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Issues Early Childhood Administration Exam 1

Terms in this set (116)

Program Administration Core Competencies
Planning, implementing and evaluation child care
Staff management
Legal and fiscal management
Educational programming
Family support
Advocacy
Leadership
Directors key role?
building and maintaining high-quality early childhood programs
Director as Leader....
Definition of leadership?
setting a direction for group to follow
A leader should be able to....
Articulate a vision
Clarify values (importance/worth of something)
Create a program for a children
Provide for continuous improvement of program
Value ethical conduct (ethical codes of conduct contain general principles of behavior; those guidelines that professionals should aspire to meet).
Five C's of Leadership
Character
Caring
Commitment
Confidence
Communication
Effective Leaders
1. Motivating Staff
2. Be a change agents
3. Provide interdependency between leader, followers, and situation
4. Involve others in leadership- willing to grow their own replacements
Director as manager....
The manager works within the system:
Minimizes risks
Enforces organization rules
Steers people in the right direction
Provides instruction and direction
Manages multiple tasks
The director.....
General responsibilities
Supervises program planning and curriculum
Can be a child care provider who acts as director in family child care
Must be concerned with staff relations
Manages budget (finances)
Manages food programs, health and safety
Has enrollment duties
Builds and maintains good community relations
Provides leadership in parent involvement and education
The director manager as ______________.
Delegator
Directors (director-manager as delegator)
Be good organizers
Leader to delegate responsibility to others
Work with assistant, if available
Director as organizer
Time management is a key factor
List priorities with urgent jobs, daily jobs, weekly jobs, infrequent jobs
Emergencies should be planned for
Computer technology is essential
Short term planning/goals
Long term planning/goals
Involve staff as much as possible
Director as communicator
Verbal messages (word meaning, carefully craft your words)
Potential misinterpretations
Tone of voice or emphasis
Nonverbal messages (facial expression, gestures, and postures)
Listening (stop talking, be mentally ready to listen, listen to the content of the message, use body language that shows your interest, try to determine speakers intent, listen for main ideas and also what is not said, give feedback, check your understanding- clarify message, and summarize the message)
Preventing problems in communication Five important steps:
1. Decide the message you want to relay (think before you speak) WHAT
2. Consider when to convey the message) WHEN
3. Allow time for feedback
4. Decide where a message should be conveyed WHERE
5. Decide how to present the message HOW
6. Follow up may be necessary
Types of written communication
Financial reports
Monthly newsletter
Facebook page
Memos
Emails
Tweets
Ethical management practices....
Definition of...
1. Ethics
2. Values
3. NAEYC Code of Ethical Conduct
1. study of right, wrong, duty, and obligation provides a link to help in decision making
2. right or wrong
3. qualities that we believe desirable and seek to achieve
4. 7 core values and four core areas(Children, families, colleagues, community)
Professional Development:
1. Katz's 4 stages
2. 3 ways to evaluate
1. Survival, consolidation, renewal, maturity
2. Self-evaluation (written evaluation tools, rating scales), by staff members, by board of directors
Directors relationship to board of directors
Historically
Head Start, migrant worker centers, and for profit corporations
Composition and function of the board
Governing and advising boards
Communication must be bidirectional, share the operation of the center to the board
GOOD COMMUNICATION IS IMPORTANT
Diversity matters.....why?
Close achievement gap
Tune into needs more effectively
Examine values and practices
Allows reflection on a wide range of perspectives
Increases skills and confidence of all involved to engage in open and equitable dialogue
Cultural Competence
a set of congruent practices, attitudes and polices
Five essential elements in a program:
Values diversity
Creates opportunities to engage in cultural self-assessment
Trains staff in strategies to mange the relational dynamics of difference
Institutionalizes cultural knowledge
Makes adaptation to services/curriculum/policies to respond to differences
Administrator's role in diversity?
Builds cultural competence, reflection, thought, decision and change
Provides a clear-cut vision and road-map for success
Embodies the principles of multiculturalism (U.S. less of a "melting pot"; becoming more of a "mosaic" similar to Canada)
Actively involves families and promotes family-centered services
Recruits and trains a diverse staff
Creates and models an equitable environment for all
Where is the guide for administrators for diversity?
NAEYC quality benchmark for cultural competence project program checklist tool for administrators
Classroom that respects diversity
Recognize all children are unique in their own way
Differences between children may reflect cultural background, family systems, abilities, personalities, special needs and religious beliefs
Diversity is reflected in types of families
Nuclear, blended nuclear, homeless, immigrant, foster and kinship, adoptive, single parent, two parent, gay and lesbian
Educators must prove an environment conducive to learn about the world around them
How to manage conflict? (5 steps)
Reflect
Explain
Reason
Understand
Negotiate
Five major findings in Brain research
Emotions drive learning
Brain development is a function of both nature and nurture
Experience and repetition strengthen the wiring process
There are windows of opportunity for brain development
Early relationships affect the wiring of the brain
Implications of Brain Research
Neuroscience is informing practice for infant-toddler care
Touch is integral to higher level thinking
Music is critical to language development
Infant Toddler Development
Follow predictable, universal patterns of development
Each child is unique
Infancy Brain has the greatest capacity to grow
Children younger than two learn by experiencing their environment with all senses
Motor skills develop quickly in an orderly sequence
Infants are learning to trust themselves and others
Infants and toddlers develop strong attachments
Competence and independence are acquired during the first two years
