Planning and Administering Early Childhood Programs / Edition 7

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Overview

This practical and leading book offers a solid overview of what is involved in carefully planning and running quality early childhood programs. The authors believe that the lack of real quality in today's early childhood programs should be of paramount concern to future administrators, and so have created a book that will aid them in the initial planning of quality programs and serve as a helpful resource once programs are underway. Coverage is organized to illustrate, step-by-step, the way directors of early childhood programs must approach their role; examining, in turn, planning, operationalizing, and implementing high-quality programs for all young children. For administrative personnel at the elementary school level.
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Product Details

  • ISBN-13: 9780130271686
  • Publisher: Prentice Hall
  • Publication date: 8/11/2000
  • Edition description: Older Edition
  • Edition number: 7
  • Pages: 503
  • Product dimensions: 7.64 (w) x 9.16 (h) x 0.94 (d)

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 Childhood Programs.

PART I: CONSTRUCTING THE EARLY CHILDHOOD PROGRAM'S FRAMEWORK.

2. Planning, Implementing, and Evaluating the Program.

3. Considering Regulations and Establishing Policies.

PART II: OPERATIONALIZING THE EARLY CHILDHOOD PROGRAM.

4. Leading and Managing Personnel.

5. Planning the Physical Facility.

6. Financing and Budgeting.

PART III: IMPLEMENTING THE CHILDREN'S PROGRAM.

7. Planning the Children's Program.

8. Providing Nutrition, Health, and Safety Services.

9. Assessing, Recording, and Reporting Children's Progress.

10. Working within the Family and Community Contexts.

11. Contributing to the Profession.

APPENDICES.

Resources for Program Planning.

State Licensing and Certification Agencies.

Competencies of Early Care and Education Program Administrators.

Accreditation Criteria Examples.

Professional Organizations of Concern to Early Childhood Educators.

Suppliers of Materials and Equipment for Early Childhood Programs.

Financial Assistance.

Handbook for Families and Volunteers.

References.

Index.

Read More Show Less

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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