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SYLLABUS FOR CDEC 2426ADMINISTRATIVE PROGRAMS FOR

CHILDREN IBlended Course

Semester Hours Credit: 4Lecture Hours: 48

Lab Hours: 32

Location: Caserma Ederle, Vicenza, Italy

Course Dates/Times: 15 April – 09 June 2019

In Class sessions – Saturday: Apr 27, Mar 4, Jun 1, Jun 8; 09:00-17:00, with additional weekly CTC Blackboard discussions and assignments

Instructor: Brian K Cambra, Ed.D.

Office Hours: Mondays, 09:00-12:00

and by Appointment

Instructor Email: [email protected]

Phone: +39 3467501174

I. INTRODUCTION

A. Application of management procedures for early care and education programsincludes planning, operating, supervising, and evaluating programs. Topics cover philosophy, types of programs, policies, fiscal management, regulations, staffing, evaluation, and communication.

B. This course is required to receive the Child Development Department Associate in Applied Science Degree, Child Development Certificate of Completion, and

Administrator Credentials.

C. This course is occupationally related and serves as preparation for careers in ChildDevelopment Department.

D. Prerequisites(s): Six hours of child development college course work must be completed prior to enrolling in course

E. Bloom’s Taxonomy of Cognitive, Psychomotor, and Affective domains of Coding are Knowledge (K), Comprehension (C), Application (AP), Analysis (AN), Synthesis (S), Evaluation (E).

F. This course requires 32 Lab Assignment hours. NAEYC Standards and Program Level Outcomes: All CTC’s Child Development Department coursework includes learning opportunities

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and outcomes that address the National Association for the Education of of Young Children.

II. LEARNING OUTCOMES

A. Upon successful completion of this course, the student will: Develop an initial operational plan: identify the functions of an administrator. Evaluate an early care and education program (NAEYC Standard 1 & 4).

B. Evaluate an early care and education program.

1. Analyze different types of early childhood programs.2. Compare the functions and roles of the director in various programs.3. Define Philosophy.4. Discuss components of philosophy.5. Analyze philosophies from various types of programs.6. Evaluate how the philosophy of a program affects the curriculum.7. Recognize the important role of parents in planning for children.8. Write a program philosophy including goals and objectives.9. Analyze program policies (e.g., parent policies, personnel policies, etc.)

Write either a parent policy handbook or a personnel policy handbook for an early care and education program.

C. Identify the functions of an administrator

1. Discuss the licensing process.2. Describe licensing regulations (Minimum Standards).3. Explain local, state and national laws and regulations which impact a

program.4. Identify resources available to assist programs. 5. Discuss the impact of developmentally appropriate practices on the operations

of a program.6. Define accreditation.7. Examine a fiscal management system.8. List the major categories of income and expenses budgeted in an early care and

education program.9. Evaluate a budget for an early care and education program.10. Assist with fiscal management in a program.11. Participate in a licensing visit with a TDPRS representative.

D. Develop an initial operational plan

1. Analyze staffing needs.2. Discuss employment process (e.g., job description, recruiting, screening,

interviewing, selecting, terminating).3. Develop an orientation plan.

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4. Discuss how to conduct effective staff meetings.

III. INSTRUCTIONAL MATERIALS

A. The instructional materials identified for this course are viewable throughhttp://www.ctcd.edu/academics/booksinstructional-materials/

Required Student Textbook:

Herron, P. & Hildebrand, V., Management of Child Development Centers, 8th Edition, Pearson.

ISBN: 978-0133571189

IV. COURSE REQUIREMENTS

A. Your first responsibility is scholarship. The grade you receive for this course will not be the grade of the instructor, but rather the grade you and you alone make.

B. ATTENDANCE:

1. You should attend class regularly in both face-to-face and online Central Texas College (CTC) Blackboard classes. Online attendance involves logging into your Blackboard class and participating in discussions, submitting assignments, etc. Be prepared to also take any unannounced quizzes relating to text assignments and lecture material presented from the beginning of the course. Please refer to ‘Class Attendance and Course Progress’ under the Academic Policies section in our current CTC Course Catalog.

