be integrated.
It was a pleasure. to received my CDA. it hep me to make a good schedule for our children and even to organize my class room the CDA also. Bring vision and unity to field about what teachers. who work with young children should know and be able to do effectively in any setting such as the childcare program The CDA team is the best every time i stuck i call the team and they help me out nicely and when i went to do the final at the site i was welcome there that help me to relax
I applaud the CDA Council for taking on the huge task of updating the CDA process and materials. I have been in the early childhood field for may years and have held a variety of jobs related to the CDA. I believe that the CDA is a valuable credential for those who are just entering the field. I am glad to see proposed changes that relate to diversity, anti-bias, and appropriate strategies in response to children’s’ development. However, I have some concerns about the proposals.
I join previous commenters in my general concern that some of the proposed standards are unrealistic in view of the fact that, in my experience, most of the CDA candidates have only a high school diploma or a GED and, here in Texas, a caregiver can be put in charge of a group of children if they are at least 18 years old, have not been convicted of a felony, and have taken 8 hours of training. They probably have had no opportunities for training about diversity or how to provide an enriched environment for a child with a disability. I would venture to say that most caregivers in Texas are persons of color and experience diversity issues very differently that do white people. in some cases, they may not be used to higher level thinking. I am concerned that what will happen is that funders will write grants for child care staff to take community college courses or other credentials rather than the CDA because it is too hard to achieve. This has happened in Texas with NAEYC accreditation.
I noticed some places where the indicators assume that a CDA candidate, who very well may be an assistant teacher would be able to have the water safety in the center tested. This is the job of the administrator, not an assistant teacher. Water is usually tested for specific things and can be very expensive. Most cities have a certification of their water safety on their website. In another section it is assumed that the CDA candidate will be included in meetings with service providers for children with special needs. In my limited knowledge of this process, my impression is that usually these meetings are held with the program administrator, who may or may not share information with classroom staff.
I was happy to see the indicator about limiting the time that children are expected to sit quietly and listen since that is not an effective way for young children to learn. I would also love to see the elimination of “criss cross applesauce ” and bubbles in mouths, but it will take lots of training eliminate those.
Lastly, I want to say that in order to bring the CDA standards up to excellence, program administrators will have to be involved in the training and entities that provide CDA training will also have to be required to enrich their curriculums rather than getting the candidates through the program as fast as possible. But, this is a worthy effort and I hope the Council will continue to balance what is excellence and what is possible at this time.
I appreciate that the Council is specifically addressing equity and inclusion and revising Competencies and Functional Areas to reflect a commitment to equity and to help educators become equity-focused. This is crucial for preparing educators and for assuring positive, healthy outcomes for all children. However, I wonder, how is the Council planning to roll out and implement these changes?
As a long-time member of CDA course teaching teams and a CDA mentor, I know that CDA professional education courses will have to be revised to include revisions for the CDA Process. Additionally, course content may need to be enhanced to ensure that candidates have all identified knowledge and skills to apply and embed the new Competencies and Functional Areas in their teaching and interactions with young children and their families. Mentors and PD Specialists will have to review tasks, methods, and approaches—likely adapting how they guide candidates through the CDA Process.
It is important that all those who support candidates through the CDA Process have extended time and support to ensure that equity-focused practices are successfully and authentically woven into and demonstrated through all parts of the CDA Process. For instance, setting a transition period of a minimum of six months between adopting and incorporating these changes into the Verification process; updating Essentials, the CDA Competency books, and CDA Credential materials during the transition period; creating a library of recommended instructional resources; and sharing how these revisions will affect the CDA Process and materials, ex. the Exam, the Professional Portfolio, the Family Questionnaire.
To ensure a smooth transition, I trust that the same time taken to develop the new Competencies and Functional Areas will be taken to guide the CDA community in making revisions, including opportunities to meet and discuss rollout strategies and requirements before changes are implemented within the CDA Process.
Thank you to all who worked on developing the revisions and for the opportunity to comment.
