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Graduate Course Proposal Form Submission Detail - EEC6524

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Current Status: Approved, Permanent Archive - 2007-03-14
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  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1687 2007-02-23
     
    Department College Budget Account Number
    Childhood Education ED 1721
     
    Contact Person Phone Email
    Suzanne Quinn 41028 squinn@tempest.coedu.usf.edu

  2. Course Information

    Prefix Number Full Title
    EEC 6524 Early Childhood Program Development and Admin

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    EC: Program Devt and Admin
     
    Course Online? Percentage Online
    -

    Prerequisites

    none

    Corequisites

    none

    Course Description

    An analysis of current educational programs for young children with emphasis on designing, developing, and administering a program commensurate with the needs of young children. This course is open for non-majors and is repeatable for 3 ch.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    This course will help students to develop the skills necessary to design and administer high quality programs that will meet the unique needs of young children.

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    This course is part of the required sequence for the EC masters program. In an era of increasing policy attention to EC (e.g., State of Florida voluntary PreK initiatives, and teaching shortages in the primary grades) the focus of this course is to help students participate in the design and implementation of high quality programs that meet the expectations of policy demands as well as the needs of young children and their families.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    The course has been offered as EDG 6931 approximately 3 times.

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Must have an earned doctorate in Early Childhood Education or related field.


  4. Other Course Information

    A. Objectives

    a. Investigate the relationship between program philosophy and program design.

    b. Explore designing indoor and outdoor learning environments that will provide developmentally appropriate experiences. (CF 6, NAEYC 4b)

    c. Examine program policies and procedures for admission, grouping, attendance, health, safety, nutrition, employing personnel, and building community relations.

    d. Critique assessment programs for children and procedures used for reporting their progress to their families. (CF 6, NAEYC 3c)

    e. Explore strategies for promoting family involvement in children’s education. (CF 1, NAEYC 2b, 2c)

    f. Examine methods used for program evaluation. (CF6, NAEYC 3c)

    g. Explore uses of technology that include record keeping for staff, children, financial planning, and other administrative uses. (CF 3, NAEYC 4b)

    h. Critique childcare management software.

    B. Learning Outcomes

    a. Evaluate how a center’s philosophy, administrative structure, population served and state and local regulations influence outcomes for children. – Students will write a paper discussing different types of centers and how a center’s characteristics influence their goals/outcomes for children. Students will critique a variety of journal articles that discuss research conducted on various types of centers and their efficacy.

    b. Design a full inclusive program detailing the components of an appropriate setting for children from birth through age 8. Students will design a Center Portfolio from a variety of settings that include a discussion of the program philosophy, facilities, staff and their qualifications, curriculum, policies and procedures, health, safety & nutrition, record keeping, budget, parent/school/community relations, technology, assessment and evaluation.

    c. Critique software used for classroom recordkeeping as well as those appropriate for center management. Students will critique a variety of software to be used for recordkeeping with children and for center management.

    d. Interviews with program directors, curriculum specialists – Students will interview directors and curriculum specialists to gain an understanding of the different roles associated with these positions centering on administration and staff development.

    C. Major Topics

    Programs for young children (philosophy, goals, populations’ served, administrative structure,

    regulations, and historical perspective)

    A. Preschools

    1. private

    2. public

    3. laboratory

    4. church affiliated

    5. Montessori

    B. Kindergarten

    1. private

    2. public

    C. Child care

    1. child care center

    a. private

    b. non-profit

    c. franchised

    d. employer sponsored

    2. family day homes

    3. Head Start

    a. center based

    b. home based

    II. The facility

    A. Site Selection

    B. Designing and remolding

    1. guidelines for indoor floor space

    a. walls

    b. windows and door

    c. floors

    d. lighting

    e. heat

    f. acoustics

    g. sanitary facilities

    h. types and amount of space

    2. guidelines for indoor environment

    a. learning centers

    b. selecting equipment for learning centers

    c. arranging the learning environment

    d. planning for children with special needs

    e. amount and location of space

    C. Care, inventory, and maintenance of facility and equipment

    D. Purchasing equipment and supplies

    E. Licensing regulations

    III. Staffing

    A. Types, responsibilities, and qualifications of staff

    1. administrative staff

    2. teaching staff

    a. criteria for determining staff needs

    b. types of teaching staff

    c. responsibilities of teaching staff

    d. qualifications

    1) experience

    2) professional preparation

    3) certification requirements

    3. support staff

    a. criteria for determining needs

    b. types of support staff

    c. responsibilities of support staff

    d. qualifications

    IV. Policies and Procedures

    A. Admission

    1. criteria for determining admission

    2. concise statements

    3. how to implement procedures

    B. Grouping

    1. group size(s)

    2. types of grouping

    C. Attendance

    1. rationale

    2. absences

    3. vacations

    4. drop in

    D. Daily schedules

    1. guidelines for developing daily schedules

    2. relationship between goals and schedules

    3. transitions – home to school, indoor/outdoor, activities

    V. Health, safety, and nutrition

    A. Health

    1. determining relationships between program goals and health needs

    2. developing scope and rationale for physical examinations

    3. administering medication

    4. illness

    5. first aid

    B. Safety

    1. fire drills and emergency alerts

    2. routines – reporting accidents, security, arrival/dismissal, reporting abuse,

    3. practices to ensure safety

    4. legal responsibility

    C. Nutrition

    1. meeting regulations and Professional Standards

    2. planning menus and special diets

    VI. Records

    A. Children’s Records

    1. relationship to goals

    2. maintaining records

    3. value of documentation

    4. ethical practices and confidentiality

    5. technology associated with record keeping

    B. Program

    1. types of program records – center, personnel,

    2. program management software

    VII. Budget and Finance

    A. Expenditures related to opening the center

    B. Sources of income for opening a new center

    C. Developing a start up budget

    D. Developing an operating budget

    E. Determining the per capita cost of the program

    F. Identifying sources of income for operating budget

    G. Budget software

    VIII. Center/School-community relations

    A. Center communication

    B. Parent Associations

    C. Marketing

    IX. Program Evaluation

    A. Instruments

    B. Self Assessments

    C. NAEYC Accreditation

    D. Textbooks

    Click, PH. (2000). Administration of schools for young children. Albany, NY: Delmar.

    Hearron, P.F. & Hildebrand, V. (2003). Management of child development centers. (5ed.). Upper Saddle River, NJ: Merrill Prentice-Hall.

    Taylor, B.J. (2002). Early childhood program management: People and procedures. Upper Saddle River, NJ: Merrill Prentice Hall.

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    G. Assignments, Exams and Tests

    H. Attendance Policy

    I. Policy on Make-up Work

    J. Program This Course Supports


  5. Course Concurrence Information



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