2. Students who do not complete one or more academically related activities (graded or non-graded) by the deadline set by the instructor and/or do not participate in class as determined by the instructor will be dropped from the class the day after the class census (certification) date. This requirement applies to all instructional delivery methods to include self-paced online classes.

3. You MUST attend an in-class session and/or sign in and complete a related activity by the following date or you will be dropped for non-attendance: Census Date: 4/24/2019.

C. You are encouraged to give your best effort throughout the course. From the beginning, you should plan for a steady, organized, and continuous effort, which in the long run will prove more effective for your final grade than a last minute crash-cram policy. Your course grade is not determined solely by exam grade. Such factors as class participation, initiative, attendance, and individual research papers or projects will be considered in grade computation.

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D. From time to time, special library and/or outside assignments will be made to members of the class individually and/or in groups. You are expected to read all assignments and fulfill your responsibilities to any group assignment.

E. You are expected to read all assigned material and bring your textbook/reading materials to class. Keep informed on all assignments, especially after an absence.

F. Good class notes are indispensable for earning a good grade, since both the material assigned and that discussed in class will be the basis for examination material.

G. Scholastic Honesty: All students are required and expected to maintain the highest standards of scholastic honesty in the preparation of all coursework and during examinations. The following are considered examples of scholastic dishonesty:

Plagiarism: The taking of passages from the writing of others without giving proper credit to the sources.

Collusion: Using another’s work as one’s own, or working together with another person in the preparation of work, unless such joint preparation is specifically approved in advance by the instructor.

Cheating: Giving or receiving information on examinations.

Students guilty of scholastic dishonesty will be administratively dropped from the course with a grade of “F” and be subject to disciplinary action, which may include suspension and expulsion.

H. Special Work: A term paper or other project, per requirements of the instructor, will be required. The subject must be appropriate for the course material. Check with the instructor when you have made a selection. The value is indicated in the semester grade computation and has considerable weight on your final average.

I. All 32 lab hours must be completed.

For CDEC courses requiring a lab, the lab hour expectations are as follows: (Specific details are in your Blackboard class.)

1. If the student works directly with children ages 0-5, he/she may do a portion of the lab hours internally as long as the requirements can be met (such as observing infants for CDEC 1321, The Infant and Toddler).

1. For a 16 hour lab requirement, they may do 8 hours at their facility

2. For a 32 hour lab requirement, they may do 16 hours at their facility

3. The remaining hours will be done at the Central Texas College Child Development Center/Lab school if the student is located within 30 miles from the Central Texas College Lab School.

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4. The remaining hours will be completed at a NAEYC accredited center, a DOD child development center, or the CTC Child Development Center/Lab School (if within 30 mile radius)

5. *If a student does is unable to meet these requirements, including continental and overseas students, please contact Janeen Garza, 1-800-792-3348 ext. 1682. (This call is also free on Skype.)

2. If the student does not work directly with children ages 0-5 (or an age group otherwise specified in a course), all hours will be done at the Central Texas College Child Development Center/Lab school if the student lives within 30 miles of the facility. Otherwise, the student will complete all hours at another NAEYC accredited facility. Within the first week of class, students must make arrangements to locate an NAEYC Accredited Center.

3. Most importantly, students will NOT receive a grade for the course without your lab hours completed. Students will be issued an IP or even an F for the entire course if the lab is not completed, so it is very important that it is completed and submitted following the proper links.

V. COURSE FORMAT – Blended with BLACKBOARD (formerly known as hybrid)

This course has been developed as a blended course. Blended courses combine face-to-face classroom instruction with assignments and interaction with instructor via CTC Blackboard. It is the student’s responsibility to make sure that they have access to CTC Blackboard and that they are familiar with the contents and assignments. It is also the student’s responsibility to log into CTC Blackboard at least once a week to ‘attend’ the online class portion and to participate in the online Blackboard discussions and assignments. Failure to do so will violate the attendance policy and will have a negative impact on the course grade.