I am very excited about the CDA Council’s work toward raising CDA candidates’ and credential holders’ awareness and understanding of equity and how historical and current ECE systems, program policies, and individual educator dispositions create and maintain inequitable opportunities for children and families of historically marginalized populations. I particularly appreciate how diversity, equity, inclusion, and belonging (DEIB) have been woven through each CDA competency, preventing it from being siloed. It also highlights that DEIB must be integrated within every aspect of early care and education and a part of everything we do.
I do have concerns to raise, however. The first is related to this initiative’s roll-out and the need for more information about processes and timelines. The Council very recently published Essentials for Working with Young Children, Third Edition, whose purpose was to spotlight equity, yet these critical elements are missing.
• Will the Essentials book be updated? Will a supplement be published? When should we expect this? How will this be made equitable so those who paid for brand-new books can afford to access this newly added information?
• Have you considered the mixed messaging in making this critical DEIB information an “add-on” to your newest publication? How will you reframe that to prevent misperceptions?
• Will there be new portfolio assignments and item collections candidates need to be aware of? If so, when will those additions be announced and become a requirement?
• Will these new functional areas require an update to the CDA exam? When will the exam be updated?
Secondly, for programs that provide CDA preparation, updating course content and materials takes time and comes with costs. With the publication of the new Essentials book, updates to content, handouts, and marketing materials were just made.
• When do these newly added functional areas, equity-related terms, and pieces of information need to be reflected in CDA coursework and other resources? — What’s the timeframe?
Lastly, I am concerned for candidates who find themselves in programs that do not support anti-bias work or who share classrooms with lead teachers/co-teachers who lack a disposition toward equity and social justice.
• Has the Council thought of ways to develop skill sets in candidates for engaging in critical conversations about equity-related topics when there is tension or conflict?
•Anti-bias work and culturally relevant and responsive teaching require support. Where can candidates look for that support outside of their program? Have you considered creating an opt-in community of practice or other networking opportunity?
I am very supportive of these efforts and, thankfully, feel confident that my team will be able to shift to meet CDA candidates’ needs. I raise these concerns in the hope that the Council will be forthcoming with additional information and careful and thoughtful in their planning and implementation processes.
I celebrate the edits and appreciate the description of concrete observations I can make to determine a candidate’s understanding of the competencies.
During the Reflective Dialogue the candidate reflects upon their practices in life and the classroom. To ascertain if equity and inclusivity are embedded in the curriculum, interaction, and environment can be addressed with the present indicators. Extending this “equitable education” into the CDA process is going to require additional training for the Specialist as well as the candidates. Developmentally appropriate practices does not encourage ignoring differences but embracing them and providing support for the child to grow and learn. Positive guidance embraces the uniqueness of the child, the family and culture and the teachers challenge is to have activities and practices that reflect this. When I’m observing a candidate, reviewing their portfolio, and finally reflecting with that person their present understanding and implementation of these practices we set goals for the next step. I encourage them to self-reflect and put into action the next steps for them to be a more effective and equitable educator. Thank you.
I applaud the CDA Council’s efforts and continuous work with experts such as The Children’s Equity Project in partnering together to focus on issues of equity, bias, and systemic racism. Many CDA educational programs and CDA instructors have followed the Council’s 2021 equity announcement and made a commitment to the mission of advancing diversity, inclusion, equity, and belonging and to providing professional development opportunities for CDA candidates that are in support of “Equitable learning opportunities that not only help each child thrive by building on each one’s unique set of individual and family strengths—including cultural background, language(s), abilities and disabilities, and experiences—but also are designed to eliminate differences in outcomes that are a result of past and present inequities in society” (NAEYC, 2019, Advancing Equity in Early Childhood Education Position Statement ).
I am in awe and agreement with my incredible ECE CDA peers, who have shared their profound insights and detailed feedback on the proposed revisions to the CDA® Competency Standards: Competency Goals and Functional Areas. They reflect diversity, equity, inclusion, and belonging (DEIB) research, are foundational to a supportive, comprehensive CDA process, and address warranted concerns, questions, and recommendations. What an incredible professional CDA community! With that said, I am concerned at the number of responses thus far, and I take that as a sign for more communication and outreach in the CDA community.
