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Planning and Administering Early Childhood Programs / Edition 9

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Overview

Comprehensive Edition is Now More Accessible, Practical, and Relevant

  • New co-authors with experience developing and directing child development centers bring new practical insights and tools to this edition.
  • Historical information is reduced, making space for guidelines and forms to give students a real-life experience as they learn about becoming a director.
  • More emphasis on developing the program philosophy and carrying it through to other program areas, such as leading staff, implementing curriculum, assessing children and programs, designing and furnishing the facility, and working with families.
  • Expanded topics include elaboration of program leadership and the roles of an effective program administrator, guidance on applying codes of professional ethics, establishing policies that keep programs in line with applicable licensing and accreditation standards, and appropriate use of assessment and the process of program evaluation.

Includes a New Marketing Chapter Written in an accessible style, this new chapter discusses how to cultivate a positive perception of the services offered in a child care center, components of a marketing plan, and how to develop internal and external marketing strategies, including guidelines for creating print media and a Web site.

Chapters Linked to NAEYC Director Competencies. Alignment with NAEYC Director Competencies helps prepare prospective and in-service directors for guiding their programs through NAEYC Accreditation. This knowledge and these skills also prepare directors to satisfy other standards of quality such as states’ Quality Rating Systems and requirements for state-funded pre-kindergarten programs.

Pedagogy is Useful for Online or Traditional Courses. Application Activities, within chapters, have students stop and apply material. Reflection items give students practice considering evidence, their own thoughts, and making decisions.

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Product Details

  • ISBN-13: 9780135135495
  • Publisher: Pearson
  • Publication date: 9/9/2008
  • Series: Pearson Custom Education Series
  • Edition description: Older Edition
  • Edition number: 9
  • Pages: 456
  • Product dimensions: 7.90 (w) x 9.90 (h) x 0.70 (d)

Meet the Author

Celia A. Decker retired after 38 years of service in early childhood education. At the time of her retirement, she held the position of professor of early childhood education at Northwestern State University and served as the program coordinator of graduate studies in early childhood education. In addition to coauthoring this text, she is the author of Children: The Early Years and its supplements, as well as coauthor of Parents and Their Children, both published by Goodheart-Wilcox. She has presented papers at national, regional, and state annual meetings of professional associations such as the National Association for the Education of Young Children, the Southern Early Childhood Association, and the Association for Childhood Education International. She has served as a consultant for Head Start, Even Start, and local school systems. During her years of teaching kindergarten in an inner-city school system and as a college professor, she received many honors. Dr. Decker has been named to Who's Who in Child Development Professionals, Who's Who in Personalities of the South, Who's Who in American Women, and the World's Who's Who in Education. In 1994, she was selected as the Outstanding Professor at Northwestern State University.

John R. Decker retured after an elementary teaching and administrative career of 37 years. Before entering the field of education, he served as a district scout executive for Kaw Council, Boy Scouts of America, Kansas City, Kansas. His educational career included elementary teaching positions in inner-city schools, in an open education program, and in rural public schools. He also served as assistant professor of education, taught college courses in education, and supervised preservice teachers in a federally supported college-based program. He has frequently given speeches and workshops for professional organizations. He has been recognized for his 30-year membership in Phi Delta Kappa.

Nancy K. Freeman, Ph.D. is an Associate Professor of Early choldhood Education and Director of the Child Development and Research Center at the University of South Carolina. A former child care director and teacher, she currently consults for the campus child care center. Nancy has scholarly publications and conference presentations on topics such as professional ethics, service learning, and preparation of the childcare workforce. She is Chair of the Governor's Advisory Committee on the Regulation of child day Care Facilities, has served on the Governing Board of the National Association of Early Childhood Teacher Educators (NAECTE) and will assume its presidency in 2009.

Herman T. Knopf, Ph.D. is an Assistant Professor of Early Childhood Education at the Child Development and Research Center at the University of South Carolina. A former child care director, teacher, and professional development coordinator, he is currently a consultant for the university-based child care center, and is engaged in research exploring the use of computer technology to enhance assessment practices and family communication among early care and education providers. He has published scholarly articles focused on family involvement, enhancing literacy practices, and professionalism in the field of early childhood education. He is presently on the board of directors for the Southern Early Childhood Association and the South Carolina Early Childhood Association.