Language begins to appears during second year and develop rapidly
Infants and toddlers are learning how to get along with other children
Appropriate Infant-toddler program Goals
Guidelines for planning activities that allow children to explore their environment freely and to absorb information with all of their senses.
Appropriate infant-toddler program Interactions with caregivers
Should allow for responsive, respectful and reciprocal interactions between caregivers and children
Assign primary caregiver to 3 or 4 children
Synchronous response ??? P. 106
Child's knowledge that they can test and be secure in the fact that their caregiver will keep them safe by setting limits
Appropriate infant-toddler program- Routine
Changing diapers, washing, dressing and feeding
Children need to have their own schedule, not one imposed by adults
Caregivers give undivided attention during these times
Talking to infants helps children learn about the world around and anticipate the next step
Appropriate infant-toddler program Parent Involvement
Parents need to be involved
Feelings of competition and jealousy of teacher can be present
Develop a close working relationship between parent and caregiver
Appropriate Infant-toddler program Attachment and Separation
Attachment is the affectional tie that binds one person to another which endures over time
Infants first attachment to parents
Attachment develops through routine caregiving activities
Can occur only if there is daily consistency
Separation becomes easier but still may be hard, and it is part of a normal, healthy attachment
Appropriate infant toddler program Records
Good record keeping essential and provide a snapshot of a child's development
Consistent contact with parents to know of changes that occur at home
Parent's should be provided with record of children's eating sleeping and eliminating behaviors
Appropriate Infant-toddler program Environment
Should be safe, yet allow exploring behaviors
Should be age appropriate
Constant vigilance to maintain health and safety
Appropriate infant-toddler program Play
Should allow for many kinds of play
Children should have choice of activities that are age appropriate
Play interactions between children should be encouraged
Children need enough play materials to find their interests and favorites
Appropriate Infant-toddler program Language Development
Early communication through responses (use language)
Caregivers should adjust their language to suit children in care
Caregivers should provide opportunities to hear, encourage speaking and foster children's language development
Appropriate Infant- toddler Staff
Infant-toddler programs should have well-trained staff
Should provide consistency for children
Director should do what needs to be done to retain good infant-toddler staff
Five keys to culturally sensitive care
Offer daily routines in style and manner that children are used to at home
Work towards representative staffing
Small groups with primary caregiver
Use the home language of each child whenever possible; firmly attached to family and culture
Create environments that are culturally reflective
Specific Areas
Food Preparation and Eating
Sleeping
Diapering
Toileting
Cognitive area
Fine motor area
Gross motor area
Language area
Psychosocial area
Adaptations for infants and toddlers with special needs
Physical space
Time
Equipment
Furniture
Lights
Transitions
Materials
Communications
Room display
Preschool Development
Preschool- age?
3 goals for this age areas
Preschool 3 and 4 year old
3- no longer toddlers
4- ability to learn, think and reason
Often revert to younger behaviors
Physical and motor ability, social and emotional development, cognition and language development
Preschool- Physical and motor development
Physical growth slows
Show adult body proportions
Brain changes:
By age 5, 90% of brain weight has been attained and brain specialization occurs
Children master gross and fine motor skills
Boy/girl differences in this area is minimal
Play changes as new skills are mastered
Preschool- Social and Emotional Development
Both sexes play together until about the age of 4
Dramatic play important - characters and situations allow students to test out what it might be like to be someone else
Learn self-regulation
Control aggressive acts and how to act properly
Children at this age:
Fantasize
Begin to define self-concept
Solidify understanding of gender
Have emotional intelligence
Preschool- Cognitive Development
Imagine and think symbolically
Pretend without props
Become egocentric
Preschool- Language Development
Happens rapidly
Twenty to Fifty new words a day
Better understanding of grammar
Girls, firstborn and only children are more proficient
Domain Specific Activities
Concrete materials for: touch, taste, smell, hear and see
Cognitive activities: to think, question, and experiment
Activities: for language development
Activities: to emphasize physical skills
Materials and activities: foster self-confidence, independence, social and emotional intelligence
Peer relationships
Develop friendships and positive interactions among peers
Children with special needs
provide with assistance and adaptations as required
Technology and interactive media
Computers, interactive media, NAEYC position statement, specific goals and limitations
Space and regulations
Licensing regulations: space per child, number of bathrooms, amount of staff and isolation area for sick children
Space and program goals and objectives
Both indoor and outdoor space should reflect the goals of the school
Space and Program Type
Program type will impact the overall design of space
All-day vs. half-day
All day needs space for meals, naps, care for physical needs
Space and age appropriateness
Space appropriate to age level of children
If age level is mixed it is more difficult- challenges for older vs. safety for younger children
Space and traffic flow
Placement of doors, window and whether direct access or diverting flow
Space and noise level
Noise levels of different activities must be considered- two noisy
activities shouldn't be placed next to each other
Storage Space
Adequate storage space in all parts of the school
Hard and soft spaces
Both should be present some soft objects and some hard objects for tactile stimuli
Space with Aesthetic Appeal
Children need a pleasant environment,
Consider eye level of children
Spaces by area
1. Dramatic Play
2. Block Area
3. Art Center
4. Math and Science Center
5. Reading and writing Center
6. Circle and Game center
7. Cooking Center
8. Technology Center
Sometimes called housekeeping area- focuses on activities children have experienced at home and adequate props