As CDA partner organizations, we can look at the CDA process – Prepare, Apply, and Demonstrate — to help us carefully plan for and reflect on the strengths, needs, and concerns related to the proposed revisions to the CDA® Competency Standards: Competency Goals and Functional Areas. For example, with the CDA process in mind, what considerations are in place for fidelity, equity, access, and preparations for the proposed changes? Is there a crosswalk of all CDA stages to align and consider proper practices needed to transition smoothly? Is there a short-term and long-term plan, such as tiered and timely communication strategies for CDA training programs, CDA instructors, and CDA candidates? Is there a long-term plan, such as a one-three-year written plan? CDA education programs and candidates require well-defined, comprehensive guidelines and ample time to implement the changes.
Prepare stage:
– What is the Council’s proposed timeline to prepare and communicate changes with CDA training organizations and instructors?
– What is the proposed timeline for training programs and instructors to prepare their CDA course content and resources to align with changes once they receive final communication?
– Remember, many programs are still adjusting to the removal of the CDA Gold partnership and no longer have CDA partnership liaisons to work with—the removal of the CDA Gold partnership leaves a communication void. It is costly in time and funding to pay professional staff to complete the removal of logos on resources and websites, add edits, and develop needed course content and resources to reflect the changes, update course directions, and develop and implement careful communication with CDA students so they are well prepared for and aware of all changes.
– What is the proposed framework, timeline, and resources needed to disseminate the changes to CDA candidates, particularly those currently in the CDA process?
– Will the CDA Competency Standards book be updated or revised?
– Will the CDA Candidate Checklist be updated?
– Will the Professional Portfolio and instructions be adapted? If so, how?
– Will there be a new Professional Portfolio checklist?
– Will new resources or directions be added to the Resource Collection (RC)?
– Will Competency Statements (CS) of reflection include new revisions, and how?
– Will the Family Questionnaires change?
– Will the Essentials curriculum book and workbook change?
o Remember, many CDA candidates recently updated to the third Essential Curriculum book and workbook. Will these be outdated with the proposed update and a 4th edition offered at no cost?
o I reviewed the current Essential curriculum book (updated through an equity lens this past year), and much of the terminology shared in the proposed draft is absent from the content in the current revised Essentials book.
o Programs recently revised their CDA course content and marketing information with the updated Essentials for Working with Young Children curriculum book and workbook such as within CDA course content, tutorials, resources, websites, and more. As shared, this type of work is costly in terms of time and funding to pay professional staff to complete this work. This work includes edits to CDA course directions, edits in course content, including video, and handouts to reflect the changes and extra communication with CDA students. Hence, they are well-prepared and aware of all changes. Non-profit CDA training programs struggle with these abrupt changes, costs and demands.
– Will the practice questions change in the workbook?
– What costs are associated with any proposed change(s) for candidates and programs?
Apply stage
Will the CDA application (online and paper) be updated to include new information?
How will ECE directors and mentors be included in communicating proposed changes?
Will the YourCDA dashboard and website be updated or changed? If so, how?
Demonstrate
Will the CDA Professional Development Specialist training and requirements change?
Will the verification visit change?
Will the observation process (ROR) and the observation scoring instrument (OSI) change?
Will there be a new or updated CDA exam?
Will a Home Visitor setting exam be added if a new exam is needed, or will updates only be for the existing exam settings (Infant Toddler, Preschool, Family Child Care)?
Will the ROR process be adapted to include revisions for the PDS and candidate?
CDA Renewal
Do the proposed changes factor into CDA Renewal? If so, how?
Other
Is there information to expand on the Council’s previously proposed changes (below) and how these align with the current proposed revisions to the CDA® Competency Standards: Competency Goals and Functional Areas?
• Review the CDA credentialing process and develop an equity strategic plan.
