Test Bank for Planning and Administering Early Childhood Programs 11th edition by Nancy Freeman, Celia Decker, John Decker ISBN 0134028651 9780134028651

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ISBN 10: 0134028651
ISBN 13: 9780134028651
Author: Nancy Freeman, Celia Decker, John Decker

Here’s the practical, hands-on information educators need in order to become successful administrators of childcare centers and child development centers. With a focus on what center directors need to know and what they need to be able to do, the book guides readers through the process of identifying a program’s core values and drafting mission and vision statements. Included is coverage of current issues such as the factors affecting supply and demand for childcare as well as the initiatives to enhance program quality, ensure affordability, and provide access to all children and families.   Planning and Administering Early Childhood Programs addresses the latest trends affecting the childcare workforce and provides specific guidance for recruiting, hiring, and retaining quality personnel, including job descriptions and hiring practices. The role of the program administrator as mentor, coach, and instructional leader are covered, along with important business issues within the administrator’s responsibilities, such as financial planning and budget development and management, how to use social media effectively, program evaluation, facility planning and management, and much more.

Planning and Administering Early Childhood Programs 11th Table of contents:

Chapter 1 Overview of Early Care and Education and Program Administration

Management Knowledge and Skills

1. Personal and Professional Self-­Awareness

3. Staff management and human ­relations

8. Leadership and Advocacy

Early Childhood Knowledge and Skills

1. Historical and Philosophical ­Foundations

2. Child growth and development

5. Children with special needs

10. Professionalism

Learning Outcomes

Why Are the Early Years Important?

Putting Programs of Early Care and Education into Context

National and State Child Care Initiatives

Types of Early Childhood Programs

Most Common Types of Child Care

Special Services in Child Care

Quality: The Overriding Concern

Characteristics of Quality

Parents as Consumers of Child Care

How Can Directors Move Their Programs Toward Excellence?

The Roles of a Director

Effective Leadership

The Journey Begins…

Your Own Journey

Summary

Useful Websites

National Resource Center for Health and Safety in Child Care and Early Education

The U. S. Department of Labor Bureau of Labor Statistics Occupational Outlook Handbook

Kids Count

National Association for the Education of Young Children (NAEYC)

To Reflect

Chapter 2 Identifying the Program’s Core Values, Developing Its Vision and Mission Statements, and Planning for Program Evaluation

Management Knowledge and Skills

1. Personal and Professional Self-Awareness

8. Leadership and Advocacy

Early Childhood Knowledge and Skills

2. Child growth and development

3. Child observation and assessment

10. Professionalism

Learning Outcomes

Developing a Statement of Your Program’s Core Values

Core Values of Early Childhood Education

Theories of Teaching and Learning

A Brief Review of Developmental Theories That Have Influenced Early Childhood Education

Theories of Cognitive Development:

Theories of Social and Emotional Development:

Philosophical Views About the Purpose of Education

Considering the Values of Your Community

Your Program’s Core Values

Developing a Vision Statement: Identifying Where Your Program Is Headed

Developing a Mission Statement: Your Plan for Realizing Your Vision

Planning for Program Evaluation

Types of Evaluations

Assessing Program Inputs

Assessing Program Outcomes

Summary

Useful Websites

National Pre-K and Early Learning Evaluation Center

State of Washington Office of Superintendent of Public Instruction (OSPI)

Top Nonprofits

To Reflect

Chapter 3 Understanding Regulations, Accreditation Criteria, and Other Standards of Practice

Management Knowledge and Skills

Early Childhood Knowledge and Skills

Learning Outcomes

Considering Regulations

Regulations to Address When Establishing a New Program

Licensing Regulations:

Zoning and Land Use Regulations:

Building Codes and Requirements Related to Fire Safety and Sanitation:

Applying for an Initial Child Care Center License:

Licensing Regulations That Guide Program Development and Implementation

Child Care Center Regulations:

Family Child Care Regulations:

Reviewing and Revising Child Care Regulations:

Regulations That Apply to Governmental Agency’s Programs:

Concerns about Regulatory Policies:

Accreditation

Quality Rating and Improvement Systems

Staff Qualifications Addressed in Licensing and Head Start Regulations, Accreditation, and Qris Systems

Directors’ Qualifications

Licensing Standards, Head Start Regulations, and Other Systems That Address Directors’ Qualifications:

Accreditation and QRIS Standards That Address Directors’ Qualifications:

Teachers’ Qualifications

Licensing Standards, Head Start Regulations, and Other Systems That Address Teachers’ Qualifications:

Specialized Teacher Qualifications:

Meeting Legal Requirements

Selecting the Best Type of Business Entity

Proprietorship:

