Kelsey Taylor ECE 410 Professional Learning Plan Fall, 2015 Part 1 Selecting a Competency, Indicator(s) and Possible Goals: My knowledge, skills, dispositions, and performances measure up to the NAEYC Administrator Competencies in many different ways. I like to believe that I create an extraordinary learning community for the children and families involved. I also believe in an in depth partnership among coworkers, staff, and parents in each program. I believe I have many skills to offer, but I would be very interested in learning much more about the legal and fiscal management of a program. As an Early Childhood Program Administrator, there are many sources that can help develop and strengthen my knowledge and skills such as other (former and present) administrators, scholarly books about early childhood administration, exceptional new technology, and much more. While being an Early Childhood Program Administrator, I would want to master the leadership aspect of the position. I feel that this is one of the most important characteristics that an administrator can possess. Being a leader shows a strong sense of responsibility, communication, and exhibit confidence. I am very interested in several different areas of the Early Childhood Program Administration, yet I am most captivated by the family support. I believe having the families involved with the education and growth of a young child is the best and most rewarding thing for a child no matter the diversity or socio-economic background. All children deserve to have someone cheering them on especially during this stage of their lives. I, personally, would love to be in the classroom as a teacher for the first few years of my professional career. I must have a degree in early childhood education and training in child development with children from birth to kindergarten. In five years, I see myself as a classroom teacher at a well known program in Alabama. I hope to be working on a masters in some type of education that will lead to administration. I recently read an article, “Relations Between Families and Early Childhood Programs” by Douglas R. Powell, which gave great examples of how to interact in the most efficient ways with families. This article interested me because I enjoy seeing families engaged fully with their student’s education. My Top Three NAEYC Administrator Competencies: Management Knowledge and Skills 1. Personal and Professional Self-Awareness 2. Staff Management and Human Relations 3. Family Support My Top Three NAEYC Administrator Competencies: Early Childhood Knowledge and Skills 1. Child Growth and Development 2. Family and Community Relations 3. Professionalism Part 2 Specific Goals and Intended Outcomes 1. My NAEYC Administrator Competencies Rank Ordered *1. Child Growth and Development *2. Family Support 3. Family and Community Relations 4. Professionalism 5. Personal and Professional Self-Awareness 6. Staff Management and Human Rel ...

1. Kelsey Taylor
ECE 410
Professional Learning Plan
Fall, 2015
Part 1 Selecting a Competency, Indicator(s) and Possible Goals:
My knowledge, skills, dispositions, and performances
measure up to the NAEYC Administrator Competencies in many
different ways. I like to believe that I create an extraordinary
learning community for the children and families involved. I
also believe in an in depth partnership among coworkers, staff,
and parents in each program. I believe I have many skills to
offer, but I would be very interested in learning much more
about the legal and fiscal management of a program.
As an Early Childhood Program Administrator, there
are many sources that can help develop and strengthen my
knowledge and skills such as other (former and present)
administrators, scholarly books about early childhood
administration, exceptional new technology, and much more.
While being an Early Childhood Program Administrator, I
would want to master the leadership aspect of the position. I
feel that this is one of the most important characteristics that an
administrator can possess. Being a leader shows a strong sense
of responsibility, communication, and exhibit confidence.
I am very interested in several different areas of the
Early Childhood Program Administration, yet I am most
captivated by the family support. I believe having the families
involved with the education and growth of a young child is the
best and most rewarding thing for a child no matter the diversity
or socio-economic background. All children deserve to have
someone cheering them on especially during this stage of their

2. lives. I, personally, would love to be in the classroom as a
teacher for the first few years of my professional career. I must
have a degree in early childhood education and training in child
development with children from birth to kindergarten.
In five years, I see myself as a classroom teacher at a
well known program in Alabama. I hope to be working on a
masters in some type of education that will lead to
administration. I recently read an article, “Relations Between
Families and Early Childhood Programs” by Douglas R. Powell,
which gave great examples of how to interact in the most
efficient ways with families. This article interested me because
I enjoy seeing families engaged fully with their student’s
education.
My Top Three NAEYC Administrator Competencies:
Management Knowledge and Skills
1. Personal and Professional Self-Awareness
2. Staff Management and Human Relations
3. Family Support
My Top Three NAEYC Administrator Competencies: Early
Childhood Knowledge and Skills
1. Child Growth and Development
2. Family and Community Relations
3. Professionalism
Part 2 Specific Goals and Intended Outcomes
1. My NAEYC Administrator Competencies Rank Ordered
*1. Child Growth and Development
*2. Family Support
3. Family and Community Relations
4. Professionalism
5. Personal and Professional Self-Awareness

3. 6. Staff Management and Human Relations
2. The 2 specific goals for my PLP are:
Goal1: Child Growth and Development
Knowing the developmental milestones in children’s physical,
cognitive, language, aesthetic, social, and emotional
development.
Goal 2: Family Support
Having the ability to support families as valued partners in the
child’s educational process.
Part 3 My Plan
Goal 1: Child Growth and Development
Knowing the developmental milestones in children’s physical,
cognitive, language, aesthetic, social, and emotional
development.
A. Activities
1.) I will collaborate with other teachers for age appropriate
learning games/ activities that will enhance each milestone.
2.) I will read Developmental Milestones of Young Children by
Karen Petty. This book will help me to understand each age
groups typical developmental milestones and how to observe
and record them over time.