A good set of blocks allows for versatility and be used in many ways by different age groups. Encourages social interaction.

Allows children to explore and experiment with creativity using a variety of skills and a variety of mediums

Learn to count, sort and classify objects; understand size, shape and texture, explore and test skills

Books and stories, music and listening center, listen for information and enjoyment, increase language skills

Space to play games or gather as a group

Use real tools and use social skills and make real food and snacks

Computers, iPads, iPods, Notebooks, e Readers, etc.
Outdoor areas
Explore freely and experience sights, sounds and smells of outdoors, express self differently than indoors

Easily accessible and have freedom to move

Includes permanent equipment like slides, swings, jungle gym and sandbox

Exciting areas for climbing and doing other outdoor activities
Adaptations for children with special needs
Indoors
Outdoors
Remove barriers that prevent participation
Doors for easy access
Easily reached storage for materials
Provide accommodations

Accessible pathways
Attractive
Outdoor equipment for children with special needs
Characteristics of a School-age program
Fastest growing part of early education
After school options (public schools, child care centers, school-age independent programs, church programs, community reaction program)
Some states have licensing requirements and some have set standards that define high quality
School- Age Environment Rating Scales (SACERS) to maintain good quality
School age children- Physical Development
Growth occurs more slowly
Boys have greater forearms strength; girls develop small-muscle control and girls grow faster and taller
School-Age Children Cognitive Development
Cognitive abilities change dramatically between ages 5 and 7
Good memory for concrete ideas, can remember facts and events, able to sustain interest in activity over a long period of time
Increasing ability to understand and abide by rules
School-age Children Language Development
Vocabulary, grammar, and language skill develop rapidly
Code-switching (changing forms of speech, academic vs slang)
School-age children Social and Emotional Development
Peers begin to have more influence
Seeks out friends who are like themselves
Develop social skills such as helping, negotiating, talking and cooperating
School-age Children Self-esteem
Develop theories about who they are
Characteristics developmentally appropriate program
1. Activities
2. Pacing the activities
3. Fostering Independence through activities
4. Fostering skills through activities
1. Activities to enhance independence
Opportunities to develop friendships
2. Offer a change of pace from school day
Some structured and some unstructured time
Adult present to help the transition from school to child care
3. Participation in planning and decision making
Let children resolve their own problems unless danger exists
4. Allow children to take responsibility for planning and maintenance of their own play area
Supporting developmentally appropriate programs
1. Staff
2. Friends
3. Families
4. Children with Special needs
1. Hire staff who enjoy being with school-age children
Provide safe environment and age-appropriate supervision
Training in child development

2. A time to make friends and solidify friendships

3. Should be kept informed about child's progress
Can be encouraged to be involved in program planning and helping to set the goals for the program
Can volunteer time or talents or be invited on field trips