The course will meet for ten weeks--once a week--for a three-hour face-to-face session. In addition, instructional strategies will include weekly CTC Blackboard assignments and discussion boards to accomplish the remaining instruction per week.

VI. EXAMINATIONS

A. There will be a minimum of two major examinations and a written paper or project as follows:

1. Mid-term exam on 12 May 2019

2. Final exam on 09 June 2019

3. Term Project (Current Event Presentation) due on 09 June 2019

B. A student must take all examinations as scheduled by the instructor. Students who know in advance that they will be unavailable for an examination, due to valid reasons, must arrange to take an early examination. Unexpected absences from class, due to illness or extenuating circumstances will require the student to communicate with the instructor about individual make-up work.

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C. Students who miss an exam without communicating the reason or circumstance with the instructor will be given a zero for the missed examination.

D. Examinations will consist of both objective (true/false, multiple choice, fill in-the-blank, and matching) and subjective (short answer and essay) questions. Students must be able to communicate both orally and in written form, thus some questions requiring the composition and writing of an essay answer will be required.

E. If final exam is online, it will be administered via BioSig application. See Blackboard class for registration information.

VII. SEMESTER GRADE COMPUTATIONS

The final grade in this course will be based on the following:

Course Grade CalculationComponent Possible Points

Discussion Boards (10 @ 5 pts) 50 pointsLesson Quizzes (10 @ 3 pts) 30 pointsCurrent Event Presentation 50 points

Lab Assignments (10 @ 10 pts) 100 pointsMidterm Exam 30 points

Final Exam 40 pointsTotal 300 points

This is how your course grade will be determined:

Course Grade CalculationGrade A B C D FPoints 280-300 260-279 240-259 220-239 0-219

A term paper or term project is expected from all students. Students may vary in their competency levels on these abilities, so the instructor may need to revisit the term paper concept during the course.

VIII. NOTES AND ADDITIONAL INSTRUCTIONS

A. Tuition refunds are made only in the case of class cancellation or official and timely withdrawal from CTC or from a course. Please refer to the current course catalog for more details.

B. GoArmyEd students should contact their education counselor before withdrawing and are required to withdraw through the GoArmyEd portal.

Please note: a military withdrawal does not override CTC’s grading policy.

For self-pay students, refunds are computed from the date the Application for

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Withdrawal or Refund is filed with the CTC Field Representative or designated student Services Officer. Special conditions apply to students who receive federal, state, and/or institutional financial aid.

Tuition and fees paid directly to the Institution by the Veterans Administration, Title IV (Financial Aid Programs, a sponsor, donor, or scholarship shall be refunded to the source rather than directly to the students.

C. Course Withdrawals, Student Responsibilities : It is the student’s responsibility to officially withdraw from a course. The instructor cannot initiate a withdrawal based upon a student’s request. Rather, students must initiate the withdrawal with the designated Education Center Representative, through the CTC Site Coordinator or the Student Services Officer for that region.

D. Faculty/Administrative Initiated Withdrawals

Faculty are authorized to withdraw students who are not making satisfactory course progress as outlined in the section of the Catalog entitled "Satisfactory Progress Standards”.

A student may be administratively withdrawn by a designated member of the administrative staff of the College under the following conditions:

The student has been placed on Academic Suspension or Disciplinary Suspension; The student has an outstanding financial obligation owed to the college; The student registered for a course without the required prerequisite or departmental

permission; Students who do not participate or complete graded activities during the first week

will be administratively withdrawn.

The college is under no obligation to refund tuition and fees, or other costs associated with a student who is administratively withdrawn.

E. Incomplete / Course in Progress Grade Policy :

In general, extensions are not granted; i.e., you must complete all coursework by the last day of class.

Aside from completing all coursework before the last day of class, you must meet any and all deadlines within the course session as posted by your instructor.

o An “IP” grade may be assigned by an instructor. In order to be considered for an “IP,” you must meet all of the following requirements:

o Satisfactory progress in a course.o Completion to a major portion of the course requirements as scheduled, with the

exception of a major quiz, final exam, or other project.o Documentation of inability to complete the course requirements is due to

circumstances beyond your control, such as personal illness, death in the immediate family, military orders, or, in the case of distance learning courses, technology issues.

