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CHAPTER 1 Overview of Early Care and Education and Program Administration NAEYC Administrator Competencies addressed in this chapter: Management Knowledge and Skills 1. Personal and Professional Self-Awareness The ability to be a reflective practitioner and apply a repertoire of techniques to improve the level of personal fulfillment and professional job satisfaction 3. Staff management and human relations Knowledge of different supervisory and group facilitation styles 8. Leadership and Advocacy Knowledge of organizational theory and leadership styles as they relate to early childhood work environments Knowledge of the legislative process, social issues, and public policy affecting young children and their families Early Childhood Knowledge and Skills 1. Historical and Philosophical Foundations Knowledge of the historical roots and philosophical foundations of early childhood care and education Knowledge of different types of early childhood programs, roles, funding, and regulatory structures Knowledge of current trends and important influences impacting program quality 2. Child growth and development Knowledge of current research in neuroscience and its application to the field of early childhood education 5. Children with special needs Knowledge of licensing standards as well as state and federal laws (e.g., ADA, IDEA) as they relate to services and accommodations for children with special needs The ability to work collaboratively as part of family-professional team in planning and implementing appropriate services for children with special needs 10. Professionalism Ability to reflect on one’s professional growth and development and make goals for personal improvement Learning Outcomes After studying this chapter, you will be able to: Identify the unique characteristics of young children’s growth and development that make it particularly important that programs of early care and education are of high quality. Describe the historical trends that have shaped early childhood policy and programming. Identify the most common types of early childhood programs and the services that meet the needs of particular populations. Describe the differences between structural and process quality in early care and education programs. Identify the personal attributes and areas of competence of effective leaders. Child care is a now a way of life for many of America’s young children, but this has not always been the case. In 1960, only about 10% of the 3- and 4-year-olds in the United States participated in a preschool (pre-K) program outside of their home. By 1970, twice as many 3- and 4-year-olds had enrolled in preschool, and by 1990 participation in preschool had doubled again to about 40% of all 3- and 4-year-olds. We know more mothers were working full time in 1990 than had been in 1960, but that is not the only explanation for the increased demand for early childhood education. Other factors, including the trend toward small ...
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The sajai foundation
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The Säjai Foundation
Jake Looney
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Although the programs
utilize different teaching methods and tackle contrasting subjects, they both pursue the same goal and methodology; Fostering critical thinking to become healthier.
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