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Planning and Administering Early Childhood Programs, 11th edition

Published by Pearson (January 13, 2016) © 2017

  • Nancy K. Freeman University of South Carolina
  • Celia A. Decker Sabine Parish, Louisiana, School System
  • John R. Decker Sabine Parish, Louisiana, School System

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Up to date information on the NAEYC Professional Preparation Standards and NAEYC Director Competencies. The text’s alignment with:

  • NAEYC Professional Preparation Standards helps instructors see where the course addresses the standards used to evaluate their program of teacher preparation. (Inside front cover of the book)
  • NAEYC Director Competencies, part of the accreditation standards for programs for young children, helps instructors see where topics addressed in NAEYC Accreditation standards are addressed. (Beginning of each chapter)
  • A wide variety of discussions and practical strategies provide support for current and future early childhood administrators and center directors.
    • NEW! The text’s organising framework helps keep providers on track in their mission of providing high quality services by guiding readers through the process of developing a program’s core values, a mission statement, and a vision statement.
    • NEW! An enhanced, focused discussion of strategies for assessing the program’s process and structural quality—plus a discussion of program outputs—gives readers important information about commonly used and often required measures of program quality.
    • NEW! Comprehensive discussion of a wide variety of child assessment strategies provides practical strategies for gauging what children know and are able to do, with an emphasis on how assessment can be used to inform instruction.
    • NEW! Strategies for using social media for program marketing give readers information on using cutting-edge technology-based marketing to promote their program’s offerings.
    • NEW! Expanded discussions on: 
      • Coaching and mentoring provide information about strategies for supporting the development of staff.
      • Leadership style and the characteristics of effective leadership feature a particular emphasis on women’s leadership and give readers access to aspects of program administration not commonly addressed in the field of early childhood education.
    • Resources for further study on related topics are provided at the end of each chapter, with references to applicable websites.
    • Sample letters and forms provide practical illustrations of key points in the text.

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Key content changes include:

  • The text’s organizing framework helps keep providers on track in their mission of providing high quality services by guiding readers through the process of developing a program’s core values, a mission statement, and a vision statement. (Ch. 2)
  • An enhanced, focused discussion of strategies for assessing the program’s process and structural quality—plus a discussion of program outputs—gives readers important information about commonly used and often required measures of program quality. (Ch. 2)
  • A comprehensive discussion of a wide variety of child assessment strategies provides practical strategies for gauging what children know and are able to do, with an emphasis on how assessment can be used to inform instruction. (Ch. 11)
  • Strategies for using social media for program marketing give readers information on using cutting-edge technology-based marketing to promote their program’s offerings. (Ch. 8)
  • Expanded discussions on:
    • Coaching and mentoring provide information about strategies for supporting the development of staff. (Ch. 1)
    • Leadership style and the characteristics of effective leadership feature a particular emphasis on women’s leadership and give readers access to aspects of program administration not commonly addressed in the field of early childhood education. (Ch. 1)

1 Overview of Early Care and Education and Program Administration 

PART I CREATING THE EARLY CHILDHOOD PROGRAM’S FRAMEWORK
2 Identifying the Program’s Core Values, Developing its Vision and Mission Statements, and Planning for Program Evaluation
3 Understanding Regulations, Accreditation Criteria, and Other Standards of Practice    
4 Policies and Procedures: Tools to Ensure Your Program’s Smooth Operation 

PART II OPERATIONALIZING THE EARLY CHILDHOOD PROGRAM
5 Recruiting, Hiring, Leading, and Managing Personnel
6 Creating Quality Learning Environments    
7 Managing Your Program’s Finances
8 Marketing Your Program of Early Care and Education 

PART III IMPLEMENTING THE CHILDREN’S PROGRAM
9 Teaching and Learning in the Children’s Program
10 Providing Quality Nutrition and Creating a Healthy and Safe Environment
11 Child Assessment: An Essential Component of Quality Early Childhood Programming
12 Working with Families and Communities    
13 Contributing to the Profession    

APPENDICES
1 Suppliers of Materials and Equipment for Early Childhood Programs
2 NAEYC Code of Ethical Conduct and Statement of Commitment    
3 NAEYC Code of Ethical Conduct Supplement for Early Childhood Program Administrators    
4 Professional Organizations of Interest to Early Childhood Educators   
References    
Name Index   
Subject Index


Nancy K. Freeman is a Professor Emerita at the University of South Carolina in Columbia. She was a member of the Early Childhood faculty and the Director of the Child Development and Research Center. She is a former preschool teacher and child care center director and worked closely with the campus child care development center while at the University. Nancy has authored scholarly publications and made conference presentations on topics such as professional ethics, service learning, and the preparation of the child care workforce. She served as chair of South Carolina’s State Advisory Committee on the Regulation of Child Care Facilities for many years and is a past president of the National Association of Early Childhood Teacher Educators (NAECTE). She is a coauthor of 2 books on professional ethics published by the National Association for the Education of Young Children (NAEYC) as well as a regular column on professional ethics published in NAEYC’s widely circulated journal Young Children. In 2012 she was recognized as the NAECTE/Pearson Outstanding Early Childhood Teacher Educator of the Year.

Celia A. Decker retired after 38 years of service in early childhood education. At the time of her retirement, she held the position of professor of early childhood education at Northwestern State University and served as the program coordinator of graduate studies in early childhood education. In addition to coauthoring this text, she is the author of Children: The Early Years and its supplements and coauthor of Parents and Their Children, both published by Goodheart-Willcox Company. She has presented papers at national, regional, and state annual meetings of many professional early childhood associations. She has served as a consultant for Head Start, Even Start, and local school systems.

During her years of teaching as a kindergarten teacher in an inner-city school system and as a college professor, she has received many honors. In 1994, she was selected as the Outstanding Professor at Northwestern State University.

John R. Decker retired after an elementary teaching and administrative career of 37 years. Before entering the field of education, he served as a district scout executive for Kaw Council, Boy Scouts of America, Kansas City, Kansas. His educational career included elementary teaching positions in inner-city schools, in an open education program, and in rural public schools. He also served as assistant professor of education and taught college courses in education and supervised pre-service teachers in a federally supported college-based program. He has frequently given speeches and workshops for professional organizations. He has been recognized for his 30-year membership in Phi Delta Kappa.

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