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o Communication to the instructor in advance of absences/non-participation, whenever possible.

o Proposal of specific timelines for completion of the remaining course requirements.

Any requests for extensions must be submitted to your instructor in writing (emails or messages in Blackboard) prior to the end of the course. IP grades are not granted automatically. The instructor makes the final decision concerning the granting of the incomplete grade (course extension) and will set an appropriate deadline for the extension based on the amount of coursework remaining. An “IP” grade cannot be replaced by the grade of “W.” If you elect to repeat the course, you must register, pay full tuition and fees and repeat the entire course.

With an “Incomplete” IP grade, students are required to complete a set amount of work by the established and agreed-upon deadline. The day after that deadline, the instructor will submit a Change of Grade form to change your IP grade into the grade you have earned at that point – be it passing or failing.

If you feel you cannot continue with the course, it is your responsibility to withdraw using the appropriate procedures based on your individual situation. Information and forms are available on your eTrieve portal, Education Center’s Counselors, or your local CTC Site Coordinator, depending on how you enrolled into class.

F. Instructor Discretion : The instructor reserves the right of final decision in course requirements.

G. Civility: Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those participating in a learning environment. Failure to do so can result in disciplinary action up to and including expulsion.

IX. COURSE OUTLINE

Application of management procedures for early care and education programs includes planning, operating, supervising, and evaluating programs. Topics cover philosophy, types of programs, policies, fiscal management, regulations, staffing, evaluation, and communication.

Competencies National Association for the Education of Young Children3A, 4D,5A, 5B, 5C, 6A, 6B, 7A, 7B, 7C, 8A, 8B, 8C, 10A, 10 B, 10C, 10D, 10E, 10F Competencies: Scan Occupational C1, C2, C5, C6, CY, C8, C9, C11, C12, C13, C14, C16, C17.

Note: The instructor has the right to change the course schedule. Any changes will be announced in class. If the student misses a class period and changes are announced, it is the student’s responsibility to receive the missed information from a classmate or the instructor.

Blended courses combine face-to-face classroom instruction with assignments and interaction via CTC Blackboard. It is the student’s responsibility to make sure that they have access to internet so that they may communicate, via CTC Blackboard, with the instructor. The class is broken down into ten sessions. See below for course outline. CDEC 2426 – 8th Ed. (06.18) of 20

AssignmentsYou will have the following assignments that count toward your final grade (see below in this section of syllabus for specific due dates).

Discussion Questions (1 DQ & 1 Peer Post per Chapter) Quizzes Current Event Presentation (you will receive one grade for both the presentation and feedback to fellow students.)Exams:

o Midterm o Final o Lab Assignments

This is an online course; therefore, communications and collaborations take place in writing forums on the Discussion Board in Blackboard. The Discussion Board serves as the space to develop understanding of core course concepts, collaborate with peers, ask important questions raised by course materials, show knowledge, and discuss learning outcomes. All students are expected to write thoughtful, developed, research supported responses to one discussion question each week and to write a response to what their peers post as well. Students will have the opportunity to select the DQ questions to which they will respond.

Here are the expectations and requirements for Discussion Posts each week:

Respond to the provided discussion questions. Responses should be at least 500 words each. Use direct, researched support for every post made on the Discussion Board. Cite both in text and at the end of the messages posted. Use APA format.

Respond to at least one peer's DQ posts. The Peer Posts should be at least 100 words in length. Responses to your peers should engage their posts directly and should provide critical, connected, thoughtful responses to their writing. Like in DQ responses, students are to use direct, researched support for every peer post made on the Discussion Board. Cite both in text and at the end of the messages posted. Use APA format. Each time a response is made to a peer post, please preface the reply with the peer’s name, as you would if you were writing the peer a letter (e.g. “Hi, Jane. You raise an interesting point in the second paragraph of your post . . .”). This will clarify to whom you are responding.