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Read an Excerpt

PREFACE:

Preface

Planning and Administering Early Childhood Programs, Seventh Edition, is built on the conviction that thoughtful planning and administration are essential to the success of early childhood programs. Our main priority is to present the rationale for thoughtful planning and administration. The more administrators know about factors influencing quality programs, the better equipped they will be to plan and administer programs. From our perspective, each child, parent, staff member, and sponsor deserves nothing less. Because we know how important planning is, we are committed to helping new and experienced administrators and students of administration make sense of what they are doing.

TEXT ORGANIZATION

The text begins with a request for its readers to approach the new millennium by simultaneously looking forward and backward at the profession of early childhood care and education. Chapter 1, "Overview of Early Childhood Programs," thus traces the growth of early childhood program practices and the issues that confront early childhood at the beginning of the new millennium.

The text is organized to suggest how early childhood administrators must structure their thinking as they make decisions about their local programs. To do this, the text is, divided into three parts.

Part One, Constructing the Early Childhood Program's Framework, comprises two chapters. Chapter 2 explains the need for a program base to determine practice—all the decisions that an administrator must make. Five major early childhood program bases that have been used and how each of these choices affects the operational andpedagogical components are explained in detail. Research studies on program outcomes and professional arguments over the bases are presented. Chapter 3 examines the protective regulations moving from baseline (minimum) to the highest (most stringent) regulations. Legal or business regulations and fiscal regulations are also described. The chapter closes with how policies and procedures stem from various regulations and are designed and implemented to meet the needs of local programs.

Part Two, Operationalizing the Early Childhood Program, includes four chapters on the more purely administrative topics. Chapter 4 overviews staffing needs and the hiring process and then discusses in depth the administrator's responsibilities in leadership (sometimes called human resources management) and management (the technical aspects). Chapter 5 explains how the physical facility must physically and psychologically enable the program to meet its care and educational goals in a healthy, safe, comfortable, and aesthetically pleasing environment. Chapter 6, "Financing and Budgeting," examines one of the most frustrating aspects of administration, that is, how meager funding weakens the quality and quantity of early childhood services and thus compromises the lives of young children and their families. Sources of funds and the process of developing budgets are included.

Part Three, Implementing the Children's Program, discusses the administrator's role in planning and overseeing the program's services. Chapter 7 discusses how the selection of the program base determines both the curriculum and pedagogy of the children's program. Chapter 8 concerns the administrators' roles in providing up to 80% of a young child's nutrition requirements, controlling infectious diseases, and ensuing a safe environment as well as instilling lifelong nutrition, health, and safety habits. Chapter 9 examines the issues and gives practical suggestions concerning assessing, recording, and reporting children's development and learning. Chapter 10 summarizes the historical trends in working with parents to the present-day family resource and support programs and provides many suggestions for working with families. Chapter 11 concerns the highly important and dynamic process of professionalization of early childhood care and education. The book closes by once again asking readers to take a forward and backward look at the "internal and external challenges" of the field (Goffin & colleagues, 1997).

NEW FEATURES

The seventh edition of the text reflects a balanced concern for all types of early childhood programs with their varying purposes, sponsorships, and ages of children. Early childhood is becoming a more broadly based field, and this text reflects that outlook on early education and child care aspects.

The perspective of this new edition is that administrative decision making must be based on a chosen theory, perspective, or philosophical position. Several of these alternatives are discussed along with the reasons for the lack of consensus in program goals and the discrepancy between beliefs and actual practices. Throughout the text there are discussions on how a chosen view affects decisions in all areas of program planning.

In addition to the extensive updating of the content and the references and resources, the following new features are included in the seventh edition:

  • Five models of program practice are presented in chapter 2.
  • Chapter 3 has been totally revised to illustrate the various levels of protective regulations. Business and fiscal regulations are also given.
  • Chapter 4 has been revised to show both the leadership and management aspects of administration. The leadership or human resources management is stressed, because it affects the quality of a program more than any other aspect of administration.
  • Research on developmentally appropriate practices and emergent and integrated curriculum is explained. Much more emphasis and descriptive detail are provided on developing and using portfolios.
  • A "To Reflect" section has been added to each chapter. These questions should stimulate reflection and thoughtful discussions and can be used as a springboard for other questions that are so critical to reflective, creative decision making by administrators.

