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Planning and Administering Early Childhood Programs

ISBN: 9780130271686 | 0130271683
Edition: 7th
Format: Paperback
Publisher: Prentice Hall
Pub. Date: 1/1/2001

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SummaryTable of Contents
For a basic course in Early Childhood Program Administration. This structured text offers a solid overview of the types of early childhood programs available today and explores all aspects of their administration. Rooted in the philosophy that thoughtful planning and administration are essential to the success of early childhood programs, it examines how specific program bases affect decisions in all areas of program planning. It is designed to equip the reader with the necessary strategies, tactics, and resources to make better judgements in administering early childhood programs.
Overview of Early Childhood Programs
1(29)
Nature and Extent of Programs
3(3)
Factors Influencing Early Childhood Progra... MORE
3(2)
Status of Early Childhood Programs
5(1)
Types of Early Childhood Programs
6(15)
Knitting Schools
6(1)
Dame Schools
6(1)
Common Schools
7(1)
Infant Schools
7(1)
Fireside Education
8(1)
Kindergarten
8(1)
Montessori Schools
9(1)
Nursery Schools
10(1)
Day Nurseries and Child Care
11(7)
Head Start
18(1)
Primary Schools
19(1)
Public Prekindergarten Programs
20(1)
Child Care Resource and Referral (CCR&R) Agencies
20(1)
Services and Programs Addressing Populations with Special Needs
21(1)
Children Who Are at Risk
21(1)
Children With Disabilities
21(1)
Children From Linguistically and Culturally Diverse Backgrounds
22(1)
Family Services
22(1)
Issues and New Ideas in Early Childhood Care and Education
23(3)
From Different Historical Perspectives to a Kaleidoscope of Program Practices
24(1)
From a Focus on the Child to a Family-Centered Vision
25(1)
From a Diversity of Services to Program Linkages/New Systems
25(1)
From Care Versus Education to Comprehensive Services
25(1)
From Program Deficiencies and Inequities to Quality Programs for All
26(1)
Nature of Planning and Administering Early Childhood Programs
26(1)
Summary
27(1)
For Further Reading
27(2)
PART ONE Constructing the Early Childhood Program's Framework29(70)
Planning, Implementing, and Evaluating the Program
31(34)
Factors Determining the Program Base
32(5)
Proper Sources
32(4)
Improper Sources
36(1)
Overview of Curriculum Models
37(10)
Models Based on Psychological Theories
37(7)
Summary of Programmatic Research
44(3)
Obstacles in Developing Program Goals
47(9)
Lack of Consensus in Program Goals
48(7)
Lack of Quality in Early Childhood Programs
55(1)
Implementing the Program
56(1)
Evaluating the Program
57(3)
Intuitive Evaluation
57(1)
Formal Evaluation
58(2)
An Important Consideration
60(1)
Trends and Issues
60(2)
Summary
62(1)
For Further Reading
62(3)
Considering Regulations and Establishing Policies
65(34)
Considering Protective Regulations
66(19)
Achieving Quality Through Protective Regulations
67(1)
Specific Protective Standards
68(17)
Meeting Legal Requirements Through Regulations
85(4)
Legal Existence of Private Programs
85(3)
Fiscal Regulations
88(1)
Staff Regulations Excluding Credentialing
89(1)
Establishing Policies/Procedures
89(4)
Reason for Policy/Procedure Establishment
90(1)
Formulation, Interpretation, and Implementation of Policy/Procedure
90(1)
Characteristics of Viable Policies/Procedures
91(1)
Policy/Procedure Categories
92(1)
Trends and Issues
93(3)
Mistaken Belief that Regulations Equal Quality
93(1)
Gaps in Regulation
94(1)
Two-Tiered System of Credentialing Staff
95(1)
Dilemma of Affordability Versus Quality
95(1)
Summary
96(1)
For Further Reading
96(3)
PART TWO Operationalizing the Early Childhood Program99(138)
Leading and Managing Personnel
101(42)
Trends in Staffing
102(3)
Staff Shortage: A Deep-Rooted Problem
102(2)
Staff Diversity: An Urgent Need
104(1)
Staffing an Early Childhood Program
105(13)
Roles and Qualifications of Personnel
105(7)
Assessing Needs and Recruiting Staff Members
112(6)
Creating a Positive Climate and Enriching Life for Staff
118(16)
Building a Productive Work Climate
118(4)
Enriching the Professional Life of the Staff
122(12)
Personnel Services and Records
134(5)
Contract and Terms of Employment
134(1)
Job Description
135(1)
Insurance and Retirement Plans
136(2)
Personnel Records
138(1)
Trends and Issues
139(1)
Summary
140(1)
For Further Reading
141(1)
Narratives for Staff Development
141(2)
Planning the Physical Environment
143(72)
Entry/Exit Area
145(1)
Indoor Space
146(45)
Arranging and Furnishing the Activity Room
146(8)
General Criteria for Learning/Activity Centers
154(3)
Activity Centers for Infants and Toddlers
157(5)
Learning/Activity Centers for Older Children
162(20)
Developing a Room Layout Plan
182(1)
Additional Areas for Children
183(6)