4. B. Documentation
1.) My collaborations with other teachers will include
developmental notes and many examples of growing and
evolving games/ activities. These notes and examples will help
me along the way as I refer to them when needed.
2.) As I read Developmental Milestones of Young Children by
Karen Petty, I will be sure to take note of important aspects and
examples that I can refer to during my collaborations with other
teachers. I will be able to refer to this book in my results and in
my goals.
C. Resources
· Professional literature
Developmental Milestones of Young Children by Karen Petty
· Other Professional Colleagues
Goal 2: Family Support
Having the ability to support families as valued partners in the
child’s educational process.
A. Activities
1. I will read Ch 12: Assessment: An Essential Component of
Effective Early Childhood Programming in my ECE 410 text,
Planning and administering early childhood program) to
understand the importance and how to work with families and
the community.
2. I will summarize the chapter that I had read to conduct a
useful handout about family support for myself and others to
use.
B. Documentation
1. I will take note of each important sections and information

5. about family support and how it helps children with their
education in the long run.
2. The handout that I will create will be a source for myself,
other colleagues, and families to be able to relate to the
significance of the family support.
C. Resources
· Planning and Administering Early Childhood Programs
Long Term Planning
1. Family and Community Relations
I will increase my knowledge and understanding of family and
community relations by studying different types of families and
the community that I will be in. By doing this, I will be able to
increase my professional relationships with the families. I will
also ask directors and close colleagues about how to relate to
families and the community. I can also read many professional
books about how to comprehend these relationships. I will also
understand that each family is different in the community such
as diversity, traditional, non-traditional, and much more.
2. Professionalism
By increasing my awareness of professionalism, I will know the
laws, regulations, and policies that involve and impact the
children and families that I will be working with. I will research
each and every professional behavior from the NAEYC “Code
of Ethical Conduct and Statement of Commitment.” By doing
this, I will be able to work to my fullest professional ability.
3. Personal and Professional Self-Awareness
My long term plan for my personal and professional self-
awareness will include new techniques for improving my
personal fulfillment and professionalism. I will research how to
have a more professional life-style by having a positive attitude,
show maturity, dress professional, be a leader, communicate in

6. the best way, etc.
4. Staff management and Human Relations
For staff management and human relations, I can research and
suggest many team building opportunities and staff
development. I will use my abilities to relate to all diversities,
cultures, and backgrounds. By doing this, I will be able to work
together with anyone to get the job done in the most productive
way. Being able to connect to colleagues in important for
myself, them, and the program as a whole.
Part 2 PLP Results and Reflection on Goal Attainment:
I will attain my goals in my initial Professional Learning
Plan in many different ways. It is important for me to do so to
obtain and work on these goals to be the best professional
possible. Not only will I try to work on them now, but I will
carry them throughout my entire career journey.
It is important for me to try to connect with families and
the community. I will do this by showing the families that I see
them as partners in the child’s learning process, sharing the
child’s work with them, communicating with them, and reaching
out to them in different ways such as social media for the class.
I also find professionalism to be extremely important in my
plans. Being professional shows a great sense of being in
control, respect to and from others, and being reliable.
Being connected to your professional colleagues is vital
because it is what makes a program run. I will be sure to
connect to them by being likeable, communicating, and finding
a common interest with them. I will suggest a team building
workshop to have the entire program interacting together as
one. Camp Coleman in Trussville has many great team exercises
that could be a great resource in my plan to achieve my goal.
For my Professional Learning Plan, I will read Planning and
administering early childhood program, Developmental
Milestones of Young Children by Karen Petty, use the internet,
talk to directors and colleagues as my resources. I will also

7. document my learning and success in different ways. For my
child growth plan, I will be sure to document each activity that
is preformed to continuously see the development and progress
in each child.
This assignment requires students to use the ideas from our
readings to develop a research project on the experiences of the
young adult children of immigrants in the United States
(generation 1.5 and/or second generation). Your purpose in
Assignment is to devise your own argument about your chosen
subject and to support your argument using your own
ethnographic research and various sources. This assignment
requires you to identify a specific topic on your own and to do
ethnographic research and library research in developing your
arguments: you must include direct citations from at least one
course reading, at least three (3) sources from the library
databases, and some of your own ethnographic research. In your
essay, you should formulate a clear and focused thesis and
provide a detailed account of your evidence.
You cannot write something meaningful about all aspects of the
lives of the children of immigrants in the United States, but you
can make a significant argument about one or two issues in
connection with generation 1.5 and/or second-generation
immigrants.
The authors that we have read make a number of arguments
regarding the young adult children of immigrants. In
“Development of Ethnic Identity in Young Adults from
Immigrant Families,” Olena Nesteruk et al. argue that fluency in
their heritage language helps second-generation immigrants
build a strong bicultural identity (473). In “Identity
Constructions and Negotiations among 1.5- and Second-
Generation Nigerians,” Janet T. Awokoya points out that

