Planning and Administering Early Childhood Programs / Edition 11

by Nancy Freeman, Celia Decker, John Decker

Overview

Note: This is the bound book only and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with a bound book, use ISBN 0134290011.

Here’s the practical, hands-on information educators need in order to become successful administrators of childcare centers and child development centers. With a focus on what center directors need to know and what they need to be able to do, the book guides readers through the process of identifying a program’s core values and drafting mission and vision statements. Included is coverage of current issues such as the factors affecting supply and demand for childcare as well as the initiatives to enhance program quality, ensure affordability, and provide access to all children and families.

Planning and Administering Early Childhood Programs addresses the latest trends affecting the childcare workforce and provides specific guidance for recruiting, hiring, and retaining quality personnel, including job descriptions and hiring practices. The role of the program administrator as mentor, coach, and instructional leader are covered, along with important business issues within the administrator’s responsibilities, such as financial planning and budget development and management, how to use social media effectively, program evaluation, facility planning and management, and much more. The Enhanced Pearson eText features embedded videos and assessments.

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Product Details

ISBN-13:	9780134027319
Publisher:	Pearson Education
Publication date:	01/13/2016
Edition description:	New Edition
Pages:	480
Product dimensions:	7.80(w) x 9.90(h) x 0.70(d)

About the Author

Nancy K. Freeman is a Professor Emerita at the University of South Carolina in Columbia. She was a member of the Early Childhood faculty and the Director of the Child Development and Research Center. She is a former preschool teacher and child care center director and worked closely with the campus child care development center while at the University. Nancy has authored scholarly publications and made conference presentations on topics such as professional ethics, service learning, and the preparation of the child care workforce. She served as chair of South Carolina’s State Advisory Committee on the Regulation of Child Care Facilities for many years and is a past president of the National Association of Early Childhood Teacher Educators (NAECTE). She is a coauthor of 2 books on professional ethics published by the National Association for the Education of Young Children (NAEYC) as well as a regular column on professional ethics published in NAEYC’s widely circulated journal Young Children. In 2012 she was recognized as the NAECTE/Pearson Outstanding Early Childhood Teacher Educator of the Year.

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 and coauthor of Parents and Their Children, both published by Goodheart-Willcox Company. She has presented papers at national, regional, and state annual meetings of many professional early childhood associations. She has served as a consultant for Head Start, Even Start, and local school systems.

During her years of teaching as a kindergarten teacher in an inner-city school system and as a college professor, she has received many honors. In 1994, she was selected as the Outstanding Professor at Northwestern State University.

John R. Decker retired 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 and taught college courses in education and supervised pre-service 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.

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

Table of Contents

1 Overview of Early Care and Education and Program Administration PART I CREATING THE EARLY CHILDHOOD PROGRAM’S FRAMEWORK 2 Identifying the Program’s Core Values, Developing its Vision and Mission Statements, and Planning for Program Evaluation 3 Understanding Regulations, Accreditation Criteria, and Other Standards of Practice 4 Policies and Procedures: Tools to Ensure Your Program’s Smooth Operation PART II OPERATIONALIZING THE EARLY CHILDHOOD PROGRAM 5 Recruiting, Hiring, Leading, and Managing Personnel 6 Creating Quality Learning Environments 7 Managing Your Program’s Finances 8 Marketing Your Program of Early Care and Education PART III IMPLEMENTING THE CHILDREN’S PROGRAM 9 Teaching and Learning in the Children’s Program 10 Providing Quality Nutrition and Creating a Healthy and Safe Environment 11 Child Assessment: An Essential Component of Quality Early Childhood Programming 12 Working with Families and Communities 13 Contributing to the Profession APPENDICES 1 Suppliers of Materials and Equipment for Early Childhood Programs 2 NAEYC Code of Ethical Conduct and Statement of Commitment 3 NAEYC Code of Ethical Conduct Supplement for Early Childhood Program Administrators 4 Professional Organizations of Interest to Early Childhood Educators References Name Index Subject Index

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