Cda Competancy Goals(from the Edpro Website)

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How Educational Productions’ Video-Based Training Programs Address

CDA Competency Goals
GOAL I: To establish and maintain a safe, healthy, and responsive learning environment. FUNCTIONAL AREA 3: Learning Environment Candidate uses space, relationships, materials, and routines as resources for constructing an interesting, secure and enjoyable environment that encourages play, exploration and learning.

Space to Grow, from the GOOD TALKING WITH YOU series, shows how learning centers are a place for children to engage with one another and for staff to enrich learning. Viewers see: ■ ■ ■

What elements in the environment help children feel comfortable and competent How to arrange materials to help children act independently Learning centers that support language, cognitive, motor and social skills with special emphasis on language acquisition. How to set up effective learning centers, including block area, art area, sensory table, carpentry area, dramatic play and language arts areas

Come Join In!, from the SUPER GROUPS series, demonstrates how teachers involve children in activities and adjust their responses to children’s varying abilities. Techniques critical for holding a group’s attention and preventing disruptions include: ■ ■ ■ ■

How to choose activities based on a group's interests and language abilities Guidelines that increase involvement, participation and learning How to add interactivity to every element of the group experience How to support and encourage each child's contribution

Give Yourself a Hand, from the SUPER GROUPS series, shows that children will engage in activities and manage more readily when they clearly understand what to expect and what is expected of them. Core strategies that enable children to self-manage at group time include: ■ ■ ■ ■

How predictable formats and routines help avoid discipline problems The value of clearly and consistently transmitting group time expectations Techniques for encouraging positive behaviors How to deal with guidance problems when they occur

Child’s Play, in the PLAY POWER series, shows how children at play continually experiment, discover and stretch to learn more. Providing children with rich and varied play experiences is the very best way to support learning and development. Viewers will learn: ■

How play helps build thinking and language skills, large and small motor skills and social-emotional skills How play helps children prepare for academic learning and supports the development of literacy How children playing gradually builds the foundation for reading and writing through growth in oral language, learning to love books and gaining an understanding of print. Educational Productions 1

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CDA Goal: I Functional Area: 3 Connecting with Every Child, from the REFRAMING DISCIPLINE series. Vivid scenes show that children who feel a connection with their teachers are more likely to follow classroom rules, work cooperatively and behave appropriately. Techniques that build the kind of relationships that can change classroom dynamics include: ■ ■ ■ ■

Ways to nurture trusting relationships How to spend time on the positive, not the negative How to convey value and respect Techniques that foster connection

When a Child Doesn’t Play, from the HAND-IN-HAND series, presents a unique model for identifying children in the play environment who are missing out on learning. Viewers will also learn: ■

How to adapt curriculum to individual needs

When a Child Appears Anxious, from the HAND-IN-HAND series, reviews common reasons why a child might have little interest in play. ■

How predictability and consistency in teacher behaviors and classroom routines help children feel secure

The Power of Positive Communication (Video-based CD-ROM Training) provides modeling and practice in how to: ■ ■ ■ ■

Transmit and reinforce expectations Support language and literacy development Model and teach social-emotional skills Reduce...
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