8. stereotype-based portrayals of Africa in the media have a
negative effect on the identity development of the children of
Nigerian immigrants. In “Behind the Myth of the Matriarch and
the Flagbearer,” Angie Y. Chung asserts that, in Korean and
Chinese immigrant families, “the oldest sons and daughters feel
gendered pressures to act as cultural carriers of family name
and family culture” (47). In “Millennial Children of Immigrant
Parents,” Ekaterina Yazykova and Jill D. McLeigh observe that
new media supported by the Internet allow second-generation
immigrants to develop a transnational identity (S39). In “New
Kind of Ellis Island as Second-Generation Immigrants Land on
College Campuses,” Marcia Drew Hohn and Denzil Mohammed
argue that having entrepreneurial parents encourages many
second-generation immigrants to go to graduate school. Hohn
and Denzil comment, “Such involvement [in their parents’
businesses] meant a tremendous amount of responsibility,
engendering a work ethic that helped steer them toward
graduate school.”
In this Essay, you need to develop your own argument in
connection with the experiences of adolescent and/or adult
children of immigrants in the United States. You may want to
examine one or two issues in connection with identity
development or the stages in the process of identity
development (ethnic, bicultural, transnational and/or American
identity). You may want to consider how knowledge of the
heritage language, the ability to code switch, phenotype, birth
order, and/or gender affect the identity development in this
population. You may want to consider the roles that family
members, teachers, the ethnic community, and/or the media play
in this process. You may want or examine a particular struggle
that many second-generation immigrants contend with, for
example, mental health, poverty, marriage choice (coethnic or
not), not being considered an “authentic” American or _______
(intra-ethnic discrimination). You may want to develop an
argument in connection with second-generation immigrants’
experiences with college or as children of entrepreneurs.

9. Length：2 pages
Organize your research proposal clearly. Use headings to
identify each part of your proposal:
Thesis:
Major claim one:
Major claim two:
Library source（3 research）:
DeBorrah Noland
ECE 410 – Professional Learning Plan
Fall, 2015
Part 1 – Selecting a Competency, Indicator(s) and Possible
Goals:
My knowledge, skills, dispositions, and performances are
not quite up to NAEYC Administrator Competencies as of yet.
I would like to receive more knowledge by continuing to go my
educational classes where I am learning tremendous amounts of
knowledge. My skills and performances I feel are still low
because I have a full time job that is not in the educational or
childhood field at all so I would like to receive more
experiences in the field to be able to say that I up to NAEYC
standards.
The sources that are available to me would be my
textbooks that I use when taking my educational classes along
with the internet which is full of knowledge and interesting
facts and stories to learn from. I also believe that if I keep
observing in different classrooms and childcare centers I will
gain knowledge and real world experience of how the different
centers can be setup and operate successfully.

10. My supervising administrator at this point would be my
educational teachers and professors because I am not currently
working in a childcare field and they can assist me in the
classroom by sharing the knowledge and experiences that they
have had and passing on techniques and ideals that have been
successful for them.
The specific management knowledge and skills that I
would like to work on are Legal and Fiscal Management,
Marketing and Public Relations and Program Operations and
Facilities Management. The areas of Early Childhood Program
Administration that interest me are learning about Children with
Special Needs, Historical and Philosophical Foundations and
definitely Professionalism. The job position that I would like to
most have in the future is being director and teacher of my own
development center. I am obtaining my Bachelor of Science
degree which is one of the main qualifications needed to obtain
a director position along with the educational courses and
observations that I am obtaining for the experience
qualifications.
In five years I see myself working on my business plan and
obtaining resources to open my own Early Childcare
Development Center. At that point in my life I will only have
two years left to work at UAB then I can retire with 25 years of
service. During this time prior to retirement I plan to get some
real world experience by volunteering or working part time for
a childcare center so by the time I retire, I can push my goals
into action.
I try to visit the Early Learning Leaders and the NAEYC
web pages on a more regular bases to see what new and
interesting things that is being shared with educators. I don’t
subscribe to any hard copy publications yet but I intentions to
do so later in my career.
Part 2 – Specific Goals and Intended Outcomes:
1. Goal 1: Professionalism – Know and Understand Center
Accreditation Criteria
2. Goal 2: Program Operations and Facilities Management –

