FINAL PROJECT
CDA Certification in Early Childhood Education
Congratulations on completing this program! If you stayed on track with
your weekly assignments for your professional portfolio, then you’re now
ready to apply for your CDA Certification!
Directions: In order to earn a grade for your final project in this program, you’re
going to submit copies of the following three items in your professional portfolio.
These are detailed items that show your abilities as a professional to create
meaningful lessons for your students. Thus, the school will grade them and provide
you with feedback on them before you submit your professional portfolio.
When you’re finished with your final project, please follow the instructions in the
Submitting Your Project section.
COMPETENCY GOAL I
To establish and maintain a safe, healthy learning environment
RC I-3. Provide a sample of your weekly plan that includes goals for
children’s learning and development, brief descriptions of planned
learning experiences, and also accommodations for children with
special needs (whether for children you currently serve or may
serve in the future). Indicate the age group(s) for which the plan is
intended.
COMPETENCY GOAL II
To advance physical and intellectual competence
RC II. Describe nine learning experiences (activities), written in your own
words, including one from each of the following curricular areas:
• RCII-1 Science/ Sensory
• RCII-2 Language and Literacy
• RCII-3 Creative Arts
• RCII-4 Fine Motor (please choose an indoor activity)
• RCII-5 Gross Motor (please choose an outdoor activity)
• RCII-6 Self Concept
• RCII-7 Emotional Skills/ Regulation
• RCII-8 Social Skills
• RCII-9 Mathematics
TEACHING ESSENTIALS 69
For example, for RC II-1, Science/Sensory, you might write about an
experience entitled “Smell Jars” and for RC II-6, Self Concept, you might write
about an experience entitled “Self Portraits”.
For each experience, indicate the age group (3s, 4s, or 5s) and list the intended
goals, materials, and processes/teaching strategies. For each activity, discuss
why it’s developmentally appropriate for that age group.
COMPETENCY GOAL III
To support social and emotional development and to provide positive guidance
RC III. A bibliography that includes the titles, authors, publishers, copyright
dates, and a short summaries of ten developmentally appropriate
children’s books that you have used with young children. Each
book should support a different topic related to children’s lives and
challenges. Subjects you might consider addressing include the
following:
• Cultural and linguistic group identity
• Gender identity
• Children with special needs
• Separation/Divorce/Remarriage/Family Structures
• Phases of the cycle of life from human reproduction to death
• Other topics that reflect the children and families with whom
you work
70 TEACHING ESSENTIALS
These items will be graded using the following rubrics.
COMPETENCY GOAL I
To establish and maintain a safe, healthy learning environment
sample of your weekly plan that includes goals for children’s learning and development, brief descriptions of
RC I-3. A
planned learning experiences, and also accommodations for children with special needs (whether for children you
currently serve or may serve in the future). Indicate the age group(s) for which the plan is intended.