4. Most children with special needs can be included in school-age programs with some modifications
SPACE(planning is decided by goals of the program)
1. Licensing
2. Safe Yet challenging environment
3. Homelike atmosphere
4. Flexibility
5. Space Size
6. Aesthetically Pleasing Space
7. Storage Space
1. Check with state licensing agency
2. Rapidly developing physical skills- capable of performing most motor skills and can show mastery through practice
Teach safety and safe ways to use equipment; closely supervise
3. Create a home-like atmosphere, different from school environment
4. Able to be modified and fit children's needs
5. Need furniture, equipment and outdoor space appropriate for size of children
6. Cheerful, children's work
7. Convenient storage of equipment and ample space for ongoing projects
Space needed
Quiet Area
Creative Areas
Games and Manipulatives
Woodworking and Cooking
Dramatic Play
Block Building
Discovery Center
Language Center
Technology Center
Clubroom
Outdoor environment
Multipurpose equipment; places to practice physical skills
Adventure play area
Places to talk and hang out with friends
Area to learn about and gain respect for natural environment
Full day Programs
In session for more than 4 hours and as many as 10-12 hours
May operate 12 months per year
Must meet the total developmental needs of a child due to the time spent there
Need additional staff; more than 1 shift of teachers may be needed:
kitchen help, drivers, and secretary and bookkeeper
big issues of this type of program is teacher fatigue
Private for- profit schools
1. Proprietary School
Owned by one or more individuals who profit from providing service
Tuition is primary source of income
Owner is often active participant alternating administrative tasks and teaching children
Two factors important to the director
Decide on the type of program
Constant financial worry
May add programs to increase finances (before/after school care)
Small business- control costs without jeopardizing quality
2. Child Care Corporations
Multiple facilities/multiple sites/multiple states
Functions like a big business with a board and CEO
Ideas likely developed at corporate headquarters
Advantages to a director = greater resources
Financial support, curriculum, training, maintenance and repair
Disadvantages =Lots of paper work; profit stressed
3. Franchises
Four: Goddard, Primrose, The Learning Experience, Kiddie Academy Child care
4. Employer- Sponsored programs
Companies may include all levels of family care (child care, elder care and care for mildly ill children)
On-site child care has advantages- accessibility for working parent
May use family child care homes as a satellite care site
May provide resources and referral services for parents to choose from multiple sites
5. Child care for mildly ill children
Children have 6 to 9 illnesses per year
Working parents miss from 5 to 29 days per year due to children's illnesses
Businesses lose between $160 million and $400 million per year due to this
Provide daily programs similar to regular child care programs
Rely on corporate sponsorship, grants, or adjoining child care centers
Non-profit
1. Cooperative Schools
Privately owned but operated as a non-profit enterprise
Usually offers a half-day session
Owned by all the parents who have children in school; ownership ends when children leave school
Employs a teacher/director with dual responsibilities
Parents perform many of administrative tasks
Fewer of these in recent years
2. State Preschool Programs
Free, part-day early childhood programs for 3 and 4 year old children from low income families
Goal is to provide a positive school experience before kindergarten and to support parents' role as primary teacher
3. Faith-based programs
Church sponsored program may be half-day, full-day and/or kindergarten as a service to its members
Church board or board committee determine general policies for programs, set hiring, staff and budget guidelines
Challenge for Director- sharing space with other church programs
4. Laboratory School Programs
Colleges and universities often operate laboratory schools as part of instructional program in early childhood education, teacher training or psychology
Several purposes = teach students about appropriate methods and materials and provide a place for practice teaching
