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Professionalism
Professionalism
Professionalism
Professionalism
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Professionalism
Professionalism
Professionalism
Professionalism
Professionalism
Professionalism
Professionalism
Professionalism
Professionalism
Professionalism
Professionalism
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Professionalism
Professionalism
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Professionalism

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  • 1. Professionalism and Program Management Adapted from Teaching Strategies Dodge, Dombro, & Koralek Prepared by Dr. Carla Piper
  • 2. Early Childhood Care and Education: An Important Profession <ul><li>The early childhood caregiver: </li></ul><ul><li>Shapes children’s views about learning and the world around them </li></ul><ul><li>Builds children’s self-esteem </li></ul><ul><li>Influences children’s lives </li></ul><ul><li>Helps children succeed in life </li></ul><ul><li>Supports families </li></ul>
  • 3. What is Professionalism? <ul><li>A professional provides: </li></ul><ul><li>A needed service </li></ul><ul><li>Specialized knowledge </li></ul><ul><li>Commitment to quality </li></ul><ul><li>Dependability </li></ul><ul><li>Effectiveness </li></ul><ul><li>The Caregiver provides: </li></ul><ul><li>High quality program </li></ul><ul><li>Understanding of child development </li></ul><ul><li>Developmentally appropriate program </li></ul><ul><li>Regular service </li></ul><ul><li>Program that builds cognitive and creative skills </li></ul>
  • 4. Professional Development Stages <ul><li>Stage One: Survival </li></ul><ul><ul><li>Learning routines and gaining training </li></ul></ul><ul><li>Stage Two: Consolidation </li></ul><ul><ul><li>Seek new ways to complete tasks, handle problems, and share with others </li></ul></ul><ul><li>Stage Three: Renewal </li></ul><ul><ul><li>Need new challenges and stimulation through workshops, conferences, professional organizations </li></ul></ul><ul><li>Stage Four: Maturity </li></ul><ul><ul><li>Committed professionals seeking new ideas and skills </li></ul></ul>
  • 5. Commitment to Professionalism <ul><li>Continually assessing one’s own performance </li></ul><ul><ul><li>Identify areas for improvement and measure against professional standards and guidelines </li></ul></ul><ul><li>Continuing to learn about caring for infants/toddlers/preschoolers </li></ul><ul><ul><li>Keep current about procedures, child development, and applying knowledge and skills </li></ul></ul><ul><li>Applying professional ethics at all times </li></ul><ul><ul><li>Maintain respect and confidentiality </li></ul></ul><ul><ul><li>Be dependable, reliable, </li></ul></ul><ul><ul><li>Unbiased, supportive </li></ul></ul>
  • 6. Accreditation Criteria and Procedures of the National Association for the Education of Young Children (NAEYC) <ul><ul><li>Interactions among Teachers and Children </li></ul></ul><ul><ul><li>Curriculum </li></ul></ul><ul><ul><li>Relationships among Teachers and Families </li></ul></ul><ul><ul><li>Staff Qualifications and Professional Development </li></ul></ul><ul><ul><li>Administration </li></ul></ul><ul><ul><li>Staffing </li></ul></ul><ul><ul><li>Physical Environment </li></ul></ul><ul><ul><li>Health and Safety </li></ul></ul><ul><ul><li>Nutrition and Food Service </li></ul></ul><ul><ul><li>Evaluation </li></ul></ul>
  • 7. Developmentally Appropriate Practice (DAP) in Early Childhood Programs (NAEYC) <ul><li>Appreciate childhood as a unique and valuable stage of the human life cycle [and valuing the quality of children&apos;s lives in the present, not just as preparation for the future] </li></ul><ul><li>Base our work with children on knowledge of child development [and learning] </li></ul><ul><li>Appreciate and support the close ties between the child and family; </li></ul>Revised Developmentally Appropriate Practice (DAP) http://208.118.177.216/about/positions/pdf/PSDAP.pdf
  • 8. DAP Continued <ul><li>Recognize that children are best understood in the context of family, culture, and society </li></ul><ul><li>Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague) </li></ul><ul><li>Help children and adults achieve their full potential in the context of relationships that are based on trust, respect, and positive regard. (Feeney &amp; Kipnis 1992, 3) </li></ul>Revised Developmentally Appropriate Practice (DAP) http://208.118.177.216/about/positions/pdf/PSDAP.pdf
  • 9. Continuing to Learn <ul><li>There is always new information to be learned </li></ul><ul><ul><li>Need to know latest developments in research </li></ul></ul><ul><li>Continual learning makes you an active, thinking person </li></ul><ul><ul><li>If you enjoy learning, children will enjoy it too. </li></ul></ul><ul><li>You care about children </li></ul><ul><ul><li>Always alert to new helpful information for children </li></ul></ul><ul><li>You want to grow professionally </li></ul><ul><ul><li>Learning results in increased confidence and improved performance. </li></ul></ul>