Student name: ____________________________ Date: _________________
Assignment Points Expectations Points Comments
Components possible Earned
Mechanics 5 points 5 points: No spelling, grammar or punctuation errors
3 points: 1 to 2 spelling, grammar, or punctuation errors
1 point: 3 to 5 spelling, grammar, or punctuation errors
0 points: More than 5 errors
Goals 2 points ___ T he student provided a thorough list of appropriate goals for
the children’s learning and development. (2 points)
___ T he student provided a brief list of appropriate goals for the
children’s learning and development. (1 point)
___ T he student provided a list of goals for the children’s learning
and development, but not all of the goals were developmen-
tally appropriate. (1 point)
___ T he student did not provided a list of goals for the children’s
learning and development. (0 points)
Descriptions of 4 points ___ T he student provided brief, but clear, descriptions of several
Learning learning experiences in the weekly plan. (4 points)
Experiences
___ T he student provided unclear descriptions for the learning
experiences in the weekly plan. (3 points)
___ T he student listed learning experiences in the plan but did not
provide descriptions of them. (1 point)
___ T he student did not include learning experiences in the weekly
plan. (0 points)
CHILD DEVELOPMENT ASSOCIATE 71
Accommodations 4 points ___ T he student provided excellent examples of appropriate
accommodations for children with special needs for each of the
learning experiences in the plan. (4 points)
___ T he student provided ok examples of appropriate accommoda-
tions for children with special needs for each of the learning
experiences above. (3 points)
___ T he student provided examples of accommodations for
children with special needs for some of the learning experi-
ences in the plan above. (1 point)
___ T he student did not provide examples of accommodations for
children with special needs. (0 points)
Developmentally 2 points ___ T he student’s weekly plan is developmentally appropriate for
Appropriate Age the age group that was indicated. (2 points)
Group
___ T he student’s weekly plan is somewhat developmentally appro-
priate for the age group that was indicated. (1 point)
___ T he student’s weekly plan is not developmentally appropriate
for the age group that was indicated. (0 points)
Possible Points 17 Total Points Earned for This Competency Goal
72 CHILD DEVELOPMENT ASSOCIATE
COMPETENCY GOAL II
To advance physical and intellectual competence
RCII. Nine learning experiences (activities), written in your own words, including one from each of the following curricular
areas: science/ sensory, language and literacy, creative arts, fine motor (please choose an indoor activity), gross motor
(please choose an outdoor activity), self concept, emotional skills/ regulation, social skills, and mathematics.
For each experience, indicate the age group (3s, 4s, or 5s) and list the intended goals, materials, and processes/teaching
strategies. For each activity, discuss why it’s developmentally appropriate for that age group.
Student name: ____________________________ Date: _________________
Assignment Points Expectations Points Comments
Components possible Earned
Mechanics 5 points 5 points: No spelling, grammar or punctuation errors
3 points: 1 to 2 spelling, grammar, or punctuation errors
1 point: 3 to 5 spelling, grammar, or punctuation errors
0 points: More than 5 errors
Learning 5 points Indicates an appropriate age group:
Experience appropriate .5 points / not appropriate 0 points
RCII-1
Lists goals:
Science/ Sensory Thoroughly 1 point / moderately .5 points / vaguely .5 points
Lists materials:
Thoroughly .5 point / some .25 points / no 0 points
Describes strategies and teaching processes used:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Discusses why it’s developmentally appropriate for the selected age
group:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Learning 5 points Indicates an appropriate age group:
Experience appropriate .5 points / not appropriate 0 points
RCII-2
Lists goals:
Language and Thoroughly 1 point / moderately .5 points / vaguely .5 points
Literacy
Lists materials:
Thoroughly .5 point / some .25 points / no 0 points
Describes strategies and teaching processes used:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Discusses why it’s developmentally appropriate for the selected age
group:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
CHILD DEVELOPMENT ASSOCIATE 73
Learning 5 points Indicates an appropriate age group:
Experience appropriate .5 points / not appropriate 0 points
RCII-3
Lists goals:
Creative Arts Thoroughly 1 point / moderately .5 points / vaguely .5 points
Lists materials:
Thoroughly .5 point / some .25 points / no 0 points
Describes strategies and teaching processes used:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Discusses why it’s developmentally appropriate for the selected age
group:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Learning 5 points Indicates an appropriate age group:
Experience appropriate .5 points / not appropriate 0 points
RCII-4
Lists goals:
Fine motor Thoroughly 1 point / moderately .5 points / vaguely .5 points
