Developing and Administering an Early Childhood Education Program

by Shauna Adams, Amy S. Kronberg, Michelle L. Donley, Ellen Lynch

Overview

Whether you direct, administrate or lead early childhood education, DEVELOPING AND ADMINISTERING AN EARLY CHILDHOOD EDUCATION PROGRAM, 10E provides the knowledge and skills you need for success. This comprehensive edition highlights the director's role in leading both people and programs, with an emphasis on business and interpersonal skills. You also learn how to select and implement a high-quality curriculum. Updates present the latest changes in the field, including NAEYC’s 2020 statement on Developmentally Appropriate Practice and new position statement, Advancing Equity. Revised chapters integrate NAEYC's Power to the Profession Unifying Framework. A new chapter addresses leadership during change and crisis. Practical insights guide you through all aspects of directing a program — from budgeting, facility and equipment to selecting, training and supervising staff; working with children and parents; and handling accrediting, licensing, evaluations and improvements.

Product Details

ISBN-13:	9780357513200
Publisher:	Cengage Learning
Publication date:	05/03/2021
Edition description:	10th ed.
Pages:	432
Product dimensions:	8.40(w) x 10.80(h) x 0.90(d)

About the Author

Shauna M. Adams (Ed.D., Early Childhood and Special Education, University of Cincinnati) is a professor of early childhood at the University of Dayton (UD), where she also serves as the executive director of the Center for Early Learning. Dr. Adams has taught graduate and undergraduate students in such courses as child development, preschool methods and primary methods. She also teaches early childhood advocacy, research and leadership. In her role as executive director, Dr. Adams promotes opportunities for the Bombeck Family Learning Center to serve pre-service and in-service early childhood professionals as a demonstration school and forum for professional development. She also advocates for children and families by serving on local and state committees that support quality early care and education, and she serves UD's mission by supporting Catholic early childhood programming. Dr. Adams became immersed in early care and education through her work with the Bombeck Family Learning Center and has established partnerships with Head Start, public school preschool and other early childhood education programs. She also partners with a variety of agencies that support young children and families. She has worked with community partners to develop UD's online Early Childhood Leadership and Advocacy programs. She is also the lead author of the ACCESS Curriculum series and has produced articles, conducted presentations, developed websites and pursued other outlets to share this curriculum with the field of early childhood education.

Amy S. Kronberg (M.S.Ed.) is a doctoral candidate and adjunct professor at the University of Dayton. She serves as an early learning consultant working with local nonprofit organizations. Ms. Kronberg has assisted in the design of successful programs and related coursework specializing in infant and toddler care and education. She has taught courses focusing on infant/toddler development, early childhood programming and curriculum development. Throughout her variety of roles, she emphasizes the need for teachers to find their professional voices and she consistently advocates for children, families and best practices within programs. She is passionate about training that focuses on the social-emotional and mental health needs of both children and adults. Prior to her current roles, Ms. Kronberg worked at the demonstration school for the University of Michigan-Dearborn, where she implemented transdisciplinary practice, the Reggio Emilia approach to education and critical skills related to working as part of an early childhood team. Through her variety of roles and experiences, she hopes to encourage anyone working in the field to lead and learn with empathy and find the voice to advocate for one another.

Michelle L. Donley (M.S.Ed.) directs the University of Dayton’s demonstration school within the Bombeck Family Learning Center. After teaching infants, toddlers and preschoolers both at the Bombeck Center and Head Start for 20 more than years, Ms. Donley earned her masters of science in education in early childhood leadership and advocacy from UD. She has directed the Bombeck Center for four years and has guided the program through NAEYC accreditation twice, during which time she has maintained the highest rating in the state's quality improvement and rating system. Ms. Donley believes in advocating for change in the profession for increased investments, and she understands the need to improve the early childhood education system for children, families and practitioners. She is a member of the National Association for the Education of Young Children and the National Coalition for Campus Children’s Centers. As a director, she continually strives to evolve her leadership and management skills. Her passion for the field is grounded in research, reflection and ensuring sustained continuous improvement by empowering each program team member to find their true potential.

