Planning and Administering Early Childhood Programs

by Decker, Celia A.; Decker, John R.

• ISBN13: 9780131125483
• ISBN10: 0131125486
• Edition: 8th
• Format: Paperback
• Copyright: 2005-01-01
• Publisher: Pearson College Div

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