  • 10. Making Plans for Learning <ul><li>Take advantage of opportunities, workshops, trainings </li></ul><ul><li>Use other caregivers as resources and consult your supervisor about theoretical issues and practical concerns </li></ul><ul><li>Review how you manage your time and leave time for study, reading, assessment </li></ul><ul><li>Set specific goals for yourself. </li></ul>
  • 11. Planning for Professional Development <ul><li>Short-Range Plans </li></ul><ul><ul><li>What would I like to do right away to improve my skills? </li></ul></ul><ul><ul><li>What barriers might hinder me from completing these plans? </li></ul></ul><ul><ul><li>What can I do to overcome these barriers? </li></ul></ul><ul><li>Long-Range Plans </li></ul><ul><ul><li>What about a year from now? </li></ul></ul>
  • 12. Professional Ethics <ul><li>Maintain confidentiality about children and families </li></ul><ul><li>Be honest, dependable, and reliable in performing duties </li></ul><ul><li>Treat parents with respect even during difficult situations </li></ul><ul><li>Treat each child as an individual and with respect </li></ul><ul><li>Make sure activities, practices, and routines are developmentally appropriate. </li></ul><ul><li>Provide a good model for learning and for language and communication skills. </li></ul><ul><li>Dress to do the job. </li></ul><ul><li>Record information appropriately </li></ul><ul><li>Advocate on behalf of children and families. </li></ul>
  • 13. Becoming an Advocate for Children and Families <ul><li>Share our knowledge </li></ul><ul><li>Share our professional experiences </li></ul><ul><li>Redefine the “bottom line” for children and speak out for children’s inherent “worth.” </li></ul><ul><li>Stand up for our profession. </li></ul><ul><li>Involve parents </li></ul><ul><li>Expand the constituency for children and link to public schools, health care providers, religious organizations, other professional and volunteer groups. </li></ul>
  • 14. Taking Care of Yourself! <ul><li>Your Physical Well-Being </li></ul><ul><ul><li>Eat, sleep, exercise! </li></ul></ul><ul><li>Your Emotional Well-Being </li></ul><ul><ul><li>Positive outlook and relaxation </li></ul></ul><ul><li>Your Social Well-Being </li></ul><ul><ul><li>Spend time and talk with someone you care about </li></ul></ul><ul><li>Your Intellectual Well-Being </li></ul><ul><ul><li>Read and learn something new </li></ul></ul>
  • 15. Leadership Responsibilities and Program Management <ul><li>Program Director </li></ul><ul><ul><li>Prepare budgets </li></ul></ul><ul><ul><li>Make hiring decisions </li></ul></ul><ul><ul><li>Develop schedules </li></ul></ul><ul><ul><li>Supervise staff </li></ul></ul><ul><ul><li>Provide training </li></ul></ul><ul><li>Teachers are part of the management team </li></ul><ul><ul><li>Plan, conduct, and evaluate the program </li></ul></ul><ul><ul><li>Create a supportive learning environment </li></ul></ul><ul><ul><li>Guide children’s learning </li></ul></ul><ul><ul><li>Handle other responsibilities </li></ul></ul><ul><ul><li>Responsible for individualizing the program according to skills, needs, and interests of the children </li></ul></ul>
  • 16. Individualize Instruction for Each Child <ul><li>Conduct screenings and developmental assessments </li></ul><ul><li>Maintain ongoing assessment systems </li></ul><ul><ul><li>Observe and record children’s behavior </li></ul></ul><ul><ul><li>Save examples of children’s work </li></ul></ul><ul><ul><li>Discuss child’s progress with parents and team members </li></ul></ul><ul><ul><li>Use individual portfolios to organize and maintain information </li></ul></ul><ul><li>Most effective with a team approach with parents and teachers </li></ul>
  • 17. Learn Each Child’s Culture, Language, Family, Skills, Needs, and Interests <ul><li>Communicate with parents often </li></ul><ul><ul><li>Learn about child’s family life </li></ul></ul><ul><ul><li>Learn about child’s home language </li></ul></ul><ul><li>Observe each child regularly </li></ul><ul><ul><li>Use a recording system that is objective, accurate, and avoids labeling </li></ul></ul><ul><ul><li>Observe in different settings and at different times of the day </li></ul></ul><ul><li>Collect examples and photographs of work </li></ul><ul><li>Play and talk with children to learn about their interests and abilities </li></ul>
  • 18. Do you learn about each child’s culture, language, family, skills, needs, and interests? Not Often Enough Sometimes Regularly I do this Play and talk with children to learn about their interests and abilities. Collect examples and photographs of work that document children’s skills, interests, and progress. Observe children in different settings and different times of the day. Observe each child regularly and use a recording system that is objective, accurate, and avoids labeling. Communicate with parents often to learn about a child’s family life, culture, home language, and unique characteristics.