Ellen M. Lynch is associate professor of early childhood education at the University of Cincinnati. Her doctorate is in special education with a focus on early childhood special education. She has been active in local and state early childhood organizations, including the Ohio Association for the Education of Young Children (OAEYC), for which she served as chair of the Children with Special Needs Committee; the state Board of Directors; and the Division for Early Childhood of the Council for Exceptional Children. Additionally, she served as president of the Ohio Coalition of Associate Degree Early Childhood Programs. Dr. Lynch's current scholarly interests include engaging in the scholarship of teaching and learning (SoTL) and exploring the use of technology to support learning among preservice teachers. She is both an editor and reviewer for several problem-based learning journals. She has presented widely at local, state, national, and international levels on a variety of aspects of teaching young children, teacher education, and best practices for teaching in higher education.

Table of Contents

Preface xv

About the Authors xxii

Acknowledgments xxiv

Chapter 1 The Effective Director 1

1-1 New Vision, New Vocabulary 2

Growth Mindset Moment 3

1-2 Making a Commitment to Diverse Stakeholders 3

1-3 Meeting Challenging Situations Based on Ethical Principles 5

1-4 Considering the Program's Systems and Subsystems 6

Growth Mindset Moment 6

Director's Corner 7

1-4a Subsystems in Early Childhood Programs 7

Crisis: An Opportunity for Positive Change 8

1-5 Administrative Styles and Roles 8

Making the Case for Qualified Administrators 8

1-5a Styles 9

1-5b Roles 9

Director's Corner 9

1-5c Personal Qualities 11

Director's Corner 12

1-6 Managing the Program 12

1-7 Serving as Curriculum Leader 13

Working Smart with Technology 14

1-8 Leading People 15

1-8a Addressing Conflict Resolution 15

TeachSource Video Vignette 17

1-9 Management Tools 17

1-9a Policies and Procedures Manual 17

1-9b Other Contents of the Manual 18

1-9c Using Technology 18

Growth Mindset Moment 19

1-9d Time-Use Skills 19

1-9e Analyzing Use of Time 19

1-9f Grouping and Assigning Tasks 20

1-9g Planning a Time Line 20

Summary 21

Try It Out! 21

References 22

Chapter 2 Assessing Community Need and Establishing a Program 23

Director's Corner 24

2-1 Assessing the Need 25

2-1a What Must You Know about Need? 25

2-1b Number of Families and Children 25

2-1c Socioeconomic Level of Families 26

Making the Case for Advocacy 26

TeachSource Video Vignette 26

2-1d Ages of Children to Be Served 27

2-1e Type of Service the Families Prefer 27

2-1f How Do You Find Out about Need? 27

2-1g Use of Questionnaires 28

Working Smart with Technology 28

Director's Corner 29

2-1h Use of Telephone Surveys 29

Growth Mindset Moment 30

2-1i Small Group Meetings 30

2-2 Program Mission and Values Statements 30

2-2a Decisions about the Mission and Values Statements 31

Growth Mindset Moment 31

Growth Mindset Moment 31

2-2b Mission Statements 31

2-2c Developing a Mission Statement 31

2-2d Decisions about Core Values and Value Statements 32

2-2e What Is the Basis for Choosing a Philosophy? 33

2-2f Assumptions about How Children Learn 33

Crisis: An Opportunity for Positive Change 34

2-2g Beliefs, Values, and Attitudes in Action 34

Growth Mindset Moment 34

Growth Mindset Moment 35

2-2h Values of the Program Planners and the Families 35

2-2i Views on Basic Issues in Education 36

2-3 Types of Programs 36

2-3a Not-for-Profit Programs 37

2-3b Individual Cooperative Programs 37

2-3c Agency-Sponsored Programs 37

2-3d Government-Sponsored Programs 37

2-3e Government-Community Partnerships 38

2-3f Public School-Sponsored Programs 38

2-3g Campus Child Care Programs 39

2-3h Privately Sponsored Not-for-Profit Programs 39

2-3i Profit-Making Programs (Proprietary) 39

2-3j Independent Owner 39

2-3k Corporate Systems 40

2-3l Employer-Sponsored Programs 40

2-3m Military Programs 41

Director's Corner 41

2-3n Home-Based Programs 42

2-4 Standards of Practice 42

2-4a Establishing Funding for the Program 42

2-5 Getting Started in Raising Funds 43

Growth Mindset Moment 43

TeachSource Video Vignette 44

2-6 Funding a New Early Childhood Program 44

Working Smart with Technology 45

2-7 Start-Up Funds 45

Director's Corner 46

2-7a Community and Governmental Support 46

Summary 47

Try It Out! 48

References 52

Chapter 3 Licensing, Credentialing, and Accreditation 54

TeachSource Video Vignette 56

3-1 The Purpose of Licensing 56

3-2 Benchmarks 57

3-2a Early Childhood Program 57

TeachSource Video Vignette 58

3-3 Licensing Regulations 59

3-3a Building Safety 59

3-3b Physical Space 59

3-3c Teacher-to-Child Ratios 59

3-3d Staff Qualifications 60

3-3e Transportation 60

3-3f Other Standards 60

3-4 The Licensing Process 61

Working Smart with Technology 62

3-4a The Licensing Specialist 62

Director's Corner 63

Making the Case for Program Accreditation 64

3-5 Accreditation 65

Director's Corner 65

3-6 Quality Rating and Improvement Systems (QRIS) 65

3-7 Credentialing 66

3-7a Staff Credentialing 66

3-7b National Board Certification 68

3-7c Child Development Associate Credential 68

3-7d Certified Childcare Professional Credential 69

3-7e U.S. Department of Labor Registered Apprenticeship for Careers in Child Development 69