The term “supported” suggests that you use knowledge gained from the text-based readings, research from outside sources (both in the text and on-line) and videos, and that you develop detailed and thoughtful responses to both discussion questions and to peer posts. Your responses and posts will be scored based on the quality of thought and depth that they contain (and not on merely meeting minimum length or number of posts requirements, though this is important as well). Posts without proper length, quality, and research, both in text and at the end of the post, will lose significant points, so please guide your discussion participation accordingly.

Failure to follow the specified criteria will result in a deduction of points for the assignment.

A. LESSON 1: CHAPTER 1: MANAGING CHILDREN’S CENTERS IN THE Lesson Chapter(s) Assignments Due Dates

1 Chapter 1: Lesson 1 Discussion 04/21

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http://owl.english.purdue.edu/owl/section/2/10/

http://owl.english.purdue.edu/owl/section/2/10/

Managing Children's Centers in the 21st CenturyChapter 2: Types of Child Development Programs

Peer PostLesson 1 Quiz Lab Assignment 1Current Event Presentation Timeline Download Verification Signature Form Download Letter FromTurn in Student/Supervisor Agreement

2

Chapter 3: Applying Theories in Managing a Child Development Center

Lesson 2 DiscussionPeer PostLesson 2 Quiz

04/21

3

Chapter 4: Reflective Management: Personal and Professional Self-Awareness Chapter 5: Organizational Management

Lesson 3 DiscussionPeer PostLesson 3 Quiz Current Event Presentation Step 1Lab Assignment 2

04/28

4Chapter 6: Fiscal Management

Lesson 4 DiscussionPeer PostLesson 4 Quiz Lab Assignment 3

04/28

5

Chapter 7: Personnel Management Chapter 8: Human Relations

Lesson 5 DiscussionPeer PostLesson 5 Quiz Lab Assignment 4

05/05

6 Midterm Review/Exam

Midterm Exam Current Event Presentation-Step 2 05/12

7Chapter 9: Facilities Management

Lesson 7 DiscussionPeer Post Lesson 7 Quiz Lab Assignment 5

05/12

8

Chapter 10: Managing Health and Safety IssuesChapter 11: Managing Food Service

Lesson 8 DiscussionPeer Post Lesson 8 QuizLab Assignment 6

05/19

9 Chapter 12: Lesson 9 Discussion 05/26CDEC 2426 – 8th Ed. (06.18) of 20

Educational Programming

Peer Post Lesson 9 QuizCurrent Event Presentation Step 3Lab Assignment 7

10

Chapter 13: Family Engagement Chapter 14: Marketing and Public Relations

Lesson 10 DiscussionPeer Post Lesson 11 QuizLab Assignment 8

06/02

11Chapter 15: Assessment and Evaluation

Lesson 11 DiscussionPeer PostLesson 11 QuizLab Assignment 9

06/09

12 Final Exam and Term Project 06/09

A. LESSON 1: CHAPTER 1: MANAGING CHILDREN’S CENTERS IN THE 21ST CENTURY, CHAPTER 2 TYPES OF CHILD DEVELOPMENT PROGRAMS

1. Learning Objectives:

a. Define key terms, including program administrator, leadership, management, advocacy, fertility rates, and child development center.

b. List and explain the core competencies required for directors of child development programs.

c. Identify and describe the stages of professional development for early childhood program administrators or leaders.

d. Discuss population trends that influence the field of early care and education.

e. Identify and explain the primary focus of five types of child-care programs.

f. Discuss the advantages and disadvantages of three ways to finance child development programs.

g. Describe a systems approach to providing child-care services.h. Study current events in child care administration.