• Develop a series of equity training modules.
• Offer webinars on matters of equity and access.
I deeply respect the CDA Council for Professional Recognition’s commitment to equity. In addition, I am hopeful that the feedback provided in this platform will give the Council pause to address the collective concerns and questions presented. A more equitable and transformative CDA educational experience includes updated CDA Competency Standards: Competency Goals and Functional Areas and an equitable, accessible CDA credentialing process for all. Thank you for your efforts and the opportunity to provide feedback.
Hello Experts in the Council of Professional Recognition! Thanks a lot for introducing the two important updates to the CDA Competency Standards; Additional Functional Areas for each Competency Goal and Equity-based indicators for the promotion of the needs of all children and families. I believe the current CDA Functional Areas and indicators have been very constructive for me to better understand early childhood education; These additions will definitely be a great value to my commitment to promote fairness, inclusivity and cultural responsiveness not only for the preschool children, but also for the school-age students whom I’m currently working with!
Also, Thank you, teachers and friends, for sharing your expeiences!
For me “Teacher” means a lot; “Teacher” means “Patience”,”Challenges”, “Concerns”, “Unconditional Love”,”Knowledge”, “Bringing up Good Citizens”, “Long-life Learner”!
I started teaching in highschools in 1980 with a passion for understanding teenagers and their needs! Within the career of teaching years and at the same time, I had my own family, and was enjoying raising my own children, witnessing and learning closely every milestone of my kids’ growth and development!
After retirement and then later passing courses in Child Development, I focused my energy on working with the preschoolers. Being put into practice, I went for the CDA Credentialing Program. As I was navigating the hierarchy in the book of the CDA Competency Standard, I came to realize how those standards could help children move happily from one development stage to another.
Hello I have been working infant and toddler for 4 years now.Since I started the cda I feel so comfortable and it has helped me in all area to accomplish my tasks as a teacher in childcare.
As a trainer of adult learners, I am encouraged to know that the Council is reflecting and taking action on Equity Based Awareness. As trainers, it will become imperative to become equity focused as we assist CDA candidates as they prepare to be equity focused educators.
Although many of us as trainers have always included equity awareness in our presentations, you have taken it to another level.
BRAVO, for taking this big and important step in revising the CDA competencies.
I truly believe in equality, where each child is considered as an individual and educators meet them and the family where they are so they can grow and develop to their best selves. I do not support “equity” that tries to drive everyone to the same end result, as this is a Marxist ideological tactic that creates cultural tension and drives more inequity. I particularly have a difficult time with any statements about “non-conforming gender roles”, as this is a top-down, industrialized medicalization of children. Any true civil right movement starts as a grassroots movement, not from the top like this one. The Council should carefully consider how this could easily slip into abusive actions toward children, as many other European countries are already realizing. This has no place in standards for young children.
I believe that these competencies are a good start and address many of the equity issues that children face. I would have liked to see more about strategies for conversations & guidance when children notice difference. The way EC educators check their own biases and handle conversations around those noticings (and recognize these noticings as teachable moments) is so crucial to raising children who accept and celebrate difference, rather than ignoring it, avoiding it or being afraid of it.
Some of the examples given around a child’s home language (that the educator doesn’t speak) seem hard for educators to attain and may involve costs that they simply can’t afford, like working with interpreters and translators. I see volunteers and community members listed as well and they may be willing to help with language for free but they may be hard to find. Whenever possible, it’s ideal for a child to hear language from a native speaker, like language and songs from family members and recordings. It may be realistic for an educator to learn a few words in a child’s home language, but learning whole songs seems less realistic.
CSI, I3
Indicator 3a: the fourth bullet “doing different types of activities that do not reinforce stereotypes” is vague and may need examples for clarification.
Indicator 3b: the seventh bullet is unclear and seems to be missing words
CSII, I3
Indicator 3a: combine bullets 2 and 3. Using Google translate alone feels insufficient because the translations (especially of one word so lacking context) may not be appropriate. Translations should always be checked by humans, ideally by native speakers.