3-7f Director Credentialing 69

3-8 Career Pathways 70

Summary 71

Try It Out! 71

References 76

Chapter 4 Organizing Program Structure and Working with a Board 78

4-1 Organization of the Program 79

4-1a Sole Proprietorship 79

4-1b Partnerships 80

4-1c Franchise 81

4-1d Corporation 81

Growth Mindset Moment 82

4-1e Profit or Not-for-Profit Corporations 82

Director's Corner 83

4-2 The Early Childhood Program Board 84

4-3 Board Membership 84

4-3a Selection of Board Members 85

Making the Case for Diverse Board Membership 85

4-3b Orientating Board Members 86

TeachSource Video Vignette 86

Director's Corner 86

4-3c Terms for Board Membership 87

4-4 Board Duties 87

4-4a Drawing Up Bylaws 87

4-4b Making Policy 88

Director's Corner 88

4-4c Operating the Program 89

4-5 Board Committees 89

4-5a Executive Committee 89

4-5b Personnel Committee 90

Director's Corner 90

4-5c Finance Committee 90

4-5d Building Committee 90

4-5e Program Committee 91

4-5f Nominating Committee 91

4-6 Board Communication 91

Working Smart with Technology 92

Director's Corner 92

4-7 Board Involvement in Program Operation 93

4-7a Program Enrollment Report 94

Growth Mindset Moment 94

4-7b Accounts Receivable 94

4-7c Budget Comparison Report 94

4-7d Statement of Financial Position 94

4-7e Income Statement 94

4-7f Annual Report 95

Growth Mindset Moment 95

Summary 95

Try It Out! 96

References 98

Chapter 5 Handling Financial Matters 99

5-1 Creating a Financial Plan 100

5-1a Policies and Procedures 100

Growth Mindset Moment 101

Making the Case for Staff Input into Budget Priorities 101

5-1b Establishing a Fiscal Calendar 102

5-1c Managing Payroll 102

5-1d Health Care Costs 102

Director's Corner 103

5-1e Tax Forms and Pay Roll 103

5-1f Planning Reports 103

TeachSource Video Vignette 104

5-2 Preparing and Operating a Budget 104

5-2a Types of Budgets 104

5-2b Start-Up Budgets 104

5-2c Operating Budget 105

5-2d Estimating Costs 105

Growth Mindset Moment 106

5-2e Adjusting Budget Figures 107

Crisis: An Opportunity for Positive Change 107

Director's Corner 107

5-2f Analyzing Budget Categories 108

5-2g Salaries 108

Director's Corner 109

5-2h Staffing and Full-Time Equivalents 110

5-2i Consultants 112

5-2j Plant and Equipment 112

Growth Mindset Moment 112

5-2k Depreciation 113

5-2l Supplies 113

5-2m Transportation 113

5-2n Communication 113

5-2o Staff Training and Development 114

5-2p Insurance 115

5-2q Postage 115

5-2r Marketing 115

5-2s Licensing 115

5-2t Audit 115

5-2u Miscellaneous and Other 115

5-2v In-Kind Contributions 115

5-2w Using Budget Systems 116

Working Smart with Technology 116

5-2x Approving the Budget 117

5-2y Budgeting for Subsequent Years 117

5-3 Financial Responsibilities 117

5-3a Managing Cash Flow 117

Growth Mindset Moment 118

5-3b Handling Salaries 118

Director's Corner 118

5-3c Ordering Goods and Services 119

5-3d Making Payments 119

5-3e Recording Transactions 119

5-3f Summarizing Data 121

5-3g Auditing 121

5-3h Handling Petty Cash 121

5-4 Break-Even Analysis 122

5-5 Operating Funds for New and Continuing Programs 124

5-5a Tuition 125

5-5b Adjusting Tuition 125

5-5c Scholarships 126

5-5d Tuition Rates 127

5-5e Community Resources 127

Director's Corner 127

5-5f Foundations 128

5-5g Government Funding 129

Director's Corner 129

5-5h Head Start 130

5-5i Child Care and Development Block Grants 130

5-5j Advocacy 131

