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Getting Intentional About Supporting Each Child: The Difference You Can Make

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.

Program Administration Competencies

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.

Rethinking our Reliance on Praise

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.

Implementing Continuity for Infants and Toddlers

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.

Connecting with Families: Outreach that Works

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?

Letter of the Law versus Spirit of the Law

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 […]

Improving Your Program with Pedagogical Leadership

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 […]

What’s Your Social Media Personality?

Social media is all the rage. Your board members and front office staff are all atwitter about Twitter, Facebook, and LinkedIn. The parents want an online group to connect with other parents and hear about classroom news. Your staff members want a blog or an email newsletter instead of print to connect with each other and the parents. Expectations are high. What are you doing […]

Transforming for Diversity

As the early childhood field continues to evolve and improve the quality of services available to children and families, there is a growing understanding that the needs of each child must be met in order to achieve the desired outcomes for all children. At the national and state level, early childhood leaders committed to providing high-quality services struggle with integrating the concepts of linguistic […]

Early Signs of Autism: What Directors Need to Know

As a director, teachers probably come to you from time to time with developmental concerns about the children in their classrooms. How you handle these situations is important and can even impact the future of the children. Here is an example of what Caroline, a preschool teacher, shared with her director about one of her students, two and-a-half-year-old Branden.

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