Partnership:

Limited Liability Company (LLC):

Corporation:

Potential Vulnerability to Legal Actions:

Operating a Child Care Center Is a Business

Laws That Protect Employees

Title VII of the Civil Rights Acts of 1964 and as Amended by the Equal Opportunity Act of 1972:

Americans with Disabilities Act:

Fair Labor Standards Act:

Family and Medical Leave Act (FMLA):

The Patient Protection and Affordable Care Act (ACA):

Legal Responsibilities and Vulnerabilities:

Laws That Protect Children

Summary

Useful Websites

National Resource Center for Health and Safety in Child Care and Early Education

National Association for the Education of Young Children (NAEYC) Academy

QRIS National Learning Network

Caring for Our Children

Head Start Program Performance Standards

Child Care Licensing Study

Child Care Aware® of America We Can Do Better

Fire Safety in Day Care Centers: What Parents Need to Know

To Reflect

Chapter 4 Policies and Procedures: Tools to Ensure Your Program’s Smooth Operation

Management Knowledge and Skills

Early Childhood Knowledge and Skills

Learning Outcomes

Policies and Procedures: Tools to Ensure Your Program’s Smooth Operation

Policies and Procedures Guide Both Employees and Families

Policies and Procedures Addressed in Licensing Regulations

Requirements Addressed by Voluntary Standards

Characteristics of Viable Policies and Procedures

How Do Policies and Procedures Contribute to the Center’s Smooth Operation?

Who Is Responsible for Developing Policies and Procedures?

Developing and Revising Your Center’s Family Handbook and/or Staff Manual

Developing the Family Handbook and Staff Manual for a New Program:

Developing a Family Handbook and Staff Manual for an Existing Center or Making Major Revisions to Existing Documents:

Refining the Existing Family Handbook and/or Staff Manual:

Using Established Policies and Procedures

Categories of Policies and Procedures

What Topics Need to Be Addressed in the Staff Manual?

What Topics Need to Be Addressed in the Family Handbook?

What Information Should Be in the Administrator’s Manual?

Summary

Useful Websites

Federal Laws and Regulations

Employment Law Guide

Family Educational Rights and Privacy Act (FERPA)

U.S. Equal Employment Opportunity Commission (EEOC)

Family and Medical Leave Act (FMLA)

Americans with Disabilities Act (ADA)

Commonly Asked Questions About Child Care Centers and the Americans with Disabilities Act

Materials to Guide the Development and Implementation of Policies and Procedures

Caring for Our Children

Is America Prepared to Protect Our Most Vulnerable Children in Emergencies?

T.E.A.C.H.® Early Childhood Project

South Carolina ABC Child Care Program Sample Documents

To Reflect

Chapter 5 Recruiting, Hiring, Leading, and Managing Personnel

Management Knowledge and Skills

Learning Outcomes

Early Childhood Program Personnel

Roles and Qualifications of Personnel

Director:

Director’s Role.

Professional Qualifications of Directors.

Personal Characteristics of Directors.

The Teaching Staff:

Teachers’ Role.

Professional Qualifications of Teachers of Young Children.

Personal Characteristics of Teachers of Young Children.

Assistant Teachers’ Role.

Professional Qualifications of Assistant Teachers.

Personal Characteristics of Assistant Teachers.

Support Personnel:

Substitutes:

Allied Professionals:

Job Descriptions

Recruiting and Hiring Program Personnel

The Recruitment Process

Application:

Circulating the Position Announcement:

Evaluating Applications:

Checking References:

Interviewing Promising Applicants:

What Should You Ask in an Interview?

Securing Background Checks and Eligibility Verification:

Final Interview:

Hiring Your New Employee:

Concluding the Search:

Staffing Trends

High Turnover:

Low Compensation:

High Job Stress:

Inadequate Preparation:

The Director as the Program’s Leader

Be an Excellent Communicator

Make Your Center a Great Place to Work

Cultural Relevance:

Enhance the Staff’s Professional Knowledge and Skills

Characteristics of Effective Professional Development

On-Site Staff Development:

Coaching and Mentoring as Forms of Professional Development:

Credit-bearing Forms of Professional Development:

Providing Staff with Constructive Feedback on Their Performance

Tools for Assessing Teachers’ Performance.

The Annual Performance Review Process.

The Director as Manager

Delegating Responsibilities

Personnel Services

Contracts and Forms Required from New Employees.

