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An Overview of Early Childhood Administration 1

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Pre-Test 1. Children who attend high-quality early childhood

programs are more likely to score well on reading tests in elementary school than children who don’t. T/F

2. The establishment of the Head Start program in the 1960s helped launch the rapid growth of early childhood education programs in the United States. T/F

3. Most early childhood programs are run by public school systems. T/F

4. Typically, the responsibilities of an early childhood administrator are focused on managing program finances. T/F

5. Program philosophy is a primary influence on curriculum development, hiring practices, and parent communication. T/F

Answers can be found at the end of the chapter.

Learning Objectives

After reading this chapter, you should be able to:

1. Discuss the benefits of quality early childhood education for children, families, and society.

2. Identify, describe, and differentiate among several different types of early childhood programs.

3. Describe the primary roles and responsibilities of the early childhood education administrator.

4. Explain how early childhood administrators use their programs’ philosophy, vision, and mission to support, orga- nize, and guide their work.

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CHAPTER 1Introduction

“I loved teaching, but I was ready for a new challenge.” This is how 28-year-old Lindsay Miller described her reasons for accepting a new job as an early childhood administrator. After graduating with a bachelor’s degree in early childhood education, Lindsay taught for five years in a full-day preschool program. The director of the program mentored Lindsay and encouraged her to develop her leadership skills. For the last two years, Lindsay served as the chair of the teacher’s curriculum committee and also gained supervision experience by inviting student teachers from the local college to do their practicum work in her classroom.

When Lindsay heard that a position was available as the director of the child care center at the local YMCA, she was eager to apply. She wasn’t sure if she would be a favorable candidate because the job posting listed a master’s degree in early childhood as a preferred qualification, so Lindsay was surprised and happy when she received a call inviting her to interview.

Lindsay participated in two interviews: one with the director of the YMCA and one with the advi- sory committee for the center—a group consisting of several YMCA board members, a few parents of children enrolled in the center, and YMCA staff members. She was especially nervous for the sec- ond interview, but it went well and she was offered the job on the condition that she begin working toward a master’s degree in early childhood education.

Today is Lindsay’s first day on the job. She arrives early in the morning, before any of the staff or children have arrived. She unlocks the door to her office with the key she was given the day she signed her contract and was introduced to the teaching staff. She sits behind her new desk and looks out the window across the center’s playground. Lindsay takes a deep breath and wonders how long it will take to master her new role as an administrator, and if she will enjoy the work as much as she enjoyed teaching. Will administrative tasks like creating budgets, hiring teachers, and writing policies be as satisfying as working directly with the children?

Lindsay’s moment of reflection is soon interrupted by the arrival of the first group of teachers, ready to set up their classrooms for the day. Lindsay begins circulating through the center, greeting teachers and making a list of her priorities. By the time she returns to her desk, the sun is up and the playground is full of children. Lindsay stands at the window and smiles. She is optimistic that she will find mean- ing and gratification in this new job as the director of a busy and bustling early childhood program.

Introduction

Throughout this book, which will summarize the concepts and information that make up the core knowledge base necessary to lead an early childhood program, we’ll follow the path of Lindsay in her first few months as an early childhood director. This first chapter serves as an

overview of the role of an early childhood administrator and an introduction to the broad variety of program types and structures. You’ll learn how important it is for a program to have a vision and mission, and how program philosophy plays a significant role in shaping everything that happens in the early childhood program. The chapters that follow will examine the range of responsibilities of an early childhood administrator, exploring in depth the ways the role of an administrator dif- fers from that of a teacher or caregiver.

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CHAPTER 1Section 1.1 The Benefits of Early Childhood Education

1.1 The Benefits of Early Childhood Education

According to the National Association for the Education of Young Children (NAEYC), the largest membership organization for early education professionals, there are more than 300,000 licensed or regulated early childhood programs in the United States (NAEYC,

n.d.). This figure includes a variety of for-profit and nonprofit program types, such as child care centers, preschools, and family child care homes.

An early childhood care program is generally defined as an educational or child care service pro- vided to young children, including infants through 5-year-olds and often also inclusive of older children in after-school programs. Such programs usually employ teachers or caregivers, as well as support staff such as kitchen workers or office assistants. The amount of time children spend in early childhood programs each day can vary from a few hours in a part-day preschool program to nine hours or more in a full-day child care center.

