Writing Assignment Module 7

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CHAPTER 12:
Educational Programming

Management of Child Development Centers

Eighth Edition

Patricia F. Hearron

Verna P. Hildebrand

12-*

Regulations and Professional Standards

Licensing standards

activities to support development in all domains

sufficient amount, variety of equipment

Accreditation standards re: program for children

Promote positive relationships; encourage community

Promote learning and development in all domains (aesthetic, cognitive, emotional, language, physical, social)

Use approaches that are appropriate developmentally, culturally, and linguistically

Use culturally relevant, ongoing systematic, formal and informal assessment in collaboration with families to guide curricular decisions

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Regulations and Professional Standards (cont’d)

Tiered licensing

Rewards providers who exceed minimum standards

Many states use Early Childhood Environment Rating Scale (Harms, Clifford, & Cryer, 2005); addresses

Available print media; adult support of communication

Types of activities and materials available

Tone of interactions among children, adults

Balance and flow of daily schedule

States’ early learning standards

Define what children should know and be able to do

May narrowly focus on cognitive or academic skills

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Manager’s Responsibility

Know what constitutes high quality and appropriate interaction.

Hire well-prepared staff and work to ensure that they receive adequate compensation.

Provide conditions and resources that teachers need to do their job (appropriate group size, support staff, adequate supplies and materials.

Provide opportunities and support for teachers to plan.

Support teachers’ growth with regular, positive feedback and professional development opportunities.

Interpret program practices for families and other stakeholders; advocate for appropriate practice when needed

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Basic Requirements

A good program

addresses whole child; focuses on strengths with high, achievable expectations

proactively includes children without regard to ability, race, gender, family composition.

is relationship-based; provides continuity of care.

begins where children are in development

provides balance of child- and teacher-initiated activities; active and quiet times; solitary and group interactions

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Basic Requirements (cont’d)

A good program

recognizes importance of social and emotional development

encourages thinking with engaging topics and materials

encourages verbal expression for all children; sees English Language Learners as competent, not deficient

encourages development of healthy habits

partners with families, soliciting their input as well as offering support, advice, referrals as needed

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Curriculum Models

Different theoretical approaches; most draw from more than one theory

Look for key elements

Address all domains of development

Accommodate diversity

Guides set-up of environment (indoors and out)

Guides planning experiences reflecting children’s lives, interests

Guides interactions with children and families to promote development

Avoid “teacher-proof” packages

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Curriculum Models (cont’d)

Various curricula focus on different goals

Supporting individual child’s specific skills within each domain of development

Establishing physical and social context that supports learning and development (e.g., Montessori’s “prepared environment” or HighScope’s “key experiences”)

Content or concepts to be learned (e.g., thematic or project approach)

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Schedules and Planning

Scheduling

Time-block plan rather than rigid schedule

More flexible for younger children

Infant schedule largely determined by child’s needs

Planning Experiences

Base on observations of children’s interests; what happened previous week
Allow for flexibility
Record observations to plan for next week

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Engaging Families

All families are involved in their children’s education.

All expect program to treat children kindly, protect from harm, and help them develop to fullest potential.

Program’s responsibility is to

provide information about what happens in school, and In high-quality programs in general

provide evidence of children’s learning

offer meaningful ways for families to participate