2. Learning Activities:

a. Read Chapters 1 and 2 in textbook b. Complete Discussion Questions and for Lesson 1 d. Current Event Presentation- Research, interview, submit slide

presentation, and evaluate childcare director e. Lesson 1 quiz f. Lab Assignment 1: Cost analysis on 3 centers. Compare fees, tuition,

and other charges. Answer questions included in lesson CDEC 2426 – 8th Ed. (06.18) of 20

3. Learning Outline:

a. Administrator rolesb. Management functionsc. Five stages of professional development d. Manager focuse. Thirteen core competencies for directorsf. Management functions g. Five types of child development programsh. The concept of human capitoli. Universal Pre-Kj. Methods of financing child development programsk. The true cost of childcarel. Systems Approach

B. LESSON 2: CHAPTER 3: APPLYING THEORIES IN MANAGING A CHILD DEVELOPMENT CENTER


a. Define theory and explain why theories are important.b. Identify characteristics of four different types of child

development theories.c. Describe key concepts associated with the major theories and give

examples of how they are applied by child-care managers.d. Describe the ways that organization and management theories

have changed over time and give examples.e. List and explain the five management processes.f. Describe the components of the ecological systems framework and

give an example of how it can be applied by a manager of a child- care center.


a. Read chapter 3 in textbook b. Complete Discussion Questions for Lesson 2 c. Current Event Presentation Assignment c. Lesson 2 Quizzes d. Lab Assignment 2: Interview a director concerning daily issues they

face and how they solve the issues


a. Theories from different areas of knowledgeb. Phases of center management to an external conceptc. Developmental theories

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d. Theories of postmodern critics of child development theorists e. Different ways of classifying organization theories f. Theories of hypothetical scenariosg. The family ecosystem framework h. Five basic management processes

C. LESSON 3: CHAPTER 4&5: REFLECTIVE MANAGEMENT AND MANAGEMENT ORGANIZATIONAL

1. Learning Objectives :

a. Explain the importance of reflective practice for effective management.b. Describe several management and leadership styles.c. Discuss the role of emotional intelligence in management.d. Identify several types of decisions and give examples.e. List the steps involved in the decision process.f. Use a system of prioritizing tasks as a time management strategy.g. Define the terms organizational management and stakeholder as they

relate to operating a child development center.h. Describe the roles of the policy board and the advisory board.i. Explain the differences among policies, procedures, and rules.j. List and explain the regulatory and legal requirements governing the

operation of child development programs.k. Give examples of the types of planning that managers use.l. List steps in the planning process and give examples.


a. Read chapters 4 and 5 in textbook b. Complete Discussion Questions for Chapters Lesson 3 c. Lesson 3 Quizzes d. Complete Step 1 for Current Event Presentation: Research current event

that affect center directors and choose a topic

3. Leaning Outline:

a. Assess progress toward self-masteryb. Differences between active reflection, proactive reflection, and

community reflectionc. Classroom floorplans for infants, toddlers, and preschool-age childrend. Physical environment for children with disabilities.e. Elements of a high-quality outdoor environment for play and learning.

D. LESSON 4: CHAPTER 6: FISCAL MANAGEMENT


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a. List resources needed to start and maintain a child development program.

b. Discuss sources of funding for child development programs.c. Explain the relationship among parent fees, staff salaries, and quality of

care.d. Calculate costs for staff salaries.e. Construct a budget.f. Identify strategies for managing center finances.

2. Learning Activities :

a. Read chapter 6 in textbook b. Complete Discussion Questions for Lesson 4 c. Lesson 4 Quiz d. Lab Assignment 3: The price of supplying a 4 year old classroom


a. MESH Formula b. How the MESH formula is used.c. The costs of child-cared. Maintaining internal control of finances e. The importance of internal control of finances.

E. LESSON 5: CHAPTER 7 & 8: PERSONNEL MANAGEMENT AND HUMAN RELATIONS


a. Describe the steps in the job design process and create an example of each.

b. Discuss the role of organizational structure, authority, and span of control in coordinating the jobs in a child development center.

c. Give an overview of the steps involved in the staffing process.d. Explain the importance of understanding staff members' needs, desires,

and motivations.e. Apply techniques for fostering effective communication with and

among staff members.f. Give examples of strategies for supporting professional development of

staff members.g. Describe the elements of a performance appraisal system.

