Solu琀椀ons
Table of Contents
Making the Case..........................................................................................................................................1
[Making the Case for Quali昀椀ed Administrators]......................................................................................1
TeachSource Video Vignette.......................................................................................................................1
[Leadership Prac琀椀ces in Child Development Programs: Personnel System]............................................1
Try It Out!...................................................................................................................................................2
Making the Case
[Making the Case for Quali昀椀ed Administrators]
1. What abilities do you possess that will enable you to address the many roles you will fill as a
director?
ANS: Answers will vary, but may include the following: stamina, understanding, organization,
interpersonal skills, leadership skills, compassion, and caring.
2. What educational preparation and experience are required in your state to become an
administrator of an early childhood program? How do these compare to the competencies
identified in the NAEYC program administrator definition and competencies?
ANS: Answers will vary depending on the student’s state. The answer should reference NAEYC
administrator competencies, including: personal and professional self-awareness, legal and
fiscal management, staff management and human relations, educational programming,
program operations and facilities management, family support, marketing and public
relations, leadership and advocacy, technology, child growth and development, curriculum
and instructional methods, family and community relationships, health, safety, and nutrition,
professionalism, and learning environment.
TeachSource Video Vigne琀琀e
[Leadership Prac琀椀ces in Child Development Programs: Personnel System]
1. What strategies does this director use to maintain morale among staff members?
ANS: The director highlights creating a work environment that is fun and engaging for the adults
and making sure teachers have what they need.
2. What are the characteristics of a successful director?
ANS: The director states that a successful director is somebody who has a quick pace and a lot of
energy, and who likes variety in their day.
,Try It Out!
1. Discuss with a classmate the personal qualities you possess that might impact your ability to
successfully manage an early childhood program. Which of these qualities might prove useful as
a director? Which might present challenges to being an effective manager or leader?
ANS: Answers will vary. Students may mention stamina, understanding, organization,
interpersonal skills, leadership skills, compassion, and/or caring as useful personal qualities.
2. Discuss the kind of director you would like to be with three members of your class. Review the
director’s responsibilities as described in the chapter. On which of the director’s roles would you
like to spend the most time? Which role would you find most challenging? Why would this be the
case? Compare and contrast your ideas with those of your classmates.
ANS: Answers will vary. Students should mention some of the following roles: making policy
and procedure decisions, advocacy and lobbying, setting program goals, managing the program’s
finances, managing the budget, managing staff, teaching children, working with parents and
families, interacting with the community, record keeping, and facility and equipment
management.
3. If you were the director, which director’s responsibilities could you assign to someone else? Why
would it be appropriate to do so?
ANS: Answers will vary. Students may mention developing goals and objectives, visiting
classrooms, ensuring that industry standards are met, curriculum planning, working with the
board of directors, managing licensing issues, establishing and working within a budget, keeping
financial records, paying bills and preparing payroll, collecting tuition, writing and administering
grants, developing and implementing a marketing plan, hiring appropriate staff, coaching and
evaluating staff, working with families, working with the community, participating in
professional organizations, continuing professional development, and being an advocate for
children. Many of these roles can be assigned to other staff, but some cannot, such as working
with the board, participating in professional organizations, and continuing the director’s own
professional development.
, Solution and Answer Guide: Adams/Kronberg/Donley, Developing and Administering Early Childhood Education Programs, 978-0-3575-1320-
0; Chapter 2: Assessing Community Need and Establishing a Program
Solu琀椀on and Answer Guide
Adams/Kronberg/Donley, Developing and Administering Early Childhood Educa琀椀on Programs,
978-0-3575-1320-0; Chapter 2: Assessing Community Need and Establishing a Program
Table of Contents
TeachSource Video Vignette
[Prekindergarten Funding Cuts]
[Financial Planning for Early Childhood Programs: Establishing a Budget]
Try It Out!
TeachSource Video Vigne琀琀e
[Prekindergarten Funding Cuts]
1. Why is it important to know what is happening at the state and national levels in terms of policy,
funding, and legislation related to the early childhood profession?
ANS: Many states do not provide much funding for prekindergarten programs, despite evidence
supporting its value.
2. How do state and national policies impact local need?
ANS: Cuts at the state and national level reduce the availability of prekindergarten programs to
lower-income families.
[Financial Planning for Early Childhood Programs: Establishing a Budget]
1. What information is provided that would enable your fundraising team to better understand the
expenses associated with operating a child care program?