Making the Case for Adequate Funding of an Integrated System of Care 131

5-6 Soliciting Funds from Corporations and Individuals 132

5-6a Preparing for Fundraising 132

5-6b Requesting Contributions 133

Growth Mindset Moment 133

Summary 134

Try It Out! 134

References 142

Chapter 6 Developing a Program Facility 143

6-1 Analyzing Space Requirements 144

Growth Mindset Moment 144

Director's Corner 145

6-1a Basic Requirements 145

Growth Mindset Moment 146

6-1b Health and Safety 146

Crisis: An Opportunity for Positive Change 148

6-1c Accessibility of the Facility 148

6-1d Building Entry 149

Director's Corner 149

Working Smart with Technology 150

6-1e Control of Traffic Flow 151

6-1f Food Service 151

Growth Mindset Moment 152

6-1g Bathroom Locations 152

6-1h Program Philosophy in Action 152

6-1i Arrival Area 153

6-1j Staff Area 153

6-1k Spaces for Children 155

TeachSource Video Vignette 155

6-1l Family Space 156

6-1m Opportunities for independence and Growth 157

6-1n Aesthetic Character 158

Director's Corner 158

Making the Case for Supporting Physical Activity 159

6-1o Programmatic Requirements 159

6-1p Governmental Regulations 160

6-1q Cost and Quality 161

6-2 Planning a New Program 161

6-2a Considering New Construction 161

6-2b Using Existing Buildings 162

6-2c Renting or Leasing 162

Director's Corner 163

6-2d Renovating 163

6-3 Working with Other Professionals 163

6-3a Licensing Agent 163

6-3b Realtor 164

6-3c Architect 164

6-3d Contractor 164

6-3e Accountant 165

6-3f Attorney 165

Summary 165

Try It Out! 165

References 167

Chapter 7 Equipping the Program 168

7-1 Establishing Needs 170

TeachSource Video Vignette 170

7-1a Children's Spaces 170

TeachSource Video Vignette 172

7-1b Adult Spaces 172

Director's Corner 173

7-1c Service Areas 173

Making the Case for Digital Literacy 174

7-2 Using Selection Criteria 174

Working Smart with Technology 175

Growth Mindset Moment 176

7-2a Developmental Needs 177

Growth Mindset Moment 177

7-2b Usefulness 178

7-2c Versatility 178

7-2d Safety 179

7-2e Suitability 180

7-2f Stereotypes 180

7-2g Children with Disabilities 181

Growth Mindset Moment 181

7-2h Ease of Maintenance 182

7-2i Aesthetics 182

Growth Mindset Moment 183

7-2j User Preference 183

Director's Corner 183

7-3 Working within a Budget 183

7-4 Ordering Equipment 185

7-4a Equipment Requisition 185

Director's Corner 185

Growth Mindset Moment 186

7-4b Purchase Time Line 186

7-4c Sources of Equipment 187

7-5 Managing Equipment 188

7-5a Checking and Inventorying Equipment 188

7-5b Maintaining and Storing Equipment 189

Summary 190

Try It Out! 191

References 192

Chapter 8 Staffing the Program 193

8-1 Creating a Positive Climate and Motivating Staff 194

8-1a Creating a Positive Climate 194

Director's Corner 194

8-1b Modeling 195

8-1c Community Building 195

Director's Corner 196

8-1d Communication 196

Growth Mindset Moment 196

8-1e Motivating the Staff 197

Director's Corner 197

8-1f Use of Encouragement 198

8-1g Job Enrichment 199

Director's Corner 199

8-2 Designing Employment Policies 200

8-2a Purpose 200

8-2b Source 201

Director's Corner 201

8-2c Inclusions 201

8-2d Job Descriptions 202

8-2e Career Lattice 203

8-2f Contract 203

8-2g Salary Ranges 203

8-2h Staff and Fringe Benefits 203

8-2i Employment at Will 203

8-2j Health and Safety Measures 204

8-2k Daily Hours and Employment Period 204