PEDAGOGICAL FEATURES

Readers will find the three subdivisions of the book helpful because they parallel the planning processes of an administrator—namely, deciding on the program's framework, placing the program into operation, and implementing the children's program. Tables and figures are used throughout the text to (a) summarize research or show conflicting points of view, (b) visually present the organization of a concept, and (c) give practical examples. The trends and issues and summaries sections of each chapter will also help readers focus on the main themes of the book.

We have raised issues to stimulate early childhood leaders to reexamine their own beliefs and then take another look at their program's rationale and practices. Thus, relevant studies are included throughout. Cookbook formulas are omitted and options are given because single solutions axe obviously not appropriate for everyone.

The text provides information needed by all early childhood programs. The field is diverse, but there is a great deal of overlap of the types of competencies needed in various programs. We have attempted to provide a balance among research and supported statements, applied ideas for implementation, and resources for further thought and consideration.

Like the six editions before it, this edition will aid in initial planning of early childhood programs and be a source of helpful information after programs are under way. The purpose of this book will be fulfilled when the reader makes wiser judgments about planning and administering early childhood programs.

ACKNOWLEDGMENTS

We thank the following reviewers of this edition for their helpful comments: Jill E. Gelormino, Hofstra University; Craig H. Hart, Brigham Young University; and Kim A. Madsen, Chadron State University (NE).

Celia A. Decker
John R. Decker

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Table of Contents

1 Overview of Early Care and Education and Program Administration 1

Pt. I Constructing the Early Childhood Program's Framework

2 Developing a Vision, Mission, and Program Evaluation 14

3 Understanding Regulations, Accreditation Criteria, and Other Standards of Practice 36

4 Establishing Policies and Procedures 60

Pt. II Operationalizing the Early Childhood Program

5 Leading and Managing Personnel 84

6 Creating Quality Learning Environments 122

7 Financing and Budgeting 173

8 Marketing Your Child Care and Education Program 196

Pt. III Implementing the Children's Program

9 Planning the Children's Program 210

10 Providing Nutrition, Health, and Safety Services 245

11 Assessment: An Essential Component of Effective Early Childhood Programming 278

12 Working with Families and Communities 307

13 Contributing to the Profession 339

App. 1 Suppliers of Materials and Equipment for Early Childhood Programs 352

App. 2 NAEYC Code of Ethical Conduct and Statement of Commitment 355

App. 3 NAEYC Code of Ethical Conduct Supplement for Early Childhood Program Administrators 363

App. 4 Suggested Furniture and Furnishings 370

App. 5 Poisonous Plants 380

App. 6 Governing Board Profile Worksheets 382

App. 7 Governing Board Job Description and Agreement 385

App. 8 Professional Organizations of Interest to Early Childhood Educators 386

References 388

Author Index 414

Subject Index 420

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Preface

Preface:

Preface

Planning and Administering Early Childhood Programs, Seventh Edition, is built on the conviction that thoughtful planning and administration are essential to the success of early childhood programs. Our main priority is to present the rationale for thoughtful planning and administration. The more administrators know about factors influencing quality programs, the better equipped they will be to plan and administer programs. From our perspective, each child, parent, staff member, and sponsor deserves nothing less. Because we know how important planning is, we are committed to helping new and experienced administrators and students of administration make sense of what they are doing.

TEXT ORGANIZATION

The text begins with a request for its readers to approach the new millennium by simultaneously looking forward and backward at the profession of early childhood care and education. Chapter 1, "Overview of Early Childhood Programs," thus traces the growth of early childhood program practices and the issues that confront early childhood at the beginning of the new millennium.

The text is organized to suggest how early childhood administrators must structure their thinking as they make decisions about their local programs. To do this, the text is, divided into three parts.

Part One, Constructing the Early Childhood Program's Framework, comprises two chapters. Chapter 2 explains the need for a program base to determine practice—all the decisions that an administrator must make. Five major early childhood program bases that have been used and how each of these choices affects the operationalandpedagogical components are explained in detail. Research studies on program outcomes and professional arguments over the bases are presented. Chapter 3 examines the protective regulations moving from baseline (minimum) to the highest (most stringent) regulations. Legal or business regulations and fiscal regulations are also described. The chapter closes with how policies and procedures stem from various regulations and are designed and implemented to meet the needs of local programs.