CSIII, I2
Indicator 2b: third bullet “value and worth” is repetitive as both words mean the same thing
CSIII, I4
Indicator 4a: fifth bullet is confusing because of the word order
CSIV, I1
Indicator 1a: fourth bullet is confusing
CSIV, I2
Indicator 2b: second bullet is unclear – seems incomplete
CSV, I1
Indicator 1a: first bullet. Watching one webinar or reading one article seems insufficient. Understanding one’s own bias and how bias plays out in society is complex and requires probably a lifetime of work; certainly much more than one article or webinar
CSV, I2
Indicator 2a: fifth bullet. How would the educator pay for a collaboration with an interpreter or translator?
I saw many typos and other errors like subject-verb agreement. I assume someone will be copy editing this document before it goes live? I also recommend sticking with one person (probably the second or third person singular) rather than jumping around (I saw “one”, “you” and “we” all in one paragraph). I don’t recommend using “one” as the subject – I think it’s hard to read, impersonal and creates too much distance between the reader and the text.
I am grateful for the opportunity to have received my CDA. The Council was always there whenever I called to ask questions.
I want to say thank you for all that you do!
I can tell a lot of thought has been put into developing out these competency standards. I applaud the time, effort and steps it took to make such a comprehensive document.
First and foremost I will say I really loved the explanation around hispanic, latino/x, latine, etc. I think it was really helpful to give those explanations of all the different terms and why you chose latine.
I agree with the above commenter about the expectation of educators to sing or read books to children in their home languages (that the educators themselves do not speak). This does not seem realistic and seems more obtainable and helpful to have a child listen to recordings of native speakers and their own family members and community.
Someone else had also mentioned that “home language” can actually have multiple meanings as some children might come from homes where multiple languages are being spoken. It’s always best to ask families what their preferred language is if there is one. I also think that different people have different feelings around others who don’t speak their language trying to engage with them in said language, I think again, it’s always good to ask because that could feel low-key cringe and uncomfortable for some. Again, I think it’s all about understanding the relationship and determining what feels appropriate.
Some others raised points about how the Council will help educators reach these competencies. I saw a lot in the document that said ” learn about x, learn about y,” I don’t think everyone has the same tools and there is a lotttttt of information around race and disability that isn’t always accurate. I hope the Council can explore more deeply how to guide the learnings.
I noticed within the competencies that there are some mentions of gender or gender expression but I urge the Council to consider adding an addition around engaging families and children of diverse gender expression as part of the overall vision in addition to the important focus on race and disability. Queer and/or trans families, or even children engaging in gender expression that is different than their gender assigned at birth experience unfair experiences and outcomes under the care of educators who do not understand how this is a normal and healthy part of child development, regardless of whether or not that child grows up to be queer, lesbian, gay, trans, etc. I think there was a nice start in certain moments of the document to bring up some points here and there but I think this needs to be a central part of standards that are focused on equity.
For example, in the section about general questions to think about— that might be a good opportunity to add a question like: what assumptions do I make or what expectations do I have of an LGBTQ family? Or what assumptions or expectations do I have of a child assigned male at birth or a child assigned female at birth? These stereotypes and fears that educators have conscious or not are preventing many children from being able to engage in varied gender expression (or even for some their gender identity) in the classroom which can cause serious harm in their childhood development.
I’m wondering if the Council’s working group or roundtable participants identify as queer or trans and if there was any particular reason why there were only *some* questions or ideas around this sprinkled throughout the document? And if there was an inherent choice or reasoning as to not include this among the centering of race and disability.
Thank you for allowing us this forum to provide feedback.
I am extremely excited and congratulate CDA for including equity in your early childhood credentialing process. Your process addresses teachers, families, administrators, and organization roles, all necessary for equity success and for all children and families to feel love, safe, and respected. And yes, there will be challenges. However, all things that work for the good of people and our society have been and continue to be a challenge. Be Patient and Continued Success