11. Know and Understand Nutritional and Health Requirements for
Food Service
Part 3 – My Plan:
Goal 1: Professionalism – Know and Understand Center
Accreditation Criteria
A. Activities
a. Do research on the internet and pull the Alabama State and
NAEYC Accreditation rules and requirements.
b. Interview a Director and/or Administrator of a childcare
center, one with NAEYC accreditation and one with state
accreditation to see and learn wat all they did to obtain each of
the accreditations.
B. Documentation
a. Print the list of criterion for both state requirements and
NAEYC requirements.
b. Record the interview with permission or document notes of
the interview with the Director/Administrator.
C. Resources
a. NAEYC and Alabama State Website
b. Professional Personnel
Goal 2: Program Operations and Facilities Management – Know
and Understand Nutritional and Health Requirements for Food
Service
A. Activities
a. Do research on the internet about nutritional requirements for
a childcare facility.
b. Interview personnel that works in a childcare center or school
that knows the requirements and usually makes the decisions on
what to feed the students.
c. Find books in local libraries or bookstores to read and study.
B. Documentation
a. Print any documentation from the research found on the
internet

12. b. Record the interview with permission or document notes of
the interview with the Director/Administrator.
c. Purchase or have a copy of the books that was found on the
subject and have it flagged or highlighted with the main points
for quick references.
C. Resources
a. Any websites that was used to do the research on the internet.
b. Professional Personnel
c. Books
D. Long Term Planning – Write a short narrative about how to
achieve of the four long-term goals to become a competent early
childhood program administrator.
a. Children with Special Needs – Know special education
resources and services. I would go the library and search for
books and periodicals about special education or do an
interview with a special education teacher to find out about
more resources and to learn and comprehend what they have
already achieved in that area.
b. Historical and Philosophical Foundations – Knowing
different types of early childhood programs; roles, funding and
regulatory structures. I would do research on the internet about
Early Childhood programs in Alabama and their structures setup
and roles. I would visit several Early Childhood programs to
observe how it is operating and possibly interview with
directors and administrators to get their view points on how
they operate what works best and what possibly could be done
differently.
c. Marketing and Public Relations – Learn how to promote
linkages with local schools by doing research on the internet on
how to market childcare centers. I would also visit local schools
to interview principals, pre-k teachers and kindergarten teachers
to ask their opinions on how best to reach the families and
communities in order to have a partnership and market both the
childcare center and the school.
d. Legal and Fiscal Management – Knowing and learning

13. various federal, state and local revenue sources can all be done
by researching the internet to find all the best practical
resources and also by visiting local Head Start program
administrators to inquire about their knowledge since they have
already obtained the federal, state and local resources so just
doing the interview with them will be a great resource in itself.
Part 2 – Professional Learning Plan Results and Reflections on
Goal Attainment:
To summarize my experience in my Professional Learning Plan,
I obtained a list of about six goals and ranked them in order of
most obtainable or most important to pursue to least. The two
that made the #1 and #2 slots became my short term goals to
achieve. The remaining four goals get considered my long term
goals. In order to pursue and reach my short term goals, I must
do lots of research using the internet or read books and
periodicals to learn and obtain more knowledge and also get out
into the community and ask or interviews or observations with
people in the positions to pass on their knowledge. I would
print off as much documentation or resources that I could find
and keep it in a binder so I would have it for future use. I would
obtain books from local libraries or bookstores that I could add
to my educational library to always have and refer back to when
doing the interviews or observations with permission. I would
record the conversations to go back and translate and keep good
notes. I would basically do the same practices with my long
term goals as well. I believe doing all of these things can and
will help me to learn and achieve all of goals that are outlined
in this Professional Learning Plan.
Kimberly Allen

14. ECE 410
Professional Learning Plan
Fall 2015
Part 1: Selecting a Competency, Indicator (s) and Possible
Goals
My knowledge, skills, dispositions, and performance
measure up to the NAEYC Administrator Competencies in many
ways. I feel that I establish an inviting learning environment
for the children and a comfortable, positive place for the
families that are involved. I believe I have the ability to form
positive relationships with my coworkers, parents, and other
staff members in the program. I also have several skills to offer
that I have obtained within my career, but I am very interested
in learning more about the legal and fiscal management, and
marketing and public relations of a program.
Becoming an Early Childhood Administrator, there are
many sources that can help enhance my knowledge and skills
such as, other seasoned administrators, and books on early
childhood administration. Once I become an Early Childhood
Program Administrator, I would like to be the best when it
comes to being a leader and mastering the business relations
part of the program. Being a great leader is one of the most
important characteristics by bonding with your staff, and
families showing them that you are strong when it comes to
being responsible, a good communicator, knowledgeable
administrator.
I am also interested in several areas of the Early
Childhood Program Administration, I am interested in the
knowledge of children with special needs. I believe inclusion is
one of the best things that has occurred over the years in early

15. childhood. I would like to have additional knowledge of
development, licensing, characteristics and the ability to work
with the family and a professional group to administer services
to the children in need by using resources and services. Being a
classroom teacher, I have experienced some special needs but
there is always more to learn.
In the next five years, I see myself moving beyond the
classroom to pursue an administrative position within an
accredited early childhood program. I am very excited to
continue my career in this field.
My Top NAEYC Administrator Competencies: Management
Knowledge and Skills
1. Legal and Fiscal Management
2. Marketing and Public Relations
3. Leadership and Advocacy
My Top Three NAEYC Administrator Competencies: Early
Childhood Knowledge
and Skills
1. Children with Special Needs
2. Family and Community Relationships
3. Professionalism
Part 2: Specific Goals and Intended Outcomes
1. My NAEYC Administrator Competencies Rank Order:

16. 1. Leadership and Advocacy*
2. Family and Community*
3. Professionalism
4. Children with Special Needs
5. Marketing and Public Relations
6. Legal and Fiscal Management
2. The 2 specific goals for my PLP are:
Goal 1: Leadership and Advocacy
Learning different strategies to use as a leader and getting more
involved with promoting advocacy for early childhood
education.
Goal 2: Family and Community
Enhancing my knowledge about additional community based
agencies to assist families with a variety of needs.
Part 3: My Plan
Goal 1: Leadership and Advocacy
Learning the different strategies to use as a leader and getting
more involved with promoting advocacy for early childhood
education.
A. Activities
1.) I will engage with individuals currently in administrative
positions for information and knowledge on leadership and
promoting advocacy for children.
2.) I will read Advocacy Leadership: Leadership in Early Care
and Education by L. Kagan and B.T. Bowman

17. B. Documentation
1.) I will take notes on all of the information given to me and
use them for future references.
2.) As I read Advocacy Leadership by L. Kagan and B.T.
Bowman, I will document information that I feel will be
beneficial in the future.
C. Resources
-Experienced professionals in leadership positions
-Professional literature: Advocacy Leadership: Leadership in
Early Care and Education by L. Kagan and B.T. Bowman
Goal 2: Family and Community
Enhancing my knowledge about additional community based
agencies to assist families with a variety of needs.
A. Activities
1.) I will read Ch. 12: Working with Families and Communities
in the textbook, Planning and Administering Early Childhood
Programs in order to gain more knowledge on Early Childhood
Educators’ Long History of Partnering with Families, Benefits
and Challenges of Working with Families, and Collaboration
with Families.
2.) I will sort through the chapter and make a summary to create
a document to use as a reference when assisting coworkers, and
families.
B. Documentation

18. 1.) I will take notes to create a document of important
information about community assistance.
2.) The document will be a source of information to keep for
myself, and to share with coworkers and families.
C. Resources
-Planning and Administering Early Childhood Programs
D. Long Term Planning
1. Professionalism
In order to update my knowledge of professionalism, I will
know the laws, regulations, and policies that support the
children and families that I will be working with. I will research
the professional behavior from the NAEYC “Code of Ethical
Conduct and Statement of Commitment.” By learning these
things, I will be able to work professionally to the fullest of my
ability.
2. Children with Special Needs
I will increase my knowledge of children with special needs; the
rights of the children, interventions, treatments,
developmentally appropriate practices, interactions to support
the families, and how to work as a team.
3. Marketing and Public Relations
I will increase my knowledge on how to introduce a program to
the community and research how to give the community what is
needed to service the families in that particular area. Also, team
up with the community council to get input from possible
stakeholders.
4. Legal and Fiscal Management
I will increase my knowledge on the laws of the legal system
when operating a business in early childhood, and also how to

19. budget, and create a system to make the funds available when
needed for the program.
Part 2: PLP Results and Reflection on Goal Attainment:
I will attain my goals in my Professional Learning Plan by
continuing to pursue the
knowledge needed to fulfill my goals. The knowledge that I
absorb, I will use it
throughout my career while continuing to absorb more and more
on a daily basis.
It is important for me to get as much knowledge about
leadership and advocacy in order
to be able to lead a group on individuals in a professional way
and support and educate
families or their rights.
It is also important to have a relationship with families and
the community which you
serve in order to create a support system for the family and
children.
I will stay connected and communicate with my families by
showing the progress
obtained by the children through daily communication in
person, by email, or written
daily reports. I will also schedule conferences to share
documentation, art, and written

20. work such as handwriting and other activities. I will refer back
to my text when I need to
refresh my memory of planning for early childhood programs.
I look forward to reaching my goal as an administrator in the
near future while
continuing to serve children and their families.
NAEYC Administrator Knowledge and Skills Indicators
A. Management Knowledge and Skills
Administrators need a solid foundation in the principles of
organizational management, including how to establish systems
for smooth program functioning and how to manage staff to
carry out the mission of the program.
1. Personal and professional self awareness
· Knowledge and application of adult and career development,
personality typologies, dispositions, and learning styles.