2. Leaning Activities:

a. Read chapters 7 and 8 in textbook b. Complete Discussion Questions for Lesson 5 c. Lesson 5 Quizzes

CDEC 2426 – 8th Ed. (06.18) of 20

d. Lab Assignment 4: Research Minimum Standards and find qualifications for all staff including the director


a. Organizing for personnel management. b. Comparing personnel management from staffing procedures.c. Examples of personnel managementd. Employee development: job design, job analysis, and job descriptione. Employee development: job specification, job classification, and job

coordinationf. Span of control, human ratio, and mathematical ratio g. Valuing human capital h. Six strategies for attracting and retaining qualified staffi. Seven steps of conflict resolution j. Performance appraisal system k. Teachers' developmental stages.l. Teacher needs for training and growth.m. Volunteers’ roles in child development centers. n. How volunteers can be of help.o. Volunteers as a hindrance.p. Directors enhancement of volunteer’s.

F. LESSON 6: REVIEW-MID TERM

a. In this lesson you will take the Mid Term Exam. b. Current Event Presentation Step 2: Interview director on chosen topic G. LESSON 7: CHAPTER 9: FACILITIES MANAGEMENT


a. Compare the regulations and professional standards that apply when planning the physical environment of a child development center.

b. Discuss ways that space is organized to meet children's basic environmental needs.

c. Analyze how factors such as intended use and traffic flow influence the layout of a building or classroom.

d. Create and evaluate classrooms floorplans for infants, toddlers, and preschool-age children,

e. Describe ways to adopt the physical environment for children with disabilities.f. Describe elements of a high-quality outdoor environment for play and learning.


CDEC 2426 – 8th Ed. (06.18) of 20

a. Read chapter 9 in textbook b. Complete Discussion Questions for Lesson 7 c. Lesson 7 Quiz e. Lab Assignment 5: Research Minimum Standards regarding

square footage required per child


a. Ecosystems connections between the physical-biological and social-cultural environments

b. Sustainability impacts the physical-biological and social-cultural environments.

c. Regulations and professional standards. d. Personal space and density impact.e. Group size, building layout, room layout, indirect guidance, and

arrangement impact personal space.f. Four activity types involved in caregiving. g. How activity types and regions impact children and adults h. Important aspects of designing early childcare

H. LESSON 8: CHAPTER 10 & 11: MANAGING HEALTH AND SAFETY ISSUES AND MANAGING FOOD SERVICE

1. Learning Objectives :

a. Describe the policies and practices that child-care centers should have in place to protect and promote children's health.

b. Give examples of risk management strategies for child-care centers.c. Discuss the health and safety aspects of meeting children's

physiological needs.d. Explain how child development centers help meet children's mental

health needs.e. Describe procedures to follow in caring for sick children.f. State the signs of child abuse and neglect, procedures for reporting, and

ways to prevent its occurrence in the center.g. Discuss ways to set up and maintain a safe, healthy food program.h. Apply basic guidelines to plan nutritious meals for children at each age

level.i. Explain how the center's food program relates to curricular goals.


a. Read chapters 10 and 11 in textbook b. Complete Discussion Questions for Lesson 8 c. Take Lesson 8 Quiz

CDEC 2426 – 8th Ed. (06.18) of 20

e. Lab assignment 6: Create a one week menu that includes breakfast, lunch, and snack meeting NAEYC nutritional guidelines


a. Recommendations of NAEYC and the American Academy of Pediatrics

b. Child-health care consultants benefits c. Connecting primary caregivers to the concept of a medical home for all

children. d. Connections between child-health care consultants and medical homese. Recommendations the medical welfare of the children in care.f. Risk management, child abuse and neglect prevention.g. Reducing the likelihood of child abuse.h. The benefits of emergency planning i. Consistent monitoring contributions to safety.j. How child care programs meet children’s physiological and mental

health needs.k. Best practices of children’s physiological and mental health needs. l. Goals that are met for a well-planned child-care food service. m. Best practices directors use to meet regulations and professional

standards for children’s welfare.n. Federal subsidies available to help pay for food in child-care.o. Appropriate equipment and supplies essential to maintain safe, sanitary

conditions for food preparation.p. Functions of food service personnel in food-related activities.q. Methods of preventing food borne illness.r. Considerations when caring for infants. s. What food service policies should include.t. Care environments that have positive effects on children’s eating

behaviors.u. Curriculum related to food should be planned, including cultural

diversity.