(indoor activity)
Lists materials:
Thoroughly .5 point / some .25 points / no 0 points
Describes strategies and teaching processes used:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Discusses why it’s developmentally appropriate for the selected age
group:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Learning 5 points Indicates an appropriate age group:
Experience appropriate .5 points / not appropriate 0 points
RCII-5
Lists goals:
Gross Motor Thoroughly 1 point / moderately .5 points / vaguely .5 points
(outdoor activity)
Lists materials:
Thoroughly .5 point / some .25 points / no 0 points
Describes strategies and teaching processes used:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Discusses why it’s developmentally appropriate for the selected age
group:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
74 CHILD DEVELOPMENT ASSOCIATE
Learning 5 points Indicates an appropriate age group:
Experience appropriate .5 points / not appropriate 0 points
RCII-6
Lists goals:
Self Concept Thoroughly 1 point / moderately .5 points / vaguely .5 points
Lists materials:
Thoroughly .5 point / some .25 points / no 0 points
Describes strategies and teaching processes used:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Discusses why it’s developmentally appropriate for the selected age
group:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Learning 5 points Indicates an appropriate age group:
Experience appropriate .5 points / not appropriate 0 points
RCII-7
Lists goals:
Emotional Skills/ Thoroughly 1 point / moderately .5 points / vaguely .5 points
Regulation
Lists materials:
Thoroughly .5 point / some .25 points / no 0 points
Describes strategies and teaching processes used:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Discusses why it’s developmentally appropriate for the selected age
group:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Learning 5 points Indicates an appropriate age group:
Experience appropriate .5 points / not appropriate 0 points
RCII-8
Lists goals:
Social Skills Thoroughly 1 point / moderately .5 points / vaguely .5 points
Lists materials:
Thoroughly .5 point / some .25 points / no 0 points
Describes strategies and teaching processes used:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Discusses why it’s developmentally appropriate for the selected age
group:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
CHILD DEVELOPMENT ASSOCIATE 75
Learning 5 points Indicates an appropriate age group:
Experience appropriate .5 points / not appropriate 0 points
RCII-9
Lists goals:
Mathematics Thoroughly 1 point / moderately .5 points / vaguely .5 points
Lists materials:
Thoroughly .5 point / some .25 points / no 0 points
Describes strategies and teaching processes used:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Discusses why it’s developmentally appropriate for the selected age
group:
Thoroughly 1.5 points / moderately 1 point / vaguely .5 points
Possible Points 50 Total Points Earned for This Competency Goal
76 CHILD DEVELOPMENT ASSOCIATE
COMPETENCY GOAL III
To support social and emotional development and to provide positive guidance
RCIII. A bibliography that includes the titles, authors, publishers, copyright dates, and short summaries of ten developmen-
tally appropriate children’s books that you have used with young children. Each book should support a different topic
related to children’s lives and challenges. Subjects you might consider addressing include the following: cultural and
linguistic group identity, gender identity, children with special needs, separation/divorce,/remarriage/family struc-
tures, phases of the cycle of life from human reproduction to death, or other topics that reflect the children and
families with whom you work.
Student name: ____________________________ Date: _________________
Assignment Points Expectations Points Comments
Components possible Earned
Mechanics 5 points 5 points: No spelling, grammar, or punctuation errors
3 points: 1 to 2 spelling, grammar, or punctuation errors
1 point: 3 to 5 spelling, grammar, or punctuation errors
0 points: More than 5 errors
Books* 14 points 14 points: The student provided ten book titles with authors,
publishers, and copyright dates.
10 points: The student provided seven to nine book titles with
authors, publishers, and copyright dates.
7 points: The student provided four to six book titles with authors,
publishers, and copyright dates.
3 points: The student provided one to three book titles with authors,
publishers, and copyright dates.
*If the book doesn’t include the author, publisher, and copy-
right dates, then it won’t be worth full credit. If the book doesn’t
cover a topic that can clearly be related to children’s lives and
challenges, then it doesn’t count.
Summaries 14 points 14 points: The student provided ten thorough summaries.
12 points: The student provided ten detailed summaries.
8 points: The student provided seven to nine detailed summaries.
5 points: The student provided four to six moderately detailed
summaries.
3 points: The student provided one to three moderately detailed
summaries.
Possible Points 33 Total Points Earned for This Competency Goal
CHILD DEVELOPMENT ASSOCIATE 77