21. · Knowledge of one’s own beliefs, values, and philosophical
stance
· The ability to evaluate ethical and moral dilemmas based on a
professional code of ethics
· The ability to be a reflective practitioner and apply a
repertoire of techniques to improve the level of personal
fulfillment and professional job satisfaction
2. Legal and fiscal management
· Knowledge and application of the advantages and
disadvantages of different legal structures
· Knowledge of different codes and regulations as they relate to
the delivery of early childhood program services
· Knowledge of child custody, child abuse, special education,
confidentiality, antidiscrimination, insurance liability, and
contract and labor laws pertaining to program management
· Knowledge of various federal, state, and local revenue sources
· Knowledge of bookkeeping methods and accounting
terminology
· Skill in budgeting, cash flow management, grant writing, and
fund-raising
3. Staff management and human relations
· Knowledge and application of group dynamics, communication
styles, and techniques for conflict resolution
· Knowledge of different supervisory and group facilitation
styles
· The ability to relate to staff and board members of diverse
racial, cultural, and ethnic backgrounds
· The ability to hire, supervise, and motivate staff to high levels
of performance
· Skill in consensus building, team development, and staff
performance appraisal
4. Educational programming
· Knowledge and application of different curriculum models,
standards for high-quality programming, and child assessment
practices
· The ability to develop and implement a program to meet the

22. needs of young children at different ages and developmental
levels (infant–toddler, preschool, kindergarten)
· Knowledge of administrative practices that promote the
inclusion of children with special needs
5. Program operations and facilities management
· Knowledge and application ofpolicies and procedures that
meet state andlocal regulations as well as professional
standardspertaining to the health and safety of youngchildren
· Knowledge of nutritional and healthrequirements for food
service
· The ability todesign and plan the effective use of space
basedon principles of environmental psychology andchild
development
· Knowledge of playgroundsafety design and practice
6. Family support
· Knowledge and application of family systems and different
parenting styles
· Knowledge of community resources to support family wellness
· The ability to implement program practices that support
families of diverse cultural, ethnic, linguistic, and
socioeconomic backgrounds
· The ability to support families as valued partners in the
educational process
7. Marketing and public relations
· Knowledge of the fundamentals of effective marketing, public
relations, and community outreach
· The ability to evaluate the cost benefit of different marketing
and promotional strategies
· The ability to communicate the program’s philosophy and
promote a positive public image to families, business leaders,
public officials, and prospective funders
· The ability to promote linkages with local schools
· Skill in developing a business plan and effective promotional
literature, handbooks, newsletters, and press releases
8. Leadership and advocacy
· Knowledge of organizational theory and leadership styles as

23. they relate to early childhood work environments
· Knowledge of the legislative processes, social issues, and
public policy affecting young children and their families
· The ability to articulate a vision, clarify and affirm values,
and create a culture built on norms of continuous improvement
and ethical conduct
· The ability to evaluate program effectiveness
· The ability to define organizational problems, gather data to
generate alternative solutions, and effectively apply analytical
skills in its solution
· The ability to advocate on behalf of young children, their
families, and the profession
9. Oral and written communication
· Knowledge of the mechanics of writing, including organizing
ideas, grammar, punctuation, and spelling
· The ability to use written communication to effectively
express one’s thoughts
· Knowledge of oral communication techniques, including
establishing rapport, preparing the environment, active
listening, and voice control
· The ability to communicate ideas effectively in a formal
presentation
10. Technology
· Knowledge of basic computer hardware and software
applications
· The ability to use the computer for program administrative
functions
B. Early Childhood Knowledge and Skills
Administrators need a strong foundation in the fundamentals of
child development and early childhood education to guide the
instructional practices of teachers and support staff.
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

24. · Knowledge of current trends and important influences
impacting program quality
· Knowledge of research methodologies
2. Child growth and development—
· Knowledge of different theoretical positions in child
development
· Knowledge of the biological, environmental, cultural, and
social influences affecting children’s growth and development
from prenatal through early adolescence
· Knowledge of developmental milestones in children’s
physical, cognitive, language, aesthetic, social, and emotional
development
· Knowledge of current research in neuroscience and its
application to the field of early childhood education
3. Child observation and assessment—
· Knowledge and application of developmentally appropriate
child observation and assessment methods
· Knowledge of the purposes, characteristics, and limitations of
different assessment tools and techniques
· Ability to use different observation techniques, including
formal and informal observation, behavior sampling, and
developmental checklists
· Knowledge of ethical practice as it relates to the use of
assessment information
· The ability to apply child observation and assessment data to
planning and structuring developmentally appropriate
instructional strategies
4. Curriculum and instructional methods
· Knowledge of different curriculummodels; appropriate
curriculum goals; and differentinstructional strategies for
infants, toddlers,preschoolers, and kindergarten children
· Ability to plan and implement a curriculumbased on
knowledge of individual children’sdevelopmental patterns,
family and communitygoals, institutional and cultural context,
andstate standards
· Ability to design integrated andmeaningful curricular

25. experiences in the contentareas of language and literacy,
mathematics,science, social studies, art, music, drama,
movement,and technology
· Ability to implementantibias instructional strategies that take
intoaccount culturally valued content and children’shome
experiences
· Ability to evaluate outcomesof different curricular approaches
5. Children with special needs
· Knowledge of atypical development, including mild and
severe disabilities in physical, health, cognitive, social-
emotional, communication, and sensory functioning
· 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
· Knowledge of the characteristics of giftedness and how
educational environments can support children with exceptional
capabilities
· The ability to work collaboratively as part of family-
professional team in planning and implementing appropriate
services for children with special needs
· Knowledge of special education resources and services
6. Family and community relationships
· Knowledge of the diversity of family systems; traditional,
nontraditional, and alternative family structures as well as
family life styles; and the dynamics of family life on the
development of young children
· Knowledge of sociocultural factors influencing contemporary
families, including the effect of language, religion, poverty,
race, technology, and the media
· Knowledge of different community resources, assistance, and
support available to children and families
· Knowledge of different strategies to promote reciprocal
partnerships between home and center
· Ability to communicate effectively with parents through
written and oral communication
· Ability to demonstrate awareness and appreciation of different

26. cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
7. Health, safety, and nutrition
· Knowledge and application of practices that promote good
nutrition, dental health, physical health, mental health, and
safety of infants-toddlers, preschool, and kindergarten children
· Ability to implement practices indoors and outdoors that help
prevent, prepare for, and respond to emergencies
· Ability to model healthful lifestyle choices
8. Individual and group guidance
· Knowledge of the rationale for and research supporting
different models of child guidance and classroom management
· Ability to apply different techniques that promote positive and
supportive relationships with children and among children
· Ability to reflect on teaching behavior and modify guidance
techniques based on the developmental and special needs of
children
9. Learning environments
· Knowledge of the effect of the physical environment on
children’s learning and development
· The ability to use space, color, sound, texture, light, and other
design elements to create indoor and outdoor learning
environments that are aesthetically pleasing, intellectually
stimulating, psychologically safe, and nurturing
· The ability to select age-appropriate equipment and materials
that achieve curricular goals and encourage positive social
interaction
10. Professionalism
· Knowledge of laws, regulations, and policies that affect
professional conduct with children and families
· Knowledge of different professional organizations, resources,
and issues affecting the welfare of early childhood practitioners
· Knowledge of center accreditation criteria
· Ability to make professional judgments based on the
· NAEYC “Code of Ethical Conduct and Statement of
Commitment”

27. · Ability to reflect on one’s professional growth and
development and make goals for personal improvement
· Ability to work as part of a professional team and supervise
support staff or volunteers
NAEYC Administrator Knowledge and Skills Indicators
A. Management Knowledge and Skills
Administrators need a solid foundation in the principles of
organizational management, including how to establish systems
for smooth program functioning and how to manage staff to
carry out the mission of the program.
1. Personal and professional self awareness
· Knowledge and application of adult and career development,
personality typologies, dispositions, and learning styles.
· Knowledge of one’s own beliefs, values, and philosophical
stance
· The ability to evaluate ethical and moral dilemmas based on a
professional code of ethics
· The ability to be a reflective practitioner and apply a
repertoire of techniques to improve the level of personal
fulfillment and professional job satisfaction
2. Legal and fiscal management
· Knowledge and application of the advantages and
disadvantages of different legal structures
· Knowledge of different codes and regulations as they relate to
the delivery of early childhood program services
· Knowledge of child custody, child abuse, special education,
confidentiality, antidiscrimination, insurance liability, and
contract and labor laws pertaining to program management
· Knowledge of various federal, state, and local revenue sources
· Knowledge of bookkeeping methods and accounting
terminology
· Skill in budgeting, cash flow management, grant writing, and
fund-raising

28. 3. Staff management and human relations
· Knowledge and application of group dynamics, communication
styles, and techniques for conflict resolution
· Knowledge of different supervisory and group facilitation
styles
· The ability to relate to staff and board members of diverse
racial, cultural, and ethnic backgrounds
· The ability to hire, supervise, and motivate staff to high levels
of performance
· Skill in consensus building, team development, and staff
performance appraisal
4. Educational programming
· Knowledge and application of different curriculum models,
standards for high-quality programming, and child assessment
practices
· The ability to develop and implement a program to meet the
needs of young children at different ages and developmental
levels (infant–toddler, preschool, kindergarten)
· Knowledge of administrative practices that promote the
inclusion of children with special needs
5. Program operations and facilities management
· Knowledge and application ofpolicies and procedures that
meet state andlocal regulations as well as professional
standardspertaining to the health and safety of youngchildren
· Knowledge of nutritional and healthrequirements for food
service
· The ability todesign and plan the effective use of space
basedon principles of environmental psychology andchild
development
· Knowledge of playgroundsafety design and practice
6. Family support
· Knowledge and application of family systems and different
parenting styles
· Knowledge of community resources to support family wellness
· The ability to implement program practices that support
families of diverse cultural, ethnic, linguistic, and