With rare exception, these programs are run by early childhood administrators. The work of early childhood administrators has a significant effect on the lives of young children and their families, because early childhood education plays an important role in the healthy development of children and sets the stage for academic achievement and future success.

Meeting the Needs of Children and Families For many parents, the top priority in enrolling their child in an early childhood program is to find adequate child care services so they can continue to work outside the home. In the United States today, more than half of the mothers of children under age five are in the labor force (United States Department of Labor, 2008), and four out of five young children with employed moth- ers receive child care by someone other than their parents (Forum on Child and Family Statis- tics, 2010). Working parents may need flexibility in pick-up and drop-off times, some may need extended hours care, and all want care that is safe, high quality, and affordable.

Parents also enroll their children in child care or preschool programs for social and cognitive rea- sons. They may wish for their child to interact with other children, or they may seek to develop their child’s school-readiness skills to help prepare him or her for kindergarten.

For children who are considered high risk for school failure, there are programs that provide tar- geted supports to help children develop language, literacy, and problem-solving skills. For example, publicly funded early childhood programs help children living in poverty who might not otherwise have access to early childhood programs prepare for kindergarten and later school success.

Positive Outcomes of High-Quality Care The first five years of a child’s life are a critical period of development. Children are learning essen- tial cognitive, social, emotional, physical, and self-help skills necessary for success in school and in life. A growing body of research suggests that children who participate in high-quality early child- hood programs are more successful, both academically and socially, than children in poor-quality programs (Child Trends Data Bank, 2006) (see the Focus On feature box for a discussion of what constitutes high-quality care).

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CHAPTER 1Section 1.1 The Benefits of Early Childhood Education

Focus On: A Commitment to Quality Running any kind of business is a challenge, whether it’s a bank or a button factory, but running an early childhood program carries an extra level of responsibility because early childhood administrators are trusted to oversee the education, social development, safety, and well-being of our youngest and most vulnerable citizens. The NAEYC states in its Code of Ethical Conduct that an administrator of an early childhood program is committed to providing a “high-quality program based on current knowledge of child development and best practices in early care and education” (NAEYC, 2006).

Administrators create and support quality by maintaining high standards, which are the benchmarks or bases for measuring

Longitudinal studies, which track the progress and development of children over a long period, show that children who participated in comprehensive high-quality early childhood programs show lasting developmental differences, such as higher scores on reading and math tests (Frank Porter Graham Child Development Center, 1999). Studies also show that children who participate in high-quality programs fare significantly better than those enrolled in poor-quality or mediocre programs. For example, the Cost, Quality & Outcomes study published by the National Center for Early Development and Learning shows that children who were in high-quality care programs when they were three and four years old scored better on math, language, and social skills devel- opment through the early elementary years than children in poor-quality care (National Center for Early Development and Learning, 1999).

Some of the strongest evidence of the long-term benefits of high-quality early childhood care and education comes from studies that have evaluated preschool programs that serve disadvantaged children, from small models, such as the Carolina Abecedarian Project, to large-scale programs, such as Head Start. These long-term studies suggest that high-quality early childhood programs can have positive effects on children’s academic achievement well into the high school years. Children who participated in high-quality programs achieve higher test scores in math and reading than children who did not, and they are also more likely to finish high school and attend college.

Quality early childhood care is so important that federal legislation mandates support for pro- grams serving children at every age level, from infants through school-age. Currently, there are more than a million children enrolled in federally funded Head Start programs and more than 1.5 million young children in child care programs funded by the Child Care Development Fund, the primary federal program specifically devoted to child care services and quality (Children’s Defense Fund [CDF], 2012).

Children whose backgrounds make them at risk for school failure, such as children living in poverty, gain the most from experience in quality settings and are more negatively affected by poor-quality experiences (National Center for Early Development and Learning, 1999). For instance, students who participated in high-quality early childhood programs are less likely to require special educa- tion classes in elementary and secondary school than children enrolled in poor-quality programs (Committee for Economic Development [CED], 2006).

San Diego County Office of Education Keeping current on research and best practices are two ways early child administrators can show their commitment to quality.

(continued)

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CHAPTER 1Section 1.1 The Benefits of Early Childhood Education

Focus On: A Commitment to Quality (continued) progress or levels of quality. Some of the most significant indicators of quality in an early childhood program include low teacher-child ratios; professional credentials of teachers; meaningful interac- tions between teachers, children, and families; a safe and learning enriched physical environment; a research based curriculum; and accurate child assessment.

