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Planning and Administering Early Childhood Programs,9780131125483
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Planning and Administering Early Childhood Programs

by ;
Edition:
8th
ISBN13:

9780131125483

ISBN10:
0131125486
Format:
Paperback
Pub. Date:
1/1/2005
Publisher(s):
Prentice Hall
List Price: $93.33
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Summary

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.

Table of Contents

Overview of Early Childhood Programs
1(29)
Nature and Extent of Programs
3(3)
Factors Influencing Early Childhood Programs
3(2)
Status of Early Childhood Programs
5(1)
Types of Early Childhood Programs
6(14)
Colonial Education
6(1)
Infant Schools
7(1)
Fireside Education
7(1)
Kindergartens
8(1)
Montessori Schools
9(1)
Nursery Schools
10(1)
Day Nurseries and Child Care
11(6)
Head Start
17(1)
Primary Schools
18(1)
State-Financed Prekindergarten Programs
18(1)
Child Care Resource and Referral (CCR&R) Agencies
19(1)
Services and Programs Addressing Populations with Special Needs
20(2)
Children Who Are at Risk
20(1)
Children with Disabilities
20(1)
Children from Linguistically and Culturally Diverse Backgrounds
21(1)
Family Services
22(1)
Quality: The Overriding Concern
23(2)
Importance of Quality
23(1)
Barriers to Program Quality
24(1)
Aspects of High-Quality Programs
24(1)
Parent Choice and Quality
24(1)
Trends and Issues
25(3)
From Different Historical Perspectives to a Kaleidoscope of Program Practices
25(1)
From a Focus on the Child to a Family-Centered Vision
26(1)
From Working in Isolation to New Community Partnerships
26(1)
From a Diversity of Services to Program Linkages and New Systems
26(1)
From Care versus Education to Comprehensive Services
27(1)
Summary
28(1)
For Further Reading
28(1)
To Reflect
28(2)
PART ONE Constructing the Early Childhood Program's Framework
Planning, Implementing, and Evaluating the Program
30(33)
Planning the Program Base
31(1)
Steps in Planning
31(1)
Factors Determining the Program Base
32(5)
Proper Sources
32(4)
Improper Sources
36(1)
Overview of Curriculum Models
37(12)
Models Based on Psychological Theories
37(9)
Summary of Programmatic Research
46(3)
Obstacles in Developing Program Goals
49(5)
History of Goals for Early Childhood Programs
49(2)
Professional Reactions and the Conception of Developmentally Appropriate Practices
51(3)
Implementing the Program
54(2)
Evaluating the Program
56(3)
Intuitive Evaluation
56(1)
Formal Evaluation
57(1)
An Important Consideration
58(1)
Trends and Issues
59(2)
Theory As Program Informant
59(1)
Program Quality and Effectiveness of Models
60(1)
Search for the ``Best'' Model
60(1)
Problems with Programmatic Research
60(1)
Problems with Acceptance of DAP
61(1)
Summary
61(1)
For Further Reading
62(1)
To Reflect
62(1)
Considering Regulations and Establishing Policies
63(33)
Considering Protective Regulations
64(18)
Achieving Quality Through Protective Regulations
65(1)
Specific Protective Standards
66(16)
Meeting Legal Requirements Through Regulations
82(4)
Legal Existence of Private Programs
82(3)
Fiscal Regulations
85(1)
Staff Regulations Excluding Credentialing
86(1)
Establishing Policies and Procedures
86(5)
Reason for Policy and Procedure Establishment
87(1)
Formulation, Interpretation, and Implementation of Policies and Procedures
87(2)
Characteristics of Viable Policies and Procedures
89(1)
Policy and Procedure Categories
89(2)
Trends and Issues
91(2)
Mistaken Belief That Regulations Equal Quality
91(1)
Gaps in Regulation
91(1)
Administrator's Credential: Interest and Barriers
92(1)
Two-Tiered System of Credentialing Teachers
92(1)
