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!
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