Low teacher-child ratios

Having more teachers and fewer children in a class means the children will receive more attention from their teachers and, as a result, gain more from the experience. Minimum standards for teacher- child ratio are usually mandated by state licensing regulations, but these standards vary from state to state and many high-quality programs far exceed these minimum standards.

For example, while many states mandate a minimum four to one child to teacher ratio for infant child care centers, numerous research findings demonstrate that infants receive much more responsive, sensitive care when the ratio is three to one (Center for Law and Social Policy [CLASP], 2008). The NAEYC accreditation cri- teria, often the benchmark of quality for early childhood programs, requires teacher-child ratios for infants of either three to one or four to one, for toddlers 12 to 28 months no more than four to one, for 2-year-olds no greater than six to one, and for preschoolers up to 5-years-old no more than 10 to 1 (NAEYC, 2008).

Professional credentials and training of teachers

Unlike primary and secondary school teachers, there is no uniform set of credentials or competen- cies required for early childhood teachers. Yet the level of teachers’ educational backgrounds directly affects the benefits children receive in an early childhood program. Teachers with specialized college- level training in topics such as child development, teaching methods, and curriculum are better able to support and challenge the children in their care (North Carolina Rated License Assessment Project, n.d.). Hence, there is a direct correlation between the leader’s credentials and experience and the overall level of program quality.

NAEYC Director Qualifications

• 10.A.02 The program administrator has the educational qualifications and personal commitment required to serve as the program’s operational and pedagogical leader. This criterion can be met in one of three ways:

The administrator. . .

1. has at least a baccalaureate degree. [AND] 2. has at least 9 credit-bearing hours of specialized college-level course work in administration,

leadership, and management (which can be in school administration, business manage- ment, communication, technology, early childhood management or administration, or some combination of these areas.) [AND]

3. has at least 24 credit-bearing hours of specialized college-level course work in early child- hood education, child development, elementary education, or early childhood special education that encompasses child development and children’s learning from birth through kindergarten; family and community relationships; the practices of observing, documenting, and assessing young children; teaching and learning processes; and professional practices and development.

(continued)

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CHAPTER 1Section 1.1 The Benefits of Early Childhood Education

Focus On: A Commitment to Quality (continued) • 10.A.03 The program administrator demonstrates commitment to a high level of continuing professional competence (see Program Administrator Definition and Competencies) and an ability to promote teamwork.

• 10.A.07 The program administrator and other program leaders systematically support an organizational climate that fosters trust, collaboration, and inclusion.

(NAEYC Accreditation Criteria, 2012a)

Interactions between teachers, children, and families

In high-quality early childhood programs, teachers are attentive and respectful to children and fam- ily members. For example, during classroom conversations they respond to children’s questions and requests, make eye contact, smile, and use a warm tone of voice.

Physical environment

Children benefit from a physical environment that is safe, comfortable, and that provides opportuni- ties for discovery and learning. Teachers in high-quality programs organize the space and the materials so that children have enough room to play and explore.

Curriculum

The curriculum implemented in a high-quality early childhood program fosters children’s cogni- tive development in key content areas such as language, literacy, mathematics, technology, creative expression, and the arts. Curriculum should also foster social, emotional, and physical development.

Child assessment

In high-quality early childhood programs, child assessment and curriculum goals are closely aligned. The child assessment process is ongoing and supports children’s learning.

Early childhood administrators must continually monitor and assess the quality of care and educa- tion provided in their programs. Formal, standardized measures of quality, such as quality rating and improvement systems (QRIS) and accreditation processes, will be discussed in Chapter 3. Early child- hood administrators also monitor quality informally every day as they interact with children and staff members and observe classrooms and playgrounds.

Economic Benefits One of the great pleasures of working in the field of early childhood education is having the oppor- tunity to build relationships and provide learning experiences that will benefit children for the rest of their lives. Among early childhood professionals there is often a sense of shared optimism that our work with children will help make the world a better place. Research suggests that this convic- tion is, indeed, true. Studies indicate that children who participate in high-quality early childhood programs provide an economic benefit to society because as adults they make more valuable contributions to the workforce and the economy.