8-2l Relief Periods 207

8-2m Vacations, Holidays, and Sick Leave 207

8-2n Probationary Periods 207

8-2o Staff Evaluation and Grievance Procedures 207

8-2p Performance Evaluations 208

8-2q Organizational Chart 209

8-2r Amending and Changing the Policies 209

8-3 The Hiring Process 211

8-3a Developing Job Descriptions 211

Growth Mindset Moment 212

8-3b Recruiting 212

Working Smart with Technology 212

8-3c Interviewing 215

8-3d Reviewing Applications 216

8-3e Interviewers 219

8-3f Preparation for the Interview 220

8-3g Interviewer Information 220

8-3h Interview Plan 220

8-3i Interview Setting 221

Working Smart with Technology 221

8-3j The Interview 224

Growth Mindset Moment 224

8-3k Teaching Interview 224

8-3l Second Interview 225

8-3m Selecting the Employee 225

8-4 Retaining Staff 225

8-4a Employee Orientation 226

Director's Corner 226

8-4b Handling Turnover 227

Growth Mindset Moment 227

8-4c Work Environment 228

Making the Case for Gowing Your Own Leaders 228

8-4d Exit Interview Questionnaire 229

Growth Mindset Moment 229

Summary 229

Try It Out! 230

References 244

Chapter 9 Recruiting Children 245

9-1 Meeting the Needs of All Children and Families 246

Making the Case for Inclusion 247

9-1a Admission of Children with Disabilities 248

9-1b Provisions of the IDEA 248

9-1c Role of Early Childhood Programs 249

Director's Corner 250

TeachSource Video Vignette 251

9-1d Role of the Director in an Interdisciplinary or Interagency Effort 251

9-2 Grouping the Children 251

9-2a Total Number of Children 252

9-2b Space and Group Size 252

Director's Corner 253

Growth Mindset Moment 253

9-2c Skills of Staff and Group Size 253

9-2d Needs of Children and Group Size 253

9-2e Chronological versus Vertical Age Grouping 254

Growth Mindset Moment 254

9-2f Chronological Grouping 255

TeachSource Video Vignette 255

9-2g More on Multiage Grouping 256

Growth Mindset Moment 256

9-2h Impact of Children with Exceptionalities on Group Size 257

9-3 Enrolling the Children 258

9-3a Information about Families and Children 258

9-3b Forms 259

Working Smart with Technology 259

9-3c Confidentiality 260

9-3d Intake Procedures 260

9-3e Initial Interview with Parents 261

9-3f Home Visit with the Family 261

Director's Corner 261

9-3g Initial Visit to the Program 261

9-3h Phasing in the Children 261

Summary 262

Try It Out! 263

References 273

Chapter 10 Supporting Quality Curriculum 274

Director's Corner 277

TeachSource Video Vignette 277

10-1 Quality Early Childhood Curriculum 277

10-1a Philosophical Underpinnings 277

10-1b Defining Curriculum 277

Growth Mindset Moment 278

10-1c Developmentally Appropriate Curriculum 279

10-1d Components of an Effective Curriculum 279

10-2 Establishing Opportunities for Feedback, Support, and Intervention 280

10-2a Is the Classroom Curriculum Child Centered? 281

10-2b What Is the Role of the Adult in the Classroom? 281

10-2c How Does the Educator Communicate the Use of Play to Support Learning and Development? 281

TeachSource Video Vignette 282

10-2d Is the Curriculum Emergent? 283

10-2e How Does the Educator Plan and Integrate Curriculum? 283

Growth Mindset Moment 286

TeachSource Video Vignette 287

10-2f How Are Early Learning and Development Standards Implemented? 289

TeachSource Video Vignette 289

10-2g How Does the Program Facilitate the Development of Language and Emergent Literacy Skills? 292