29. socioeconomic backgrounds
· The ability to support families as valued partners in the
educational process
7. Marketing and public relations
· Knowledge of the fundamentals of effective marketing, public
relations, and community outreach
· The ability to evaluate the cost benefit of different marketing
and promotional strategies
· The ability to communicate the program’s philosophy and
promote a positive public image to families, business leaders,
public officials, and prospective funders
· The ability to promote linkages with local schools
· Skill in developing a business plan and effective promotional
literature, handbooks, newsletters, and press releases
8. Leadership and advocacy
· Knowledge of organizational theory and leadership styles as
they relate to early childhood work environments
· Knowledge of the legislative processes, social issues, and
public policy affecting young children and their families
· The ability to articulate a vision, clarify and affirm values,
and create a culture built on norms of continuous improvement
and ethical conduct
· The ability to evaluate program effectiveness
· The ability to define organizational problems, gather data to
generate alternative solutions, and effectively apply analytical
skills in its solution
· The ability to advocate on behalf of young children, their
families, and the profession
9. Oral and written communication
· Knowledge of the mechanics of writing, including organizing
ideas, grammar, punctuation, and spelling
· The ability to use written communication to effectively
express one’s thoughts
· Knowledge of oral communication techniques, including
establishing rapport, preparing the environment, active
listening, and voice control

30. · The ability to communicate ideas effectively in a formal
presentation
10. Technology
· Knowledge of basic computer hardware and software
applications
· The ability to use the computer for program administrative
functions
B. Early Childhood Knowledge and Skills
Administrators need a strong foundation in the fundamentals of
child development and early childhood education to guide the
instructional practices of teachers and support staff.
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
· Knowledge of research methodologies
2. Child growth and development—
· Knowledge of different theoretical positions in child
development
· Knowledge of the biological, environmental, cultural, and
social influences affecting children’s growth and development
from prenatal through early adolescence
· Knowledge of developmental milestones in children’s
physical, cognitive, language, aesthetic, social, and emotional
development
· Knowledge of current research in neuroscience and its
application to the field of early childhood education
3. Child observation and assessment—
· Knowledge and application of developmentally appropriate
child observation and assessment methods
· Knowledge of the purposes, characteristics, and limitations of
different assessment tools and techniques
· Ability to use different observation techniques, including

31. formal and informal observation, behavior sampling, and
developmental checklists
· Knowledge of ethical practice as it relates to the use of
assessment information
· The ability to apply child observation and assessment data to
planning and structuring developmentally appropriate
instructional strategies
4. Curriculum and instructional methods
· Knowledge of different curriculummodels; appropriate
curriculum goals; and differentinstructional strategies for
infants, toddlers,preschoolers, and kindergarten children
· Ability to plan and implement a curriculumbased on
knowledge of individual children’sdevelopmental patterns,
family and communitygoals, institutional and cultural context,
andstate standards
· Ability to design integrated andmeaningful curricular
experiences in the contentareas of language and literacy,
mathematics,science, social studies, art, music, drama,
movement,and technology
· Ability to implementantibias instructional strategies that take
intoaccount culturally valued content and children’shome
experiences
· Ability to evaluate outcomesof different curricular approaches
5. Children with special needs
· Knowledge of atypical development, including mild and
severe disabilities in physical, health, cognitive, social-
emotional, communication, and sensory functioning
· 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
· Knowledge of the characteristics of giftedness and how
educational environments can support children with exceptional
capabilities
· The ability to work collaboratively as part of family-
professional team in planning and implementing appropriate
services for children with special needs

32. · Knowledge of special education resources and services
6. Family and community relationships
· Knowledge of the diversity of family systems; traditional,
nontraditional, and alternative family structures as well as
family life styles; and the dynamics of family life on the
development of young children
· Knowledge of sociocultural factors influencing contemporary
families, including the effect of language, religion, poverty,
race, technology, and the media
· Knowledge of different community resources, assistance, and
support available to children and families
· Knowledge of different strategies to promote reciprocal
partnerships between home and center
· Ability to communicate effectively with parents through
written and oral communication
· Ability to demonstrate awareness and appreciation of different
cultural and familial practices and customs
· Knowledge of child rearing patterns in other countries
7. Health, safety, and nutrition
· Knowledge and application of practices that promote good
nutrition, dental health, physical health, mental health, and
safety of infants-toddlers, preschool, and kindergarten children
· Ability to implement practices indoors and outdoors that help
prevent, prepare for, and respond to emergencies
· Ability to model healthful lifestyle choices
8. Individual and group guidance
· Knowledge of the rationale for and research supporting
different models of child guidance and classroom management
· Ability to apply different techniques that promote positive and
supportive relationships with children and among children
· Ability to reflect on teaching behavior and modify guidance
techniques based on the developmental and special needs of
children
9. Learning environments
· Knowledge of the effect of the physical environment on
children’s learning and development

33. · The ability to use space, color, sound, texture, light, and other
design elements to create indoor and outdoor learning
environments that are aesthetically pleasing, intellectually
stimulating, psychologically safe, and nurturing
· The ability to select age-appropriate equipment and materials
that achieve curricular goals and encourage positive social
interaction
10. Professionalism
· Knowledge of laws, regulations, and policies that affect
professional conduct with children and families
· Knowledge of different professional organizations, resources,
and issues affecting the welfare of early childhood practitioners
· Knowledge of center accreditation criteria
· Ability to make professional judgments based on the
· NAEYC “Code of Ethical Conduct and Statement of
Commitment”
· Ability to reflect on one’s professional growth and
development and make goals for personal improvement
· Ability to work as part of a professional team and supervise
support staff or volunteers