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CHAPTER 1Section 1.2 Early Childhood Programs: The Basics

High school dropout rates among students who attended high-quality early childhood programs is about 25% less than students who did not attend high-quality early childhood pro- grams. High school and college graduates earn higher salaries, which means they contribute more to the economy. Additional studies indicate that adults who participated in high-quality pre- school programs when they were young are more likely to be employed in higher-paying, skilled jobs (CED, 2006).

In fact, child advocacy groups often assert that every dollar invested in quality early care and education saves taxpayers up to $13 in the form of future contributions to society and savings in remedial programs (Calman & Tarr-Whelan, 2005). For example, funding invested in early childhood education that improves program quality will result in more children achieving success in primary and secondary school, and more young adults successfully entering the workforce. The dollars spent at the front end, in early childhood care and education, will diminish the need for remedial programs for students who drop out of high school and for job programs that provide training for adults struggling to find and retain employment.

The powerful message behind these projections is that everyone benefits from a commitment to quality in early childhood education, even citizens who are not parents of young children, because tax dollars spent on early childhood programs will, in the long term, enhance economic vitality.

Questions to Think About 1. In the United States today, which do you think is more important, early childhood educa-

tion or post-secondary (college) education? Explain. 2. What do you think would happen if more people were aware of the benefits of early

childhood care and education?

1.2 Early Childhood Programs: The Basics

The range of different kinds of programs providing early childhood care and education today is broad and varied. Unlike the systems of public and private elementary schools, the roots of which were established even before the American Revolution (Mather Elementary

School, n.d.), early childhood education has grown into a diverse professional field only in the last 50 years. The establishment of the federal Head Start program in the 1960s, combined with the growing need for child care to support working families in the 1970s, led to the rapid development and expansion of early childhood programs (Elkind, 2009). Today, the variety of programs avail- able is robust, and they are run or sponsored by entities as diverse as corporations, churches, the government, or private individuals or families.

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While the size, services, and structure of early childhood programs vary, all programs seek to create welcoming spaces for children where they can play and learn.

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CHAPTER 1Section 1.2 Early Childhood Programs: The Basics

Variations Among Programs Early childhood programs will vary in many ways, and the diversity of the programs can be seen in terms of who is served and what services are offered. Programs can fall into a number of cat- egories, including state agencies, federal agencies (like Head Start), college- and university-run programs (including lab schools), and private for-profit or nonprofit facilities (which include family child care homes and child care centers).

Variations in Terminology A program marketed as a school is usually a preschool or pre-kindergarten (pre-k) facility existing primarily to provide education services, while a program labeled as a child care center is usu- ally designed primarily to provide care and supervision for infants and young children of working parents. Programs that aim to blend both care and education are often called child development centers. In practice, the terms school and center are often used interchangeably in early childhood education, and both care and education occur in all early childhood settings.

Note that despite their name, early childhood pro- grams labeled as schools are not necessarily part of a larger academic institution. Some may be independent, freestanding programs. For example, Beacon Hill Nursery School is an independent early childhood program in Boston that offers half-day classes for toddlers and preschoolers. Likewise, the Child Care Center of Evanston in suburban Chicago is a full-day preschool program that both cares for and educates the children of working families. However, some early childhood programs are part of a larger public or private school, such as Anne Frank Elemen- tary School in Dallas, Texas, which is a large public school that houses several pre-k classrooms.

Some child care programs are part of a large child care corporation, such as KinderCare Learning Centers or Bright Horizons Child Development Center. Others may be part of community-based human service agen- cies, such as Boys and Girls Clubs of America. Employ- ers sometimes provide on-site child care, such as the Day Care Center at the Connecticut Children’s Medical Center in Hartford, Connecticut, which provides care for the children of hospital employees. Finally, some

early childhood schools include federally funded Head Start programs that provide a structured cur- riculum, which addresses specific learning goals in cognitive and language development.

Home-Based Programs In addition to schools and centers, most states allow individuals to become licensed to care for groups of children in their homes. While regulations vary from state to state, most licensed provid- ers must set aside a separate space, such as a basement, specifically for child care activities. Many of the administrative concepts and skills described in this book are also relevant to family child care homes, but on a much smaller scale.

age fotostock/SuperStock Anyone who works with young children will be both providing care and educating the children enrolled in their program.

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CHAPTER 1Section 1.2 Early Chil

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