I. LESSON 9: CHAPTER 12: EDUCATIONAL PROGRAMMING


a. Discuss regulations and professional standards concerned with educational programming.

b. Articulate the manager's responsibility for the educational program.c. Identify the basic requirements of a good educational program.d. Explain differences among curriculum models.

CDEC 2426 – 8th Ed. (06.18) of 20

e. Describe appropriate daily schedules and create weekly activity plans for 3- to 5-year-old children and for infants and toddlers.

f. Give examples of ways to increase the meaningful involvement of families in the educational program.


a. Read chapter 12 in textbook b. Complete Discussion Questions for Lesson 9 c. Take Quiz d. Current Event Presentation step 3: Prepare a 7 slide minimum

Keynote Power Point on the topic of your research e. Lab Assignment 7: Using NAEYC guidelines give 5 examples of ways to involve families in your educational program


a. Organizations that address regulations and professional standards.b. Manager’s responsibilities regarding the educational programming.c. Basic requirements of a good educational program d. Time-block plans for infants and toddlers. e. Family’s role in the educational programs of early care centers. f. Five principles of family involvement.

J. LESSON 10: CHAPTER 13 & 14: FAMILY SUPPORT AND MARKETING YOUR PROGRAM


a. Explain how regulations and professional standards address the concept of family engagement.

b. Discuss the ways in which program directors might apply knowledge of family systems and parenting styles.

c. Explain the importance of family-friendly practice and cultural responsiveness for building relationships with families.

d. Give examples of several strategies for building and maintaining partnerships with families.

e. Explain the difference between marketing and public relations.f. Describe examples of effective marketing strategies.g. Describe examples of effective public relations strategies.


a. Read Chapters 13 and 14 in textbook b. Complete Discussion Questions for Lesson 10 c. Lesson 10 Quiz d. Lab Assignment 8: Create a Marketing Plan for a center

CDEC 2426 – 8th Ed. (06.18) of 20


a. Licensing regulations for collaborating with families.b. Directors’ knowledge application of family systems and parenting

styles. c. Differing application of family systems and parenting styles among

families.d. Three basic parenting styles are shaped by cultural and individual

characteristics and values. e. Elements of cultural responsiveness. f. Connections between and best practices in partnerships with families.g. Family-friendly practices for directors to utilize.h. Strategies for building partnerships with families.i. Conflict resolution with family members.j. Similarities and differences between marketing and public relations.k. Similarities and differences between a key claim and a key proof.l. Similarities and differences between customer profiles and generational

marketing.m. Connections between having a healthy service-scape and high quality

customer service.

K. LESSON 11: CHAPTER 15 : ASSESSMENT AND EVALUATION LEADERSHIP


a. Describe the manager's role in monitoring and controlling for quality.b. Explain the elements of program evaluation to include who is involved

and what is evaluated.c. Discuss the advantages and drawbacks of methods for assessing

children's learning

2. Learning Activities:a. Read chapter 15 in textbook b. Complete Discussion Questions for Lesson 11 c. Lesson 11 Quizd. Lab Assignment 9: Evaluation and monitoring of staff in a child development center


a. Differences between program evaluation, formative evaluation, and summative evaluation.

b. Different approaches to assessment. c. Variations in authenticity in assessments.d. Differences and similarities between structural variables and process

variables.

CDEC 2426 – 8th Ed. (06.18) of 20

e. Structural variables and process variables relate to program quality and accountability

f. Key players in establishing standards. g. Similarities and differences between the director duties of monitoring

and controlling

L. LESSON 12: REVIEW AND FINAL

a. In this lesson you will take the Final Exam. b. Current Event Presentation Step 4 Due: Submit 50 word feedback to each

your peers of their presentations c. Lab 10 Assignment: Write 100 word essay describing the most useful

information of this course and what chapter you would like more detail on.

CDEC 2426 – 8th Ed. (06.18) of 20

€¦ · web viewsyllabus for cdec 2426. administrative programs for children i. blended. course....

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