Early Childhood Administration, Management, and Leadership (Course-Based)

In order to design and implement meaningful learning experiences for and with young children, early childhood professionals must understand the principle content strands that comprise each academic discipline as well as the key concepts and methods of inquiry across academic disciplines. This course supports professionals, as advocates of meaningful curriculum, in leading efforts to apply knowledge of content and pedagogy to designing learning experiences that are engaging and challenging, and that reflect children's individual, cultural, and linguistic diversity.

Early childhood professionals understand that observation is a critical method of assessment in early childhood settings. Thoughtful, ongoing observation and documentation are authentic approaches that provide a holistic picture of children and help to guide developmentally appropriate planning, interactions, and instruction. In this course, early childhood professionals consider their roles as leaders and advocates of effective observation and assessment practices who model and mentor the process of analyzing assessment strategies, methods, and data to support children's healthy development and learning. They are challenged to critically examine and lead effective collaboration with families and other professionals to promote ethical and meaningful assessment practices, including early intervention. (Field Experience) (Prerequisite(s): EDUC 6104 and EDUC 6106.)

Early childhood professionals understand that positive and supportive interactions with young children rightly place the young child at the heart of the learning and teaching process. In this course, early childhood professionals analyze developmentally appropriate approaches that reflect knowledge of how children develop and learn. In the role of leaders, they advocate and mentor by applying this knowledge to the planning of differentiated learning experiences that are responsive to young children's individual strengths and needs as well as their family and cultural contexts. They examine concepts and evaluate models of quality inclusive care and education for young children. They build awareness throughout the field of the vital importance of reflective, responsive, and intentional practice to support and nurture the healthy growth and learning of each individual child.

Early childhood professionals employ a broad repertoire of skills and strategies that are appropriate for the young children in their settings. In this course, they apply their knowledge of young children's characteristics, needs, strengths, and family and cultural contexts to planning and instruction in an authentic P–3 classroom setting. They intentionally plan differentiated learning experiences to ensure challenge and meaning for each child as well as for the group. As they engage in the planning, learning and teaching, and assessment cycle, early childhood professionals collaborate with host teachers and other colleagues to sharpen their instructional skills, deepen reflection on their own practice, and lead professional development to promote effective practice in P–3 settings. (Field Experience) (Prerequisite(s): EDUC 6107 and EDUC 6108.)

Effective leaders in early childhood settings develop and maintain programs that are grounded in ethical principles and exemplify healthy organizational culture. This effort takes an abundance of skill particularly related to modeling and applying ethical standards and legal requirements; building respectful relationships with—and between—staff, families, and children; and stewarding the program's mission and vision. Leadership is deeply challenging, rewarding, and dynamic. This course helps early childhood professionals in search of leadership skills, tools, and insights, become the program leaders they hope to be.

Consider the needs and challenges of early childhood programs. How might knowledge of and skills related to budgeting, allocating resources, and obtaining additional funding help an early childhood professional develop and maintain a high-quality program? Creating successful grant proposals, having the tools to effectively market the program, and continuously working with staff to productively manage a facility with financial skill is key to program success as well as the ability to serve the best interests of children and families. This course provides early childhood professionals with a strong foundation in the key areas of grant writing, budgeting, and making strategic decisions about funding.

The master's capstone experience provides the opportunity to integrate and apply program learning to real-world situations in the early childhood field. Early childhood professionals identify and research issues or problems that impact young children and families in their local communities. In collaboration with families, colleagues, and/or community partners, they design projects that demonstrate their leadership and advocacy skills in the early childhood arena. The capstone experience culminates with implementing the projects, in whole or in part, and reflecting on how these projects represent growth as early childhood professionals, leaders, and advocates. (Prerequisite(s): EDUC 6109.)