  • 19. Work as a Team to Offer an Individualized Program <ul><li>Meet regularly to plan and evaluate the program </li></ul><ul><li>Use information gathered through observations to plan for individual children </li></ul><ul><li>Include parents in planning for their children’s growth and development </li></ul><ul><li>Use creative thinking skills to solve problems </li></ul><ul><li>Change environment, materials, routines, and activities to address individual children’s needs </li></ul><ul><li>Appreciate and use the strengths of all team members </li></ul>
  • 20. Follow Administrative Policies and Procedures <ul><li>Review program policies and procedures </li></ul><ul><li>Complete management tasks according to a schedule </li></ul><ul><li>Use the program’s system for reports and recordkeeping </li></ul><ul><li>Keep informed about teachers’ job responsibilities </li></ul><ul><li>Share ideas about program policies and procedures with colleagues and the supervisor </li></ul><ul><li>Answer parents’ questions about program </li></ul>
  • 21. Using a Systematic Approach to Observing and Recording <ul><li>Primary Purpose </li></ul><ul><ul><li>To collect accurate and useful information about a child </li></ul></ul><ul><ul><li>Requires a careful, systematic approach of recording </li></ul></ul><ul><li>Recordings must include: </li></ul><ul><ul><li>Child’s name and age </li></ul></ul><ul><ul><li>Observer’s name </li></ul></ul><ul><ul><li>Date of the observation </li></ul></ul><ul><ul><li>The setting – where activity takes place and who is involved </li></ul></ul><ul><ul><li>The behavior – what the child you are observing does or says </li></ul></ul>
  • 22. Areas to Observe <ul><li>Fine motor skills </li></ul><ul><li>Self-discipline </li></ul><ul><li>Thinking and problem-solving skills </li></ul><ul><li>Self-help skills </li></ul><ul><li>Gross motor skills </li></ul><ul><li>Role during cooperative play </li></ul><ul><li>Emerging reading and writing skills </li></ul><ul><li>Self-confidence </li></ul><ul><li>Creativity </li></ul><ul><li>Social skills </li></ul>
  • 23. Do you observe and record information about each child’s growth and development? Not Often Enough Sometimes Regularly I do this Record many instances of a young child’s play before drawing conclusions about that child’s abilities, interests, and needs. Observe each child during different periods of the day: arrival, indoor and outdoor play, meal, naps, and departure. Ask parents for information about what their child is like at home and use that information as you interpret observations. Record infants’ and toddlers’ behavior in an objective, accurate way and avoid the use of labels. Watch and listen to young children and write down what they do and say to learn more about their needs, skills, and interests.
  • 24. Individualizing the Program <ul><li>Daily Schedule – sequence and timing </li></ul><ul><li>Materials – toys, books, equipment </li></ul><ul><li>Environment – indoor, outdoor, interest areas </li></ul><ul><li>Routines – daily events, clean-up, meals, naptime </li></ul><ul><li>Transitions – times between schedule routines and events </li></ul><ul><li>Small-group activities – time when children choose to join in an activity planned and led by an adult </li></ul><ul><li>Interactions – verbal and nonverbal communications between teachers and children </li></ul>
  • 25. Do you work as a member of a team to plan an individualized program? Not Often Enough Sometimes Regularly I do this Use creative thinking skills such as brainstorming in planning and in solving problems. Know social services, health, and education resources in the community or region and use them as needed. Acknowledge the strengths of other team members: other caregivers, aides, parents, and volunteers. Work with other center staff to provide input on program issues.