High standards, well-planned facilities and wide variety of material and equipment because it is the model
Use variety of teaching methods
5. Head Start
Compensatory education program began in 1965 by the Office of Economic Opportunity as a program to break the poverty cycle and evolved into a comprehensive program for preschool children
Began as a half-day program; Early Start added in response to growing research about the importance of care for infants and young children being inadequate
In an effort to support families it added health and social services and required parents to be involved
Many Head Starts are single classroom entities where head teacher is also director
Staff enjoy benefits like health coverage and retirement benefits
Director may be the head teacher if it is a single-classroom school.
Military Based Care
Undergone many changes in the last few years
National model for child care reform; a model for quality, available and affordable
Links caregiver salaries to training requirements and makes a goal of accreditation for every center
Currently supports a web of more than 800 child development centers (including school-age) and has over 9,000 family child care homes and resource and referral services
Children with diverse abilities
Reflects all elements of any other child care program
Typically developing children learn alongside those children with disabilities
Staff work with families to address concerns and priorities for their child
School age care characteristics
Been available for decades but increase in funding has lead to more programs
It is estimated that 15 million children were left alone and unsupervised after school; 8.4 million participate in after school care
Research suggests that this can be a dangerous time for children to be alone and that after school programs have many positive outcomes
Quality after school programs influence a child's academics, self-esteem and overall happiness
Foster Care
Nearly ½ million children are in foster care in the U.S. often without a stable, loving family
Foster care designed to provide temporary care for children whose parents can't care for them
Not intended to be a permanent fix
Many children in foster care never find a safe, permanent home
Infant- Care Programs
Over 6 million children under the age of 3 years are cared for by someone other than their parents
Quality infant/toddler care lays the groundwork for a successful future through nurturing and support for early learning
More than 40% of infant/toddler programs have been rated as poor quality; impacts infants and toddler.
Research suggests a smaller child to caregiver ratio, more training and higher compensation would help improve quality
Short term list
planner
Long term list
planner
Pays attention to misinterpretations
communicator
Be aware of nonverbal messages
Communicator
Enforces organizational rules
manager
Steers people into right direction
manager
Great deal of task
Manager
Instruction and direction
manager
Prioritizer
organizer
Time manager
organizer
Owned by one person, small business, add additional programs
Proprietary school
For those injured or in hospitals, cold, fever, for when child is sick
Child care for mildly ill
More business like, cooperate headquarters, big business
Child care corporation
All levels of family care, can set up close by
Employer -sponsored program
Child care programs, 4 big ones
Franchise
privately owned by a group, work together to keep the price low
Cooperative school
privately owned by a group, work together to keep price low
Cooperative school
Church based program
Faith Based Program
College sponsored
Laboratory School
Government to support low income families, prepare for kindergarten
Head Start
Private for Profit
Proprietary, child care cooperation, franchise, employer sponsored, and child care for mildly ill
Nonprofit schools
state preschool, faith-based, laboratory, head start, cooperative
Full day Preschool
more than 4 hours
lunch
nap
snacks
full time teachers
AIDS
Kitchen helper
office assistant
Half Day
same as full day but......
Nap
Teacher
Less than 4 hours
3 or 3.5 hours
What does Piaget call 2 year old?
Sensory motor
What is required for students with disability
504 plan, IEP
When dose language begin to appear?
2 years old
Physical growth starts to slow down?
Preschool
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