This announcement of a new profession -- Child Development Associate -- was made at the Annual Conference of the National Association for the Education of Young Children, Minneapolis, Minn., November 6, 1971, by the Chief of the Office of Child Development and the Children's Bureau. (RY)

Research tells us that specialized training and education of teachers is one of the strongest predictors of child care quality. In the late 1960s, however, most states did not require preservice training or higher education for teachers in early childhood programs or family child care homes. At that time, Missouri wanted to develop a project that…

Argues that child advocacy is a responsibility of day care center personnel and that caregivers must strive for recognition as professionals. (Author/DB)

Article describes the Child Development Associate Consortium which is to develop a prototype system for assessing the competence of and for the credentialling of qualified'' child care and early education personnel. (Authors/CB)

Focuses on the problem of teacher retention in day care and early childhood programs. Clarifies concepts used to describe and measure retention. Suggests consequences of retention on children and parents. (BB)

Draws on discussions with child care workers to discuss important changes involved in moving from teaching preschoolers to teaching infants and toddlers. Describes differences in (1) relating to children; (2) parent/teacher relationships; (3) group dynamics; (4) curriculum; (5) routines and transitions; (6) coworker relationships; (7) director…

Argues that successful provider-led training occurs when caregivers decide the type of assistance needed, the time and setting for learning, and when agency assistance is useful. Describes the facilitator approach utilized by the Satellites of Greater Rochester, which helps low-income neighborhoods receive technical assistance, training, and…