  • 26. Do you work as a member of a team to plan an individualized program – continued? Not Often Enough Sometimes Regularly I do this Evaluate the program constantly to help plan for the future. Plan the environment, daily activities, and special activities to meet the needs of individual children. Use information from parents to learn more about who children are. Use information gained through observing to get to know children as individuals. Meet regularly with other caregivers to plan developmentally and culturally appropriate activities for the group.
  • 27. Including Children with Disabilities <ul><li>Developmental disabilities – such as mental retardation </li></ul><ul><li>Physical disabilities – such as muscular dystrophy </li></ul><ul><li>Health disabilities – HIV or asthma </li></ul><ul><li>Hearing, visual, or speech/language disorder </li></ul><ul><li>Inclusion provides an environment in which all children can succeed. </li></ul><ul><li>Helps children with disabilities gain independence </li></ul><ul><li>Helps all children develop comfortable relationships with others. </li></ul>
  • 28. Creating and Using Developmental Portfolios <ul><li>Balanced picture of child’s development </li></ul><ul><ul><li>Growing skills </li></ul></ul><ul><ul><li>Changing interests </li></ul></ul><ul><ul><li>Various experiences and achievements </li></ul></ul><ul><ul><li>Child’s learning style </li></ul></ul><ul><li>Samples of child’s work </li></ul><ul><li>Information collected </li></ul><ul><li>Observation recordings </li></ul><ul><li>Anecdotal records </li></ul><ul><li>Developmental checklists </li></ul>
  • 29. Working as a Team <ul><li>Develop plans </li></ul><ul><ul><li>Daily – well-prepared for each day </li></ul></ul><ul><ul><li>Weekly – more detailed using formal process </li></ul></ul><ul><ul><li>Long-Range – thinking and planning ahead </li></ul></ul><ul><li>Evaluate the effectiveness of your program </li></ul><ul><ul><li>What worked well? </li></ul></ul><ul><ul><li>What problems came up? </li></ul></ul><ul><ul><li>What did the children do? </li></ul></ul><ul><ul><li>What materials did they use? </li></ul></ul><ul><ul><li>Did we welcome and provide meaningful roles for parents? </li></ul></ul>
  • 30. Developing Policies and Procedures as an Administrator <ul><li>Hours of operation </li></ul><ul><li>Acceptance/registration process </li></ul><ul><li>Fees and service charges </li></ul><ul><li>Safety requirements </li></ul><ul><li>Medical and health requirements </li></ul><ul><li>Fire prevention and evacuation procedures </li></ul><ul><li>Policy on closing for bad weather </li></ul><ul><li>Using positive guidance </li></ul><ul><li>Contingency plans for responding to emergencies </li></ul><ul><li>Reporting accidents </li></ul><ul><li>Using, ordering, and replacing consumable supplies </li></ul><ul><li>Reporting suspected child abuse and neglect </li></ul><ul><li>Reporting maintenance needs for furniture and equipment </li></ul>
  • 31. Do you follow administrative policies and procedures? Follow the center’s system for reports and recordkeeping. Not Often Enough Sometimes Regularly I do this Review memorandums and other documents to keep informed about caregivers’ job responsibilities. Complete management tasks according to a schedule. Review center policies before starting a new task. Know and understand responsibilities as outlined in staff and parent handbooks.
  • 32. Do you continually assess your own performance? Not Often Enough Sometimes Regularly I do this Accept and address feedback and criticism from parents, colleagues, and supervisors. Ask colleagues to observe me and provide objective feedback Analyze my skills to identify areas in need of improvement. Compare my performance against the recognized standards of the early childhood profession. Compare my performance against the center’s procedures and guidelines.
  • 33. Do I applying professional ethics at all times? Not Often Enough Sometimes Regularly I do this Support other teachers when they need assistance. Support early childhood education practices that are developmentally appropriate. Speak out when childcare practices are not appropriate. Carry out my duties in a dependable and reliable way. Keep information about children and their families confidential.
  • 34. Do I apply professional ethics at all times - continued? Not Often Enough Sometimes Regularly I do this Take care of my personal physical, emotional, social, and intellectual needs. Support the center director and other administrative staff by avoiding gossip. Believe in an honest, reliable, and dependable manner in performing duties. Treat each child as an individual and show no bias because of culture, background, abilities, or gender.

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