Strong leadership is a vital component of any thriving organization, and early care and education programs are no exception. An emerging body of research confirms the pivotal leadership role early childhood administrators play in their centers’ quality equation (Bloom & Bella 2005; Lower & Cassidy 2007; MCECL 2010; Rohacek, Adams, & Kisker 2010; Dennis & […]
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Learn how to use Twitter as a powerful tool for professional development. #@….What do all those characters mean!? Unveil the mysteries of Twitter and learn how this micro blogging site can become a favorite tool to help you keep up with early childhood topics. Discover how to use Twitter to stay up-to-date at conferences and […]
Recent research in the early childhood field has revealed that, when it comes to quality in early childhood programs, one size does not fit all. The learning and development of each child is influenced by gender, race, ethnicity, language, ability, socio-economic factors, and especially family—factors that comprise each child’s unique culture.
This document lists the competences that guided the development of the Illinois Director Credential. Early childhood administrators need a strong foundation in the fundamentals of child development, early childhood education, and organizational management in order to guide the instructional practices of teachers and support staff and establish systems for smooth program functioning.
As an administrator, you most likely spend time observing teachers and providing feedback on their performance. Do you praise them or do you provide them with encouragement? What is the difference? Understanding the difference between praise and encouragement can help you find ways to support peak performance.
Continuity of care during early childhood is not a new idea. Keeping children together with the same teacher and peer group, also called looping or sustained instruction, has been around the educational world for a long time and is standard early childhood practice in many countries.
You have worked hard to create a nurturing and supportive environment in your program. Your staff feel well supported and are motivated to create a quality program for the children you serve. Now, how do you form that important link in carrying out your work with the families you serve?
When I recall the tears tumbling down toddler Clarence’s cheeks as he pressed his face into the window glass of his classroom, heartbroken, searching for his teacher who was late (again), I know the right thing to do: Hold Clarence’s habitually tardy teacher accountable. Take her through the steps of progressive discipline and, if she […]
Despite the shaky economic times we are living in, the early childhood field is finally being taken seriously and it feels like a significant shift is underway. I’m excited about all the opportunities before us, yet a bit uneasy at the same time. The position promoted by some seems to be that implementing more standards and quality rating systems is all that is […]