Insurance and Retirement Plans

Federal Insurance Contributions Act (FICA):

Workers’ Compensation Insurance:

State Unemployment Insurance:

Liability Insurance:

Health Insurance:

Crime Coverage:

Retirement Programs:

Essential Confidential Files

Personnel files:

Children’s files:

Summary

Useful Websites

U. S. Citizenship and Immigration Services I-9 Central

Core Competencies for Early Childhood Professionals

T.E.A.C.H.® Early Childhood Project

To Reflect

Chapter 6 Creating Quality Learning Environments

Management Knowledge and Skills

Early Childhood Knowledge and Skills

Learning Outcomes

Planning a New or Renovated Facility

The Facility’s Entry and Indoor Spaces

The Entry/Exit Area

Designing Indoor Spaces

Lighting; Acoustics; Ventilation, Heating, and Cooling; Floor and Wall Coverings; and Color Schemes:

Lighting:

Acoustics:

Ventilation, Heating, and Cooling:

Floors:

Ceilings:

Walls:

Colors:

Storage and Display:

Storage:

Display:

Classroom Configuration, Furniture and Furnishings, and Room Arrangement

Classroom Configuration:

Furniture and Furnishings.

Principles of Arranging Classrooms:

Creating Learning/Activity Centers for Preschoolers and School-Age Children

Defining Space:

Allowing Sufficient Space:

Providing Acoustic Isolation:

Arranging Equipment and Materials:

Appropriate Environments for Infants and Toddlers

Learning/Activity Centers for Preschoolers

Block Center:

Dramatic Play Center:

Art Center:

Music Center:

Water and Sand Center:

Carpentry or Woodworking Center:

Science and Mathematics Center:

Cooking Center:

Manipulatives and Small Construction Toy Center:

Language Arts and Computer Center:

Learning/Activity Centers for Primary-Grade Children

Activity Centers for School-Age Child Care:

Additional Areas in Classrooms

Children’s Cubbies:

Infants’ Diapering and Toileting Areas:

Diapering Area.

Children’s Toileting Areas.

Food Preparation, Feeding, and Dining Areas

Napping Areas

Developing Classroom Floor Plans

Areas for Adults

Family Reception Area:

Adult Lounge/Rest Room:

Staff Workroom:

Professional Library:

Office:

Isolation Area:

Outdoor Spaces for Play

The Features of the Outside Play Environment

Location:

Size:

The Fence:

Terrain:

Surface:

Shade and Shelter:

Storage:

Outdoor Space Arrangement

Outdoor Areas for Infants and Toddlers

Spaces Specifically for Young Infants.

Spaces Specifically for Mobile Infants and Toddlers.

Outdoor Areas for Older Children:

Play Experiences and Zones.

General Criteria for Arranging Zones.

Specific Zones and Equipment.

Regulations:

Supervision:

Separating Play Areas:

Equipment Hazards:

Surfacing Under Playground Equipment:

Purchasing and Maintaining Equipment and Materials

Purchasing Guidelines

Purchasing Instructional Materials

Purchasing Kits and Sets:

Purchasing Children’s Books:

Purchasing Computers, Cameras, and Related Hardware and Software:

Caring for Equipment and Materials

Summary

Useful Websites

Center for Green Schools

EWG Guide to Healthy Cleaning

Consumer Product Safety Commission Crib Standards

South Carolina Infant/Toddler Materials GuideSouth Carolina Preschool Materials Guide

Environment Rating Scales

Handbook for Public Playground Safety

Playground Safety Checklist

Poisonous Plant Resource for Child Care Providers

All Kids Count: Child Care and the ADA

Boundless Playgrounds

Safe Kids Worldwide

A Parent’s Guide to Internet Safety

To Reflect

Chapter 7 Managing Your Program’s Finances

Management Knowledge and Skills

Learning Outcomes

Tuition and Other Sources of Income

Determining What You Should Charge for Tuition

How Families Manage Paying for Child Care

External Funding Sources

Government Funding:

Federal Support for Early Education.

State Support for Early Education.

General Guidelines about Government Funding:

Securing Grants

Fund-Raising

Costs of Operting an Early Childhood Program

Estimating Program Costs

Salaries:

Other Costs:

Budgeting

Two Kinds of Budgets

Start-Up Budget.

Operating Budget:

Estimating Income:

Estimating Expenses:

Managing the Budget

Budget Reports

Planning for Large Expense Items

Summary

Useful Websites

Child Care Aware: Preparing a Budget

Occupational Employment Statistics Child Care Workers

National Women’s Law Center Tax Credits Outreach

CCDF Grantee State and Territory Contacts

State Preschool Yearbook

Child Care Software Reviews and Recommendations

To Reflect

Chapter 8 Marketing Your Program of Early Care and Education

Management Knowledge and Skills

Learning Outcomes

Developing and Implementing an Effective Marketing Plan

Developing an Effective Marketing Plan

Find Your Market Niche:

How will you know if your marketing plan has been successful?

