CDA Birth to Five cheat sheet

Handwashing sequence: wet hands, apply soap, scrub at least 20 seconds (about one round of the alphabet song), rinse, dry with a paper towel, then use the towel to turn off the faucet.

Infant safe sleep rule: back to sleep on a firm, flat surface with a fitted sheet only; no pillows, blankets, bumpers, or stuffed animals, and no bed-sharing.

Exclusion decision rule: exclude a child when the illness prevents comfortable participation, requires more care than staff can provide, or risks spreading a communicable disease; rash with fever, vomiting, diarrhea, or suspected contagious illness triggers the health policy.

Diapering sequence: gather supplies, place the child, unfasten, clean front to back, remove the soiled diaper, wash the child's hands and your own, apply a fresh diaper, dress the child, disinfect the changing surface, then wash hands again.

Sanitizing solution rule: use an EPA-registered product or the program's approved dilution, mix fresh daily, label the container, and store it locked and out of children's reach.

Medication and hazardous products: kept in a locked cabinet in original labeled containers, with written family authorization and a dose-by-dose medication log.

Supervision rule: children stay in sight and, for infants and toddlers, within reach at all times; no child is left unattended on a changing table, in water, or on a playground.

Emergency readiness: posted evacuation routes, a monthly documented fire drill, a stocked first-aid kit, and current emergency contacts plus authorization-to-treat forms for every child.

Injury reporting: complete a written incident report the same day, give a copy to the family, and retain one copy in the child's file.

Motor development follows two directions: cephalocaudal (head control, then trunk, then legs) and proximodistal (shoulder and arm control before fingers).

Piaget stages in the birth-to-five range: sensorimotor (0-2 years, learning through senses and actions) and preoperational (2-7 years, symbolic play and egocentric thinking).

Language milestones: cooing near 2 months, babbling near 6 months, first words near 12 months, two-word combinations near 24 months; no words by 18 months warrants a screening referral.

Receptive language (what the child understands) typically precedes expressive language (what the child says), so a toddler may follow two-step directions before producing those words.

Developmentally appropriate practice has three criteria applied together: age appropriate, individually appropriate, and socially or culturally appropriate for the child's family.

Scaffolding rule: target a task just beyond the child's independent level, give the least support needed, and withdraw that support as competence grows.

Activity guidelines: toddlers need roughly 180 minutes of movement daily and preschoolers about 120 minutes, spread across indoor and outdoor free play; supervised tummy time supports infant strength.

Open-ended materials such as blocks, sand, water, and paint generate more problem-solving and language than single-answer toys or worksheets.

Erikson stages: trust versus mistrust (birth-1 year), autonomy versus shame and doubt (1-3 years), initiative versus guilt (3-6 years).

Positive guidance replaces punishment: state the limit clearly, describe the desired behavior, offer two acceptable choices, and redirect to an alternative activity.

Conflict resolution steps: approach calmly, acknowledge feelings, gather information from both children, restate the problem, ask for solutions, let children choose one, and follow through.

Time-out is not used with infants; for toddlers and preschoolers any separation must be brief, immediate, and followed by a plan for re-entry.

Praise ratio rule: deliver several specific positive statements for each correction, and name the behavior ('You put the blocks on the shelf') rather than the trait ('You are good').

Play stages: solitary play (birth-2 years), parallel play (2-3 years), associative and cooperative play (3-5 years).

Emotion vocabulary is taught explicitly; children who can label a feeling are less likely to express it through hitting, biting, or throwing.

Separation distress typically peaks between 10 and 18 months; a short, calm, consistent goodbye routine shortens its duration.

Contact rule: share good news as often as concerns, so a phone call from the program is not always a signal that something is wrong.

Confidentiality rule: discuss a child only with people who need the information and are authorized; never in hallways, on social media, or with other families.

Conference structure: strengths first, then specific dated observations, then the family's perspective, closing with an agreed plan and a follow-up date.

Provide an interpreter and translated materials when the family's preferred language differs from the program's; never use the child as the interpreter.

Cultural competence step: ask about feeding, sleep, discipline, and health beliefs rather than assuming program practice is universal.

Offer multiple involvement routes (volunteering, reading at home, advisory council, policy input, celebrations) so families with inflexible work schedules can still participate.

Know referral resources (developmental screening, early intervention, food and housing assistance, mental health) and know the duty to report suspected abuse or neglect.

Observation methods: anecdotal record, running record, time sample, event sample, checklist, and work portfolio; notes are dated, factual, and free of judgment.

The daily schedule is predictable yet flexible, balances active with quiet and indoor with outdoor time, and includes both small-group and child-initiated segments.

Transition rule: give advance notice, cut waiting time, and use a song or signal; long unstructured waiting reliably predicts behavior problems.

Room arrangement rule: define interest centers, keep pathways clear, use low open shelves, and preserve unobstructed sightlines so every child is visible to an adult.

Smaller group size and lower adult-child ratios increase responsive interaction; the exact required numbers by age come from state licensing rules.

Records to maintain: attendance, meal counts, medication log, incident reports, emergency contacts, and screening or assessment results, each for the period state rules require.

Screening is brief and identifies who needs further evaluation; it does not diagnose, and results are shared with families alongside referral options.

Continuous improvement cycle: observe, document, reflect with a supervisor, set one measurable goal, implement, then re-observe.

NAEYC Code of Ethical Conduct: responsibilities to children come first, then to families, colleagues, community, and society; the code lists ideals (aspirations) and principles (obligations).

Mandated reporting rule: report reasonable suspicion, not proof, to the designated agency within the legal timeframe (commonly 24 hours); the caregiver does not investigate first.

CDA credential requirements: 480 hours of experience with young children within the last five years, 120 clock hours of training across the CDA subject areas, a professional portfolio, a verification visit, and the CDA exam.

CDA renewal occurs every three years and requires 4.5 CEUs (45 clock hours) of training plus a current pediatric CPR and first-aid credential.

Professional boundaries: avoid dual relationships, do not provide private babysitting for enrolled families without program approval, and keep personal social media contact separate.

Stay current through professional memberships, continuing training, reflective supervision, and reading current child development research.

Ethical dilemma steps: identify the problem, gather facts, apply the code, consider everyone affected, consult a supervisor or colleague, act, then reflect on the outcome.