Dilemma of Affordability versus Quality
93(1)
Summary
93(1)
For Further Reading
94(1)
To Reflect
94(2)
PART TWO Operationalizing the Early Childhood Program
Leading and Managing Personnel
96(46)
Trends in Staffing
97(3)
Staff Shortage: A Deep-Rooted Problem
97(1)
Staff Diversity: An Urgent Need
98(2)
Staffing an Early Childhood Program
100(14)
Roles and Qualifications of Personnel
100(8)
Assessing Needs and Recruiting Staff Members
108(6)
Laying the Foundation for a Community
114(1)
Building a Positive and Productive Work Climate for Staff
114(5)
Creating and Communicating a Culturally Relevant Vision
115(2)
Collaborating
117(2)
Managing
119(1)
Enriching the Professional Life of the Staff
119(13)
Assessing Staff Needs
119(3)
Improving the Quality of Staff
122(10)
Personnel Services and Records
132(5)
Contract and Terms of Employment
132(2)
Job Description
134(1)
Insurance and Retirement Plans
134(2)
Personnel Records
136(1)
Trends and Issues
137(2)
Barriers to the Development of Director Competencies
137(1)
Obstacles to the Professional Development of Teachers
137(2)
Summary
139(1)
For Further Reading
139(2)
To Reflect
141(1)
Planning the Physical Facility
142(71)
Entry/Exit Area
144(1)
Indoor Space
145(44)
Arranging and Furnishing the Activity Room
145(8)
General Criteria for Learning/Activity Centers
153(2)
Activity Centers for Infants and Toddlers
155(6)
Learning/Activity Centers for Older Children
161(20)
Developing an Activity Room Layout Plan
181(1)
Additional Areas for Children
182(5)
Adult Areas
187(1)
Environmental Control
188(1)
Outdoor Space
189(9)
Brief History of Playground Design
189(1)
Types of Playgrounds
190(1)
General Criteria and Specifications for Outdoor Space
190(3)
Outdoor Space Arrangement
193(5)
The Early Childhood Facility
198(1)
Other Considerations
198(12)
Safety
198(5)
Planning Facilities for Accommodating Special Needs
203(1)
Purchasing Equipment and Materials
204(5)
Caring for Equipment and Materials
209(1)
Purchasing Insurance
209(1)
Trends and Issues
210(1)
Summary
210(1)
For Further Reading
211(1)
To Reflect
211(2)
Financing and Budgeting
213(25)
Costs of Early Childhood Programs
215(5)
Estimates of Program Costs
215(2)
Costs to Families
217(2)
Cost Analysis of Programs
219(1)
Costs of Local Programs
219(1)
Financing Early Childhood Programs
220(8)
Government and Foundation Financing
220(7)
Employer Assistance
227(1)
Fees, Tuition, and Miscellaneous Sources of Funds
227(1)
Budgeting
228(3)
Regulations Governing Budget Making and Adoption
228(1)
Developing a Budget
229(2)
Reporting the Budget
231(1)
Trends and Issues
231(4)
Providing Adequate Subsidies
231(3)
Compensating a Skilled and Stable Workforce
234(1)
Financing a System of Early Childhood Education
234(1)
Summary
235(1)
For Further Reading
235(1)
To Reflect
236(2)
PART THREE Implementing the Children's Program
Planning the Children's Program
238(40)
Program Planning
239(11)
Stating the Program Base
239(1)
Developing Program Rationale
239(4)
Stating Goals
243(1)
Translating Goals into Child Outcomes
244(4)
Organizing the Curriculum
248(2)
Implementing the Curriculum
250(10)
Designing Teaching Strategies
250(3)
Using Computers and Other Technologies
253(1)
Creating Classroom Transitions
254(1)
Providing for Physical Care Routines
255(1)
Planning for Special Times
255(2)
Developing Supportive Relationships
257(3)
Considering Other Aspects of Implementing the Curriculum
260(1)
Creating Appropriate Program Supports
260(6)
Grouping
260(3)
Scheduling
263(3)
Determining the Responsibilities of Staff
266(1)
Trends and Issues
266(4)
Defining Quality Curriculum: The Standards Movement
267(1)
Balancing Teaching Strategies
268(1)