Conduct a Market Analysis to Learn About Your Community:

Learn About the Families Most Likely to Enroll in Your Program:

Learn About Your Competition:

Plan Marketing Strategies Based on What You Have Learned:

Create a Marketing Action Plan:

Effective Marketing Strategies for Child Care

Internal Marketing

Families’ First Impressions:

Keeping Currently Enrolled Families Satisfied:

All Center Staff Are Essential Members of Your Marketing Team:

External Marketing

Print Marketing:

Developing a Brochure:

Direct Mail:

Other Forms of Printed Promotional Materials:

Online Marketing:

Using Email Effectively:

Program Website:

Social Media:

Person-to-Person Marketing:

Summary

Useful Websites

U.S. Census Bureau State & County QuickFacts

Website Usability Checklist

To Reflect

Chapter 9 Teaching and Learning in the Children’s Program

Management Knowledge and Skills

Early Childhood Knowledge and Skills

Learning Outcomes

Planning for Instruction

Developmentally Appropriate Practices: The Foundation of Excellence

Knowledge of Child Development and Learning:

Knowing Each Child as an Individual:

Considering Children with Developmental Delays or Disabilities:

Considering Children Who Are Exceptionally Bright:

Considering Children Who Are Dual Language Learners:

The Director’s Role in Meeting All Children’s Needs:

The Community’s Social and Cultural Contexts:

Anti-Bias Education

Standards: Describing What Children Are Expected to Know and Be Able to Do

Curriculum

Teaching Strategies

Child-Initiated Activities and Scaffolding

Direct Instruction

Technology as a Tool to Support Learning and Development

Setting the Stage for Learning

Grouping

The Daily Schedule

Summary

Useful Websites

Fred Rogers Center

The Early Childhood Technical Assistance Center (ECTA Center)

Connect: The Center to Mobilize Early Childhood Knowledge

The National Association for the Education for Young Children (NAEYC)

The National Center on Early Education Research (NIEER)

To Reflect

Chapter 10 Providing Quality Nutrition and Creating a Healthy and Safe Environment

Management Knowledge and Skills

Early Childhood Knowledge and Skills

Learning Outcomes

Promoting Healthy Eating and Providing High-Quality Meals and Snacks

The Importance of Good Nutrition

Childhood Obesity Is of Special Concern:

Serving Nutritious Meals and Snacks

Guidelines for Feeding Infants and Toddlers:

Guidelines for Feeding Preschoolers:

Addressing Children’s Special Dietary Needs:

Food Allergies.

Food-Related Diseases and Conditions.

Children with Developmental Delays or Disabilities.

Hiring Staff and Meeting Food Service Program Requirements

Hiring Staff:

Facilities and Equipment:

Purchasing Food:

Meeting Sanitation Requirements:

Nutrition Education

Integrating Nutrition Education into the Curriculum:

Sharing What You Know with Families:

Promoting Good Health

Assessing the Health of Adults and Children

Staff:

Children:

Preventive Practices

Ensuring Access to Health Care:

Preventing Infections:

Immunizations.

Washing Hands and Brushing Teeth.

Careful Cleaning.

Diapering Procedures.

Training to Protect the Health of Children and Staff:

Informing Families About Issues Related to Their Children’s Health

Providing Care for Children Who Are Ill

Children’s Mental Health

Being Safe

Addressing Children’s Safety while They Are in Your Care

Setting Limits for Children:

Keeping Your Facility Safe:

Playground Safety.

When Accidents Happen.

Avoid Children’s Exposure to Toxic Chemicals.

Vehicular Safety

Preparing for Emergencies

Assessing Risks:

Teaching Children to Be Safe:

Being Proactive in Protecting Children’s Well-Being:

Summary

Useful Websites

Body Mass Index (BMI) Calculator for Children and Teens

Diet and Fitness Today

Choose My Plate

Child and Adult Care Food Program (CACFP)

USDA Healthy Meals Resource System

National Food Service Management Institute (NFSMI)

How to Feed Children

Caring for Our Children

Healthy Child Care America

Model Child Care Health Policies

Consumer Product Safety Commission

To Reflect

Chapter 11 Child Assessment: An Essential Component of Quality Early Childhood Programming

Management Knowledge and Skills

Early Childhood Knowledge and Skills

Learning Outcomes

The Importance of Appropriate Assessment

Performance Assessment

Performance Assessments

Open-Ended Observations:

Focused Observations:

Structured Observations:

Interviews

Collecting Work Samples

Portfolios

Tools for Structuring Documentation and Analysis

Sharing Child Assessment Information

Family Educational Rights and Privacy Act (FERPA)

Kindergarten Readiness Assessments

Summary

Useful Websites

Defending the Early Years

FairTest: The National Center for Fair and Open Testing

National Institute for Early Education Research (NIEER)

Child Trends

To Reflect

Chapter 12 Working with Families and Communities

Management Knowledge and Skills

Early Childhood Knowledge and Skills

Learning Outcomes

Early Childhood Educators’ Long History of Partnering with Families

Collaboration: A Crucial Element of Quality Programming

Three Approaches to Working with Families

Benefits and Challenges of Working with Families

Threefold Benefits of Family–School Collaboration

Benefits for Children:

Benefits for Families:

Benefits for Programs:

Challenges to Family Involvement

Differences Can Create Barriers to Family–School Collaboration:

Family Structure.

Socioeconomic Status.

Cultural Diversity.

Linguistic Diversity.

Tension between Families and Center Personnel Can Make Collaboration Difficult:

Teachers Are Often Not Well Prepared to Work with Families:

Meeting the Challenges of Collaboration

Creating Trusting Relationships with All Families

Helping Families Become Acquainted with Your Program

The Family’s Initial Contact with the Center:

Spring or Fall Orientation:

Curriculum Meeting and Open House:

Home Visits:

Communicating with the Families of Enrolled Children

Regular Communications:

Communicating with the Families of Infants/Toddlers.

Communicating with Families of Preschoolers.

Telephone and Email Conversations.

Newsletters.

Accident Reports.

Other Ways to Communicate.

Regularly Scheduled Individual Conferences:

Specially Called Individual Conferences:

Resources for Families

Family Resource Room:

Meetings about Special Topics:

Family Support Programs:

Home-Visiting Programs.

Family Discussion Groups.

Resource Centers.

Self-Improvement Programs.

Family Support Programs.

Welcoming Families’ Contributions

Classroom Visits:

Family Members as Volunteers:

Making a Place for Family Volunteers.

Occasional Volunteers.

Workdays:

Early Childhood Educators’ Long History of Partnering with their Communities

Tapping into Family and Community Support through Advisory Committees and Boards of Directors

Summary

Useful Websites

National Charter School Resource Center

Adoptive Families

Creating a Family

Welcoming Schools

Teaching Tolerance

Harvard Family Research Project

National Association for the Education of Young Children (click on “For Families”)

Zero to Three, particularly Parenting Resources

To Reflect

Chapter 13 Contributing to the Profession

Management Knowledge and Skills

Early Childhood Knowledge and Skills

Learning Outcomes

Promoting Professionalization1

Moving Toward Professionalism: Professional Preparation and Reliance on the NAEYC Code of Ethical Conduct

Professional Preparation:

Reliance on the NAEYC Code of Ethical Conduct:

Other Criteria of Professionalism:

Engaging in Informed Advocacy

Becoming an Effective Advocate

An Advocate’s Toolbox

Important Reminders!

Investing in the Profession’s Future

Supporting Developing Professionals

Supporting Research

Teachers as Researchers

Summary

Useful Websites

Websites for Professional Ethics Resources

National Association for the Education of Young Children (NAEYC)

Websites for Advocacy Resources

Campaign for a Commercial Free Childhood

Family and Work Institute

Moms Rising

NAEYC Advocacy Toolkit

Zero to Three

Website for Reports of Teacher Research

Voices of Practitioners

To Reflect

Appendix 1 Suppliers of Materials and Equipment for Early Childhood Programs

Suppliers of Children’s Furniture and Learning Materials

Suppliers of PlaygRound Equipment and design services

Reviews of Children’s Videos, Software, and Apps

Suppliers of Specialized Materials and Services

Selecting Children’s Books

Resources/Tools for Teachers and Professional Development

Business Management Software

Appendix 2 NAEYC Code of Ethical Conduct and Statement of Commitment

Preamble

Core Values

Conceptual Framework

A—Responsibilities to Co-Workers

B—Responsibilities to Employers

Appendix 3 NAEYC Code of Ethical Conduct Supplement for Early Childhood Program Administrators

Purpose of the Supplement

Core Values

Conceptual Framework

Ideals and Principles

1. Ethical Responsibilities to Children

2. Ethical Responsibilities to Families

3. Ethical Responsibilities to Personnel

4. Ethical Responsibilities to Sponsoring Agencies and Governing Bodies

5. Ethical Responsibilities to Community, Society, and the Field of Early Childhood Education

Appendix 4 Professional Organizations of Interest to Early Childhood Educators

References

Name Index

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