Intended as a companion to "Our Code of Ethics at Work" (Anne Stonehouse), this booklet has been written as a resource for people conducting workshops or training sessions in early childhood education. The suggestions provided will assist in making the Australian Early Childhood Association Code of Ethics more concrete and help early…

These case studies describe the design and implementation of eight selected Head Start Supplementary Training/Child Development Associate (HSST/CDA) programs. (HSST/CDA training programs are intended to prepare Head Start classroom staff to meet the competency requirements of the CDA credential.) Each case study, selected for its training methods,…

One of a series of 18, this Child Development Associate (CDA) training module provides a guide to planning and preparing nutritious meals for children. Experiences which promote positive nutrition and mealtime habits are also included. Upon completion of this module the CDA trainee is expected to be able to plan, prepare, and serve balanced meals…

This Child Development Associate (CDA) training module enables CDA interns to introduce art experiences into the preschool classroom. The module guides the intern toward developing skill in helping children appreciate and communicate through art, music, dance and drama. At a satisfactory level of proficiency the CDA intern will be able to plan and…

This document describes, in question and answer format, the Credential Award System through which the Child Development Associate (CDA) Consortium regulates assessment of child care personnel who apply for the CDA credential. A private, non-profit organization of national professional associations, the CDA Consortium was founded in 1972 with the…

As increasing numbers of culturally and linguistically diverse young children enter preschool through second grade classrooms, teachers are faced with complex challenges as they struggle to meet children's needs. This document is the third of a three-part videotape training series designed for preservice teachers, child care providers, and…

This paper extends the previously reported findings of the Starting School Research Project in Australia as to what various stakeholders see as important in children's transition to school; the current study considers responses from parents, preschool educators, and school teachers to 20 statements summarizing beliefs and expectations about…

Notes that allegations of sexual abuse against early child care providers are serious, but relatively rare. Presents guidelines for preventing sexual abuse in child care and early childhood programs; guidelines include attention to staff selection, training, and supervision, and good parent-staff relations. Also offers advice for dealing with both…

Reminds early care teachers to make quality decisions that keep the child's best interests in mind. Gives several examples of possible parent-school conflicts and guidelines for resolution that keep the child's best interest foremost. (ET)

Explores four questions: (1) definitions of the terms empowerment, disempowerment, and parent empowerment; (2) whether parents need to be empowered and the stresses and conditions that disempower them; (3) the role early care and education services play in the empowerment or disempowerment of parents; and (4) how government regulations provide…

Notes the lack of male staff in early childhood settings and discusses benefits to young children from having positive interactions with men in a variety of roles and settings. Suggests making the presence of men a formal part of program policy and philosophy, and recruiting male volunteers as a way to bring men into a program. (TJQ)

A study examined experiences of infants and toddlers in New Zealand child care centers to determine if those experiences provided opportunities for learning in the context of shared attention. Results provided evidence of staff sensitivity and responsiveness, close child/caregiver relationships, the importance of language and shared meaning, and…

Examined attitudes of 186 early childhood educators regarding the "Desirable Outcomes for Children's Learning on Entering Compulsory Education" survey in the United Kingdom. Found that, although there is some consensus among preschool workers in different settings concerning early-years curriculum priorities, those within an education…

Used focus group discussions to determine child care providers' opinions about the content of training necessary for providing quality care and providers' beliefs about the level of training and education required for child care workers. Examined findings in terms of providers' perceptions of professional worth and the design of educational and…

This paper describes a study of the socioemotional functioning of middle-class male and female preschoolers who had experienced varying degrees of nonparental care during the infant/toddler period. A review of the literature revealed that previous research findings from child care programs were inconclusive about potential differential effects on…