Enrollment Open for Trying Together’s Fall CDA Cohort

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Written By Nathan Duke

Enrollment is now open for Trying Together’s fall Child Development Associate (CDA) cohorts.

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The hybrid cohorts will begin on Monday, September 14 and will conclude in May 2027. All students will participate in biweekly virtual meetings on Monday evenings from 6:30 p.m. to 8:30 p.m. 

Additionally, three smaller groups will meet in-person:

  • Alternating Mondays (two times per month)

  • Alternating Tuesdays (two times per month)

  • Saturdays (once a month)

The cohort will be a total of 135 hours. Coursework for the cohort will include portfolio and application assistance, study materials, and exam preparation. Interested students should fill out Trying Together’s CDA Interest Form. Additionally, all students will be required to complete a PASSHE PDO Funding application to cover tuition, books, and fees. 

About the CDA Credential

A CDA credential is the most widely recognized credential in the early childhood field and is a key stepping stone on the path to career advancement. The CDA Credential is based on a core set of competency standards that guide early learning professionals in their work to build on their professional experience and expertise.

As a nationally recognized credential, a CDA credential enables early learning professionals to work in Head Start and Early Head Start classrooms in addition to early learning programs across the United States. Several topics are studied in a CDA program, including, but not limited to:

  • A healthy and safe learning environment

  • Physical, cognitive, language, and creative development

  • Social and emotional development

  • Positive guidance

  • Creating positive relationships with families

  • Program and classroom management

  • Observation and assessments

  • Professionalism in early childhood education

By earning a CDA Credential, early learning professionals strengthen their professional skill sets, gain opportunities to advance their careers, increase their confidence in the classroom, and reinforce their commitment to support young children and families.

Nathan Duke
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