ANS: The fundraising team is provided with the three main budget areas and what each area
covers. These areas are:
Personnel: Salaries and benefits
Variable expenses: Supplies, consultants, training, travel, etc.
Fixed expenses: Rent, utilities, insurance, etc.
2. Mr. James comments that “there may be instances where cutting too much could jeopardize the
very core of your program.” What does he mean by this statement? What examples could you
provide to members of the committee to help them understand this idea?
ANS: Answers may vary.
Try It Out!
1. Review the sample needs assessment questionnaire in Director’s Resource 2-1 and adjust it so
you could use it for a 10-item online survey.
a. How would you introduce the survey in an email that encourages potential program users to
answer the questions?
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 1
website, in whole or in part.
, Solution and Answer Guide: Adams/Kronberg/Donley, Developing and Administering Early Childhood Education Programs, 978-0-3575-1320-
0; Chapter 2: Assessing Community Need and Establishing a Program
b. What incentive would you offer to encourage participation in the survey?
c. What follow-up message would you send to those who participated in the survey?
ANS: Answers will vary. The survey should be brief to encourage potential program users to
answer the questions, preferably 10 questions or fewer. Incentives will vary based on program
and community resources but could include coupons for small discounts or entry into a drawing
for a gift card. Potential users of the program should receive a follow-up message with more
information about the program and an offer to join an email list.
2. Consider a program that you would most like to direct and use Radtke’s three questions to
develop a mission statement. Be sure to describe the type of population that would be served by
this program.
ANS: Answers will vary, but should include answers to these questions: What are the
opportunities or needs that we exist to address? What are we doing to address these needs? What
principles or beliefs guide our work?
3. In groups of four students, discuss and record the thinking of the group about the following
questions:
a. What are your assumptions about growth and development?
b. How does learning or the development of knowledge come about?
c. During the early years of a child’s life, what is the adult’s role relative to
physical development?
social development?
emotional development?
cognitive development?
language development?
moral development?
d. What goals do you have for the children in your care?
e. What is your belief about how families impact development and how they should be served in
your program?
ANS: This question asks about personal assumptions, so answers will vary widely.
4. Assume you have been hired as a director of a new early childhood program. Write a list of core
values and corresponding value statements for your new program.
ANS: Answers will vary. A sample core value and value statements would look like the core
value of “children learn through inquiry” with a value statement that identifies children as
autonomous investigators.
5. Investigate who provides funding for early childhood education in your community. Are any
programs funded by the federal, state, or local governments? United Way? Private individuals?
Chain or franchised programs? Universities or colleges? Businesses or proprietors? Is anyone else
funding early childhood education in your community? Your instructor may assign one student or
a group to explore each potential resource and provide a written or oral report for the class.
Identify the purpose of the funding, conditions for receiving funding (e.g., start-up, operating, or
special project funds), potential amount available, and the procedures that must be followed to
apply for the funds.
a. Contact or invite to class a rural or inner-city early childhood program director (not a Head
Start program). Inquire about the funding base.
b. How much tuition do parents pay?
c. How much of the total budget is covered by tuition?
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 2
website, in whole or in part.
Table of Contents
Making the Case..........................................................................................................................................1
[Making the Case for Quali昀椀ed Administrators]......................................................................................1
TeachSource Video Vignette.......................................................................................................................1
[Leadership Prac琀椀ces in Child Development Programs: Personnel System]............................................1
Try It Out!...................................................................................................................................................2
Making the Case
[Making the Case for Quali昀椀ed Administrators]
1. What abilities do you possess that will enable you to address the many roles you will fill as a
director?
ANS: Answers will vary, but may include the following: stamina, understanding, organization,
interpersonal skills, leadership skills, compassion, and caring.
2. What educational preparation and experience are required in your state to become an
administrator of an early childhood program? How do these compare to the competencies
identified in the NAEYC program administrator definition and competencies?
ANS: Answers will vary depending on the student’s state. The answer should reference NAEYC
administrator competencies, including: personal and professional self-awareness, legal and
fiscal management, staff management and human relations, educational programming,
program operations and facilities management, family support, marketing and public
relations, leadership and advocacy, technology, child growth and development, curriculum
and instructional methods, family and community relationships, health, safety, and nutrition,
professionalism, and learning environment.
TeachSource Video Vigne琀琀e
[Leadership Prac琀椀ces in