10-2h How Do Educators Support Math, Science, and inquiry in the Classroom? 293

10-2i What Is the Role of Technology in This Classroom? 294

10-3 Supporting Intentional Teaching 295

Working Smart with Technology 296

10-3a Time for Planning and Critical Reflection 296

TeachSource Video Vignette 296

10-3b Intentional Teaching in the Daily Routine 297

10-3c Time for Planning, Sharing, and Critical Reflection 297

Making the Case for Curriculum Mentors 297

10-3d Assessment Supported versus Assessment Driven 298

10-3e Developing an Assessment System 300

10-4 Supporting a Seamless Birth through Age 8 System 300

TeachSource Video Vignette 301

Director's Corner 301

Summary 301

Try It Out! 302

References 303

Chapter 11 Managing the Food and the Health and Safety Programs 305

11-1 Food Service Programs 306

Director's Corner 306

Making the Case for Using Food Thoughtfully 307

11-1a Menu Planning 308

Growth Mindset Moment 308

TeachSource Video Vignette 309

TeachSource Video Vignette 310

11-1b Food Buying 310

11-1c USDA Child and Adult Care Food Program 311

Working Smart with Technology 312

Director's Corner 312

11-1d Food Storage 313

11-1e Food Preparation 313

11-11 Resources 314

11-2 Health and Safety Program 314

11-2a Health Records for Children and Staff 314

TeachSource Video Vignette 315

11-2b Communicable Disease 316

TeachSource Video Vignette 316

11-2c Exclusion Policy 317

11-2d Sick Child Care 319

Director's Corner 319

11-3 Planning for Disasters and Emergencies 319

11-3a Disaster Planning 319

TeachSource Video Vignette 321

11-3b Emergency Safety, Health, and Accident Planning 322

11-4 Child Abuse and Neglect 326

11-4a Prevention on the Premises 326

11-4b Recognizing and Reporting Abuse and Neglect 327

11-5 Legal Issues: Health and Safety 327

Summary 328

Try It Out! 329

References 333

Chapter 12 Leading in Times of Change and Crisis 334

12-1 The Mentally Healthy Person: a Refresher for Directors 336

Director's Corner 336

12-2 A Refresher for Directors 336

12-2a The Key Three: Self-Regulation, Resilience, and Executive Function Skills 337

