Developing and Administering an Early Childhood Education Program,
10th Edition

1. The Effective Director.
2. Assessing Community Need and Establishing Program Funding.
3. Licensing, Credentialing, and Accreditation.
4. Organizing Center Structure and Working with a Board.
5. Handling Financial Matters.
6. Developing a Center Facility.
7. Equipping the Center.
8. Staffing the Center.
9. Recruiting Children.
10. Supporting Quality Curriculum.
11. Managing the Food and the Health and Safety Programs.
12. Leading in Times of Change and Crisis.
13. Working with Families, Volunteers, and the Community.
14. Providing for Personal and Professional Staff Development.
15. Evaluating Center Components.
16. Marketing the Program.
Appendix A. NAEYC Code of Ethical Conduct and Statement of Commitment.
Appendix B. NAEYC Professional Competencies for Early Childhood Educator.
Appendix C. NAEYC Standards and Competencies by ECE Designation.
Appendix D. NAEYC Early Learning Program Standards.
Appendix E. NAEYC Statement on Advancing Equity: Recommendations for Administrators.
Appendix F. Sources of Early Childhood Materials, Equipment, and Supplies.
Appendix G. Early Childhood Professional Organizations and Information Sources.
Appendix H. Director's Library.

• Shauna Adams

  Shauna M. Adams (Ed.D., Early Childhood and Special Education, University of Cincinnati) is a professor of early childhood at the University of Dayton (UD), where she also serves as the executive director of the Center for Early Learning. Dr. Adams has taught graduate and undergraduate students in such courses as child development, preschool methods and primary methods. She also teaches early childhood advocacy, research and leadership. In her role as executive director, Dr. Adams promotes opportunities for the Bombeck Family Learning Center to serve pre-service and in-service early childhood professionals as a demonstration school and forum for professional development. She also advocates for children and families by serving on local and state committees that support quality early care and education, and she serves UD's mission by supporting Catholic early childhood programming. Dr. Adams became immersed in early care and education through her work with the Bombeck Family Learning Center and has established partnerships with Head Start, public school preschool and other early childhood education programs. She also partners with a variety of agencies that support young children and families. She has worked with community partners to develop UD's online Early Childhood Leadership and Advocacy programs. She is also the lead author of the ACCESS Curriculum series and has produced articles, conducted presentations, developed websites and pursued other outlets to share this curriculum with the field of early childhood education.

• Amy S. Kronberg

  Amy S. Kronberg (M.S.Ed.) is a doctoral candidate and adjunct professor at the University of Dayton. She serves as an early learning consultant working with local nonprofit organizations. Ms. Kronberg has assisted in the design of successful programs and related coursework specializing in infant and toddler care and education. She has taught courses focusing on infant/toddler development, early childhood programming and curriculum development. Throughout her variety of roles, she emphasizes the need for teachers to find their professional voices and she consistently advocates for children, families and best practices within programs. She is passionate about training that focuses on the social-emotional and mental health needs of both children and adults. Prior to her current roles, Ms. Kronberg worked at the demonstration school for the University of Michigan-Dearborn, where she implemented transdisciplinary practice, the Reggio Emilia approach to education and critical skills related to working as part of an early childhood team. Through her variety of roles and experiences, she hopes to encourage anyone working in the field to lead and learn with empathy and find the voice to advocate for one another.

• Michelle L. Donley

  Michelle L. Donley (M.S.Ed.) directs the University of Dayton’s demonstration school within the Bombeck Family Learning Center. After teaching infants, toddlers and preschoolers both at the Bombeck Center and Head Start for 20 more than years, Ms. Donley earned her masters of science in education in early childhood leadership and advocacy from UD. She has directed the Bombeck Center for four years and has guided the program through NAEYC accreditation twice, during which time she has maintained the highest rating in the state's quality improvement and rating system. Ms. Donley believes in advocating for change in the profession for increased investments, and she understands the need to improve the early childhood education system for children, families and practitioners. She is a member of the National Association for the Education of Young Children and the National Coalition for Campus Children’s Centers. As a director, she continually strives to evolve her leadership and management skills. Her passion for the field is grounded in research, reflection and ensuring sustained continuous improvement by empowering each program team member to find their true potential.

• Ellen Lynch

  Ellen M. Lynch is associate professor of early childhood education at the University of Cincinnati. Her doctorate is in special education with a focus on early childhood special education. She has been active in local and state early childhood organizations, including the Ohio Association for the Education of Young Children (OAEYC), for which she served as chair of the Children with Special Needs Committee; the state Board of Directors; and the Division for Early Childhood of the Council for Exceptional Children. Additionally, she served as president of the Ohio Coalition of Associate Degree Early Childhood Programs. Dr. Lynch's current scholarly interests include engaging in the scholarship of teaching and learning (SoTL) and exploring the use of technology to support learning among preservice teachers. She is both an editor and reviewer for several problem-based learning journals. She has presented widely at local, state, national, and international levels on a variety of aspects of teaching young children, teacher education, and best practices for teaching in higher education.

