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The effects of CDA training on the beliefs, attitudes, and behaviors of head start personnel

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Abstract

Fifty-five Head Start teachers and aides enrolled in Child Development Associate (CDA) training were pre- and posttested on a variety of measures to assess the effects of training. Additionally, their teaching beliefs, dogmatism, and self-concept scores were compared to those of undergraduate student teachers within a traditional teacher training program. The results indicated positive changes in self-assessed job performance, self-confidence, and educational aspirations and an increase in cognitively oriented, child-centered beliefs. The CDA trainees were not found to differ from the undergraduates completing four-year teacher training programs.

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Authors and Affiliations

  1. Department of Individual and Family Studies, The Pennsylvania State University, S-110 Henderson Human Development Building, 16802, University Park, Pennsylvania

    Donald L. Peters & Rosemary E. Sutton

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  1. Donald L. Peters
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  2. Rosemary E. Sutton
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Peters, D.L., Sutton, R.E. The effects of CDA training on the beliefs, attitudes, and behaviors of head start personnel. Child Youth Care Forum 13, 251–261 (1984). https://doi.org/10.1007/BF01118802

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