Part Two, Operationalizing the Early Childhood Program, includes four chapters on the more purely administrative topics. Chapter 4 overviews staffing needs and the hiring process and then discusses in depth the administrator's responsibilities in leadership (sometimes called human resources management) and management (the technical aspects). Chapter 5 explains how the physical facility must physically and psychologically enable the program to meet its care and educational goals in a healthy, safe, comfortable, and aesthetically pleasing environment. Chapter 6, "Financing and Budgeting," examines one of the most frustrating aspects of administration, that is, how meager funding weakens the quality and quantity of early childhood services and thus compromises the lives of young children and their families. Sources of funds and the process of developing budgets are included.

Part Three, Implementing the Children's Program, discusses the administrator's role in planning and overseeing the program's services. Chapter 7 discusses how the selection of the program base determines both the curriculum and pedagogy of the children's program. Chapter 8 concerns the administrators' roles in providing up to 80% of a young child's nutrition requirements, controlling infectious diseases, and ensuing a safe environment as well as instilling lifelong nutrition, health, and safety habits. Chapter 9 examines the issues and gives practical suggestions concerning assessing, recording, and reporting children's development and learning. Chapter 10 summarizes the historical trends in working with parents to the present-day family resource and support programs and provides many suggestions for working with families. Chapter 11 concerns the highly important and dynamic process of professionalization of early childhood care and education. The book closes by once again asking readers to take a forward and backward look at the "internal and external challenges" of the field (Goffin & colleagues, 1997).

NEW FEATURES

The seventh edition of the text reflects a balanced concern for all types of early childhood programs with their varying purposes, sponsorships, and ages of children. Early childhood is becoming a more broadly based field, and this text reflects that outlook on early education and child care aspects.

The perspective of this new edition is that administrative decision making must be based on a chosen theory, perspective, or philosophical position. Several of these alternatives are discussed along with the reasons for the lack of consensus in program goals and the discrepancy between beliefs and actual practices. Throughout the text there are discussions on how a chosen view affects decisions in all areas of program planning.

In addition to the extensive updating of the content and the references and resources, the following new features are included in the seventh edition:

  • Five models of program practice are presented in chapter 2.
  • Chapter 3 has been totally revised to illustrate the various levels of protective regulations. Business and fiscal regulations are also given.
  • Chapter 4 has been revised to show both the leadership and management aspects of administration. The leadership or human resources management is stressed, because it affects the quality of a program more than any other aspect of administration.
  • Research on developmentally appropriate practices and emergent and integrated curriculum is explained. Much more emphasis and descriptive detail are provided on developing and using portfolios.
  • A "To Reflect" section has been added to each chapter. These questions should stimulate reflection and thoughtful discussions and can be used as a springboard for other questions that are so critical to reflective, creative decision making by administrators.

PEDAGOGICAL FEATURES

Readers will find the three subdivisions of the book helpful because they parallel the planning processes of an administrator—namely, deciding on the program's framework, placing the program into operation, and implementing the children's program. Tables and figures are used throughout the text to (a) summarize research or show conflicting points of view, (b) visually present the organization of a concept, and (c) give practical examples. The trends and issues and summaries sections of each chapter will also help readers focus on the main themes of the book.

We have raised issues to stimulate early childhood leaders to reexamine their own beliefs and then take another look at their program's rationale and practices. Thus, relevant studies are included throughout. Cookbook formulas are omitted and options are given because single solutions axe obviously not appropriate for everyone.

The text provides information needed by all early childhood programs. The field is diverse, but there is a great deal of overlap of the types of competencies needed in various programs. We have attempted to provide a balance among research and supported statements, applied ideas for implementation, and resources for further thought and consideration.

Like the six editions before it, this edition will aid in initial planning of early childhood programs and be a source of helpful information after programs are under way. The purpose of this book will be fulfilled when the reader makes wiser judgments about planning and administering early childhood programs.

ACKNOWLEDGMENTS

We thank the following reviewers of this edition for their helpful comments: Jill E. Gelormino, Hofstra University; Craig H. Hart, Brigham Young University; and Kim A. Madsen, Chadron State University (NE).

Celia A. Decker
John R. Decker

Read More Show Less

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