Cd 38 week 1 -chapter 1-pp revised aug 2016
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This document provides an overview of early childhood education programs and the role of program administration. It discusses that most parents of young children are in the workforce, leading to high rates of non-parental childcare. It states that early childhood programs will fulfill their promise when all families have access to affordable, quality care that minimizes risk factors. Common types of early education programs and childcare arrangements are described, including centers, family childcare homes, and informal care. The document outlines characteristics of structural and process quality in early education programs. It discusses factors that may prevent parents from choosing high-quality programs and describes the roles and leadership skills of early education program directors.
Cd 38 week 1 -chapter 1-pp revised aug 2016
- 1. Chapter 1: Overview of Early Care and Education and Program Administration Planning and Administering Early Childhood Programs Tenth Edition Nancy Freeman Celia A. Decker John R. Decker Prepared by: Nancy K. Freeman Tere Holmes Kris Curtis Adapted by Katy Kelley
- 2. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved 1-2 Child Care is a Way of Life Due to the Following Factors • The majority of parents with children under 6 are in the labor force • About ¾ of children with working mothers are in non-parental care • Twice as many children whose mothers work participate in out-of-home care than did a generation ago
- 3. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved 1-3 Early Childhood Programs will Realize Their Promise When • All working families have access to affordable, quality care • The effects of identified risk factors (i.e. poverty, low birth weight, maternal depression, etc.) are minimized by quality care
- 4. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved 1-4 Examples of Early Childhood Programs • State departments of education (Kindergarten & public-funded 4-yr. old programs) • Federal agencies (Head Start & Early Head Start) • Community for-profit and non-profit programs • Colleges & universities
- 5. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved 1-5 Most Common Types of Child Care • Child care centers (a facility serving 13 or more children and operating less than 24 hours per day) • Large family child care homes (programs typically serving between 7-12 children) • Small family child care home (programs typically serving 6 or fewer children) • Informal Care (unregulated providers caring for children in their homes, usually relatives, friends or neighbors)
- 6. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved 1-6 Special Services in Early Education/Child Care • Infant and toddler care (birth – 3 years old) • School-age care (Kindergarten – 15 years old) • Programs for children with identified special needs, which are often in inclusive settings • Care for mildly ill children (recovering from surgery or with a mild non-contagious condition)
- 7. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved 1-7 Characteristics of Quality Structural quality: • Group size • Child-adult ratios • Specialized education of teachers and administrators Process quality: • Evaluation of health/safety practices • Measures of caregivers’ sensitivity & responsiveness • Measures of language or cognitive stimulation • Character of peer interactions as positive or negative
- 8. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Quality Child Care Matters-Video Clip 1-8
- 9. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved 1-9 Some Reasons Parents May not Choose High Quality Programs •They are not sure what to look for •They may have few choices nearby •They may value specific aspects (i.e., cost or location) **Quality Rating Improvement Systems (QRIS) & Quality Rating Systems (QRS) help families become better informed consumers.
- 10. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved 1-10 Roles of the Director Leader – sets the program on course to realize it’s vision of excellence Manager – focuses on the program’s day-to-day operations Coach – supports professional development and technical assistance
- 11. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved 1-11 Effective Leadership Characteristics Envision: Having a clear picture (vision) for the future Engage: Communicating effectively with others to move the program toward achieving its vision Enable: Helping employees to perform well Inquire: Being open to an authentic dialogue Develop: Supporting individuals’ potential to contribute to the program’s success
- 12. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Video Clip On Leadership Styles Understanding & Leveraging Leadership Styles-Aly Pain 1-12
- 13. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved 1-13 Effective Leaders • Are authentic and genuine • Demonstrate integrity by being consistent in words and actions • Have the will and persistence to work toward a goal • Believe in themselves • Are self-aware – understands who they are, how they feel, and how they are seen by others
- 14. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e © 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved Follow-up • Review the entire module and then complete the weekly discussion/exercise (under discussions). • Please let me know if you have questions! 1-14