Considering Inclusion
269(1)
Summary
270(1)
For Further Reading
271(6)
To Reflect
277(1)
Providing Nutrition, Health, and Safety Services
278(35)
Promoting Nutrition
279(11)
Assessing Children's Nutritional Status
280(1)
Providing and Serving Nutritious Meals and Snacks
281(3)
Hiring Staff and Meeting Requirements for the Food Service Program
284(4)
Planning Nutrition Education
288(1)
Nutrition Education Resources (all available from NFSMI)
288(1)
Cookbooks for Children
288(2)
Supporting Health
290(12)
Assessing Health Status
290(1)
Advocating Preventive Health Care
291(3)
Providing Health Care
294(8)
Practicing Safety
302(6)
Planning Environmental Safety
302(1)
Preparing for Emergencies
303(1)
Providing Child Protection
304(1)
Promoting Safety Consciousness and Education
304(4)
Trends and Issues
308(1)
Summary
308(1)
For Further Reading
309(2)
To Reflect
311(2)
Assessing, Recording, and Reporting Children's Progress
313(36)
Assessing and Documenting in Early Childhood Programs
314(2)
History of Assessing Young Children
314(1)
School Accountability and High-Stakes Testing
315(1)
Call for ``Responsible Assessment''
315(1)
Purposes of Assessment and Documentation
316(13)
Promoting Children's Learning and Development
316(9)
Identifying Children Needing Additional Intervention Services
325(1)
Determining Program Effectiveness and Making Policy Decisions
326(3)
Recording
329(8)
Types of Records
330(5)
Record Collections
335(2)
Family Educational Rights and Privacy Act (FERPA)
337(1)
Reporting
337(8)
Determining the Purposes of Reporting
338(1)
Facilitating Reporting Through Assessment Data
338(1)
Selecting the Methods of Reporting
338(7)
Rethinking Reporting Practices
345(1)
Trends and Issues
345(1)
Summary
345(1)
For Further Reading
346(2)
To Reflect
348(1)
Working Within the Family and Community Contexts
349(30)
Historical Perspective on Collaboration
350(2)
Early Involvement of Parents
350(1)
Changing Philosophy of Recent Years
350(1)
Collaboration: A Crucial Element of Quality Programs
351(1)
Legal Rights of Families
352(1)
Benefits and Challenges of Working with Families
352(6)
Benefits of Working with Families
352(2)
Challenges of Working with Families
354(3)
Meeting the Challenges of Collaboration
357(1)
Collaboration Within the Family Context
358(16)
Family--Staff Communication
359(11)
Family Participation
370(2)
Parent Education and Family Resource and Support Programs
372(2)
Collaboration Within the Community Context
374(1)
Trends and Issues
375(1)
Summary
375(1)
For Further Reading
376(2)
To Reflect
378(1)
Contributing to the Profession
379(10)
Promoting Professionalization
380(2)
Professionals
381(1)
Professionalism
381(1)
Engaging in Informed Advocacy
382(2)
Eliminating Problems in Advocacy
383(1)
Becoming an Effective Advocate
384(1)
Becoming Involved in Research
384(2)
Teachers as Researchers: Historical Perspective
385(1)
Teachers as Researchers: Current Trends
385(1)
Helping Others Find a Place in the Profession
386(1)
Trends and Issues
386(1)
Summary
387(1)
For Further Reading
388(1)
To Reflect
388(1)
Appendix 1 Resources for Program Planning 389(7)
Appendix 2 State Licensing and Certification Agencies 396(5)
Appendix 3 Competencies of Early Care and Education Program Administrators 401(4)
Appendix 4 Accreditation Criteria Examples 405(2)
Appendix 5 Professional Organizations of Concern to Early Childhood Educators 407(2)
Appendix 6 Suppliers of Materials and Equipment for Early Childhood Programs 409(4)
Appendix 7 Financial Assistance 413(3)
Appendix 8 Handbook for Families and Volunteers 416(7)
References 423(50)
Author Index 473(9)
Subject Index 482


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