• REVISIONS REFLECT THE 2020 NAEYC POSITION STATEMENT OF DEVELOPMENTALLY APPROPRIATE PRACTICE. This edition's timely content integrates the latest professional standards and positions, including the National Association for the Education of Young Children (NAEYC)'s most recent position statement.

• TITLE AND CONTENT CHANGES ARE DRIVEN BY THE UNIFYING FRAMEWORK DEVELOPED BY THE POWER TO THE PROFESSION TASKFORCE. The Unifying Framework recommended by NAEYC's Power to the Profession Taskforce serves as the catalyst to changes in this edition's title and new verbiage describing the work of early childhood education. This framework seeks to advance the profession and change how leaders view the field.

• NEW EDITION INTEGRATES NAEYC'S ADVANCING EQUITY: RECOMMENDATIONS FOR ADMINISTRATORS. As part of a commitment to incorporate the latest professional recommendations and standards, this edition has woven insights and suggestions from the position statement, Advancing Equity: Recommendations for Administrators, throughout the text.

• NEW MATERIAL ON BIASES APPEARS IN CASE VIGNETTES. This edition's case vignettes now feature information on both implicit and explicit biases. This new content encourages readers to think critically about their own biases and the impact of those biases on relationships with children, families and co-workers. This edition also shares interventions to help professionals better manage the impact of biases in practice.

• NEW CHAPTER ADDRESSES TODAY'S INCREASE IN STRESS AND TRAUMA. This new Chapter 12, Leading in Times of Change and Crisis, takes a candid look at the rise of stress and trauma in the lives of staff, children and families. The authors offer both specific insights and helpful suggestions for dealing with these challenges.

• STREAMLINED INFORMATION ON FINANCE AND BUDGETING NOW APPEARS IN ONE CHAPTER (CH. 5). Helpful streamlined content includes a new sample budget that offers a realistic view of costs, based on the recommendations from NAEYC's Power to the Profession--Unifying Framework.

• "CRISIS: AN OPPORTUNITY FOR POSITIVE CHANGE" CALLOUTS PROMPT READERS TO EXAMINE PERSONAL PERSPECTIVES. These engaging callouts highlight real life examples to encourage both meaningful class discussion and significant student reflection.

• VALUABLE APPENDICES PROVIDE THE LATEST STANDARDS AND POSITION STATEMENTS FROM NAEYC. Readers can quickly and easily reference the latest versions of directives and standards from this guiding body for today's early childhood profession.

• TEACHSOURCE VIDEOS DEMONSTRATE CONCEPTS IN ACTION IN THE CLASSROOM. Actual footage from today's early childhood classroom helps readers connect key content from each chapter to real-life scenarios. These powerful TeachSource videos are integrated into the eReader.

• EXPANDED INSTRUCTOR RESOURCES OFFER NUMEROUS NEW INSTRUCTIONAL TOOLS. This edition's support package now includes new video case studies, a helpful solutions manual and real-world scenarios that enable you to assess higher-order critical thinking.

• UPDATED "WORKING SMART WITH TECHNOLOGY" CALLOUTS FEATURE THE NEWEST TECHNOLOGY AND EDUCATIONAL SUPPORT. Readers become familiar with the most current resources being used in the field today to support administrators and other professionals in early childhood education.

• "DIRECTOR'S CORNER" VIGNETTES PROVIDE INSIGHTFUL FIRST-HAND EXPERIENCES. These captivating scenarios illuminate the chapter's material with memorable examples described from a director's experiences.

• "GROWTH MINDSET MOMENTS" PROMPT READERS TO PAUSE AND THOUGHTFULLY CONSIDER THE CHAPTER'S MAIN POINTS. These thought-provoking boxes often relate to an experience that readers have had or may have in the future. The feature boxes clearly illustrate the importance of today's professionals maintaining a constantly growth mindset versus one that is fixed.

• "TRY IT OUT!" ACTIVITIES GIVE READERS OPPORTUNITIES TO APPLY CONCEPTS. These carefully crafted practice opportunities appear at the end of each chapter. Learners apply the theories they have studied to professional situations in early childhood education today.

• UPDATED "DIRECTOR'S RESOURCES" PROVIDE SUCCESSFUL SUPPORT MATERIALS FOR TODAY'S PROFESSIONALS. These resources, including numerous digital downloads, offer students authentic examples of professional tools, such as forms, surveys, evaluations and handbooks, that effective directors regularly use. Students can use many of these resources to complete the end-of-chapter "Try It Out!" activities.

Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.

Cengage Testing, powered by Cognero® for Adams/Kronberg/Donley/Lynch's Developing and Administering an Early Childhood Education Program
9780357627617

Cengage Testing, powered by Cognero® for Adams/Kronberg/Donley/Lynch's Developing and Administering Early Childhood Education Programs, Instant Access
9780357627600

Instructor's Companion Website for Adams/Kronberg/Donley/Lynch's Developing and Administering an Early Childhood Education Program
9780357627594

Cengage eBook: Developing and Administering an Early Childhood Education Program 12 Months
9788000034324