Cd 38 chapter 2 pp 2015 week 2 revised aug 2016-1

1. Chapter 2:
Developing a Vision, Mission, and
Program Evaluation
Planning and Administering Early Childhood Programs
Tenth Edition
Nancy Freeman
Celia A. Decker
John R. Decker
Prepared by:
Nancy K. Freeman
Tere Holmes
Kris Curtis
Adapted by: Katy Kelley

2. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-2
The Program’s Vision
•The program’s vision should include the
following:
○Align with the purpose
○Be based on an articulated philosophy
○Reflects the culture & values of the
children and families it serves
○Meets the community’s needs

3. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Video Clip-How to Write a Vision Statement
that Inspires
2-3

4. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-4
Learn About Key Stakeholders’ Values
By Asking:
•What knowledge and skills are important?
•What can this early childhood program add to
your community?
•What are the most important services this
program can provide?
•What expectations do you have for teachers
and staff in this program?

5. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-5
Developing the Program’s Philosophy
•The program’s philosophy guides curriculum
and influences adult/adult & adult/child
interactions
•Philosophical dimensions of curriculum
address:
○The nature of learning
○The nature of teaching or facilitating
learning

6. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-6
Influential Theories
1. Maturational view: Development is largely
genetic.
○ Teachers should provide experiences when children
show an interest.
○ Maturationists have developed expectations for
children at different ages.
2. Behavioral-environmental view: Learning
depends on the environment and the behavior it
prompts.
○ The focus is on eliciting and reinforcing verbal,
perceptual, and motor behaviors, not on mental
processes.

7. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-7
Influential Theories (Continued)
3. Constructivist View: Children interact with their
environment to construct their own intellect.
○ Experience and maturation (nurture and nature)
influence what a child comes to know about the world.
4. Social-Constructivism: Children construct
knowledge as a result of social interactions with peers
and adults.
○ Adults and peers provide scaffolding within the learner’s
zone of proximal development (ZPD) to increase
knowledge and skills.

8. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-8
Key Program Components
• Curriculum: All aspects of the program that influence
what and how children learn.
• Program Services: What services will you provide for
your clientele?
• Operations Management: Establishing systems to
ensure that the program runs smoothly on a day-to-
day basis.
• Financial Management: Monitoring the program’s
income and expenses.

9. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-9
The Program’s Vision
• A broad and ambitious view of what the program
can accomplish
• An image of what the program will look like in
operation.

10. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-10
Developing Your Program’s Vision
 Reflect on your personal values, hopes, & dreams
 Describe what you hope the program will become
 Share this description & ask for feedback
 Revise the mission statement based on this
feedback. Print it, frame it, and post it where
everyone will see it regularly.

11. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-11
Developing Your Mission Statement
• A clear expression of the program’s purpose
• Make it a simple, short, and easy to remember
statement
• This mission statement should guide all of the
program’s decisions

12. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Video Clip-How to Write a Mission Statement
2-12

13. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-13
Program Implementation
Ask yourself:
• What are the program’s goals and objectives?
• What provisions for individual differences are
consistent with the program’s goals?
• What schedule (full day/ half day/ year round/
flexible enrollment) will help us help us meet the
program’s objectives?

14. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-14
Program Implementation –
Considering Operations
• What staff roles are necessary to implement the
learning environment described in the program’s
philosophy?
• What staff positions are needed operate the
program?
• What equipment and materials does the program
need?
• What physical arrangement is compatible with
program’s goals?

15. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-15
Program Evaluation
•Intuitive Evaluation: Evaluating how
people perform on a minute-by-minute
basis.
•Formal Evaluation: Planned assessment of
effectiveness guided by specific
performance criteria.

16. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
2-16
Common Assessments of Program
Quality
• High/Scope Program Quality Assessment
– High/Scope Research Foundation (1998)
• Environment Rating Scales
– Early Childhood (Harms & Clifford, 2005)
– Family Child Care (Harms & Clifford, 2007)
– Infant/Toddler (Harms, Cryer, & Clifford, 2006)
– School Age Care (Harms, Jacobs, & White (1995)
• Assessment of Practices in Early Elementary
Classrooms (APEEC)
– Hemmeter, Maxwell, Ault, and Schuster (2001)

17. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Follow-up
• Review the entire module and then complete
the weekly discussion/exercise (under
discussions).
• Please let me know if you have questions!
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