12-2b Self-Regulation 337

12-2c Executive Function 338

12-2d Resilience 338

12-2e Common Issues with Mental Health 338

Crisis As Opportunity for Positive Change 339

Director's Corner 339

12-2f Anxiety 340

12-2g Trauma 340

12-2h Impact of Trauma and Fear on Learning and Brain Development 341

12-2i Stress Begets Stress 342

12-2j The Cycle of Stress 342

12-2k Mitigating Stress with Self-Care Practices 343

12-2l Early Childhood Administrators Play and Important Roles 344

12-2m A System's View of Emotional Health for All 344

12-2n Tier 1: Universal Promotion 346

12-2o Tier 2: Secondary Prevention 346

12-2p Tier 3: Tertiary Intervention 346

Director's Corner 347

12-2q Social and Emotional Learning Is for Staff, Too 347

Working Smart with Technology 347

12-2r Enhancing Systems with Policy and Procedural Protocols 348

12-2s Establishing and Adapting Protocols 348

12-2t Common Challenges for Staff That Administrators Can Support 349

Crisis: As Opportunity for Positive Change 350

12-2u Compassion Fatigue 350

12-2v Secondary Traumatic Stress 351

12-2w Burnout 351

12-2x Addressing the Relationship between Race and Trauma 351

12-2y Strategies and Skills for Leaders 352

12-2z Trauma-Informed Practice at the Program Level 352

12-2aa Resilient Teachers 353

12-2ab Reframing: Looking for Opportunities in Crisis 354

12-2ac Team Building and Climate 355

12-2ad Mindful Practice 355

Director's Corner 355

12-2ae Self-Care Strategies 356

12-2af Using Nature to Reduce Stress 356

Growth Mindset Moment 357

Summary 358

Try It Out! 358

References 366

Chapter 13 Working with Families, Volunteers, and the Community 368

13-1 Supporting and Engaging Families 369

TeachSource Video Vignette 370

13-1a Reciprocal Relationships with Families from Diverse Backgrounds 370

TeachSource Video Vignette 371

13-1b Challenges to Communicating with Parents 371

TeachSource Video VIGNETTE 372

Growth Mindset Moment 373

13-1c Family Interactions 373

Working Smart with Technology 373

Growth Mindset Moment 374

Director's Corner 374

Making the Case FOR a Comprehensive Communication System 375

13-1d Family Support 377

Director's Corner 377

13-1e Engaging Parents 378

13-1f Working with Demanding Parents 379

13-1g Parent Feedback 380

Director's Corner 381

13-2 Written Communication Materials for Families 381

13-3 Volunteer Program 383

13-3a Volunteer Recruitment 383

13-3b Volunteer Orientation 383

13-3c Volunteer Activities 384

Growth Mindset Moment 385

13-4 Organizations and Agencies 385

13-4a Professional Organizations 385

13-4b Referral Agencies 386

Director's Corner 386

13-5 Community Involvement 387

Summary 387

Try It Out! 388

References 392

Chapter 14 Providing for Personal and Professional Staff Development 393

14-1 Creating a Culture of Collaborative Inquiry 395

14-2 Planning Meetings to Support Development 395

14-2a Purpose of Staff Meetings 395

14-2b Timing of Staff Meetings 397

Director's Corner 398

14-2c Preparation for Staff Meetings 398

Director's Corner 398

14-2d Staff Meeting Procedure 400

Growth Mindset Moment 400

14-3 Effective Staff Development 400

TeachSource Video Vignette 401

14-3a Professional Development Plans 402

14-3b Time for Training 402

14-3c Mandatory Training 403

Growth Mindset Moment 403

14-3d Place for Training 403

14-3e Training Methods and Resources 403

Making the Case For Job-Embedded Professional Development 403

Director's Corner 405

14-3f Training Content 406

Director's Corner 406

Working Smart with Technology 407

14-4 Staff Supervision and Coaching 407

14-4a Principles of Supervision 407

14-4b Supervisory Process 408

14-4c Supervisory Cycle 408

Growth Mindset Moment 408

Director's Corner 411

Growth Mindset Moment 412

14-4d Identifying Topics for Supervision and Coaching 412

14-4e Expressed Teacher Concerns 413

Summary 415

Try It Out! 415

References 416

Chapter 15 Evaluating Program Components 417

15-1 Establishing an Evaluation Plan 418

15-2 Purpose of Evaluation 419

Director's Corner 420

15-2a Evaluation Principles 420

Growth Mindset Moment 420

15-3 Evaluation System 421

15-4 Staff Evaluation 421

Director's Corner 421

15-4a Process and Procedures 422

15-4b The Director's Role 423

15-4c Professional Approach 424

15-5 Child Assessment 425

15-5a Professional Recommendations 426

15-5b Methods for Assessing Child Progress 428

15-5c Tools for Assessing Child Progress 429

15-5d Anecdotal Records and Observations 430

Growth Mindset Moment 430

15-5e Checklists 430

Working Smart with Technology 430

15-5f Rating Scales 431

15-5g Portfolios 431

15-5h Other Observers 434

Making the Case for Using Electronic Portfolios as Assessment Tools 434

15-5i Standardized Tests 435

Growth Mindset Moment 436

15-6 Total Program Evaluation 437

TeachSource Video Vignette 437

15-6a Licensing 438

Director's Corner 438

15-6b Quality Rating and Improvement Systems (ORIS) 439

15-6c Accreditation 439

Growth Mindset Moment 440

15-7 Summarizing Data 441

15-7a Analyzing and Using the Data 441

Summary 442

Try It Out! 442

References 449

Chapter 16 Marketing the Program 450

16-1 Building a Marketing Plan 452

16-1a Market Research 452

10-1b SWOT Analysis 453

16-1c Developing a Marketing Plan 454

TeachSource Video Vignette 454

Director's Corner 455

Working Smart with Technology 457

16-1d Marketing Materials 459

Making the Case for Crafting the Word-of-Mouth Message 459

Director's Corner 459

Director's Corner 461

16-2 Public Relations 462

Summary 463

Try It Out! 463

References 465

Appendix A NAEYC Code of Ethical Conduct and Statement of Commitment 466

Appendix B Statement on Developmentally Appropriate Practice (2020 Revision) 467

Appendix C Advancing Equity in Early Childhood Education Position Statement 468

Appendix D NAEYC Early Learning Program Accreditation Standards and Assessment Items 469

Appendix E Family, Staff, and Practicum Student Handbook of the Bombeck Family Learning Center 470

Appendix F Child Care Licensing Benchmark Project 471

Appendix G Sources of Early Childhood Materials, Equipment, and Supplies 472

Appendix H Director's Library of Early Childhood Professional Organizations and Information Sources 477

Index 485