Adult Areas
189(1)
Environmental Control
190(1)
Outdoor Space
191(10)
Brief History of Playground Design
191(1)
Types of Playgrounds
192(1)
General Criteria and Specifications for Outdoor Space
192(3)
Outdoor Space Arrangement
195(6)
The Early Childhood Facility
201(1)
Other Considerations
201(10)
Safety
201(4)
Planning Facilities for Accommodating Children and Adults with Special Needs
205(1)
Purchasing Equipment and Materials
206(5)
Purchasing Insurance
211(1)
Trends and Issues
211(1)
Summary
212(1)
For Further Reading
213(2)
Financing and Budgeting
215(22)
Costs of Early Childhood Programs
217(5)
Estimates of Program Costs
217(2)
Costs to Families
219(2)
Cost Analysis of Programs
221(1)
Financing Early Childhood Programs
222(8)
Public School Financing of Kindergartens and Primary Programs
222(1)
State Financing of Early Childhood Programs
223(1)
Federal Financing and Foundation Support
224(4)
Employer Assistance
228(1)
Fees, Tuition, and Miscellaneous Sources of Funds
229(1)
Innovative Financing Strategies
230(1)
Budgeting
230(5)
Regulations Governing Budget Making and Adoption
230(1)
Developing a Budget
230(2)
Reporting the Budget
232(3)
Trends and Issues
235(1)
Summary
235(1)
For Further Reading
236(1)
PART THREE Implementing the Children's Program237(148)
Planning the Children's Program
239(38)
Curriculum Planning
240(25)
Establishing Program Rationale for Curriculum
240(2)
Stating Program Base
242(2)
Translating Goals Into Program Competencies
244(1)
Implementing the Curriculum
245(20)
Trends and Issues
265(4)
Defining Quality Curriculum
265(1)
Implementing Quality Curriculum
266(1)
Considering Inclusion
267(1)
Providing Smooth Transitions
267(2)
Summary
269(1)
For Further Reading
270(1)
Readings on Curriculum Development
270(7)
Providing Nutrition, Health, and Safety Services
277(32)
Nutrition
278(11)
Planning Food Service
279(8)
Identifying Children's Nutrition Problems
287(1)
Implementing Nutrition Education for Children
287(2)
Serving Parents' Needs
289(1)
Health
289(9)
Children's Health Status
289(1)
Practices Aiding Children's Health
290(6)
Children's and Adults' Mental Health
296(1)
Protecting Staff Members' Health
297(1)
Safety
298(6)
Environmental Safety
298(1)
Emergency Preparedness
299(2)
Child Protection
301(1)
Safety Consciousness
301(3)
Health and Safety Education
304(1)
Trends and Issues
304(1)
Summary
305(1)
For Further Reading
305(1)
Readings for Developing Appropriate Mental Health Strategies
306(3)
Assessing, Recording, and Reporting Children's Progress
309(36)
Assessing
310(12)
Types of Assessment in a Historical Perspective
311(3)
Purposes of Assessment
314(1)
Authentic Assessment Methods
315(6)
Standardized Tests
321(1)
Recording
322(9)
Types of Records
323(8)
Public Law 93-380
331(1)
Reporting
331(8)
Determining the Purposes of Reporting
331(1)
Facilitating Reporting Through Assessment Data
332(1)
Determining the Methods of Reporting
332(7)
Rethinking Reporting Practices
339(1)
Trends and Issues
339(1)
Summary
340(1)
For Further Reading
341(1)
Readings on Authentic Assessment
342(1)
Readings on Portfolios
342(3)
Working With Families
345(30)
Types of Involvement
347(1)
Research on Benefits and Challenges of Working with Parents
347(6)
Benefits of Working with Families
347(4)
Meeting the Challenges of Working with Families
351(2)
Legal Rights of Parents
353(1)
Family Involvement
353(15)
Family-Staff Communication
354(11)
Family Participation
365(3)
Parent Education and Family Resource and Support Programs
368(3)
Purposes of Parent Education and Family Resource and Support Programs
368(1)
Types of Parent Education and Family Resource and Support Programs
369(2)
Effects of Parent Education and Family Resource and Support Programs
371(1)
Trends and Issues
371(2)
Summary
373(1)
For Further Reading
373(2)
Contributing to the Profession
375(10)
Promoting Professionalization
376(2)
Professionalism and Professional Development
377(1)
Professionalism and a Code of Ethics
377(1)
Influencing Public Policy
378(3)
Roles in Influencing Public Policy
379(1)
Becoming an Effective Advocate
380(1)
Becoming Involved in Research
381(1)
Helping Others Find a Place in the Profession
382(1)
Trends and Issues
382(1)
Summary
383(1)
For Further Reading
384(1)
Appendix 1 Resources for Program Planning385(12)
Appendix 2 State Licensing and Certification Agencies397(6)
Appendix 3 Accreditation Criteria Examples403(2)
Appendix 4 Professional Organizations Concerned with Young Children405(6)
Appendix 5 Additional Organizations of Concern to Early Childhood Educators411(2)
Appendix 6 Suppliers of Early Childhood Equipment, Books, and Materials413(4)
Appendix 7 Grants and Other Assistance417(14)
Appendix 8 Handbook for Families and Volunteers431(8)
References439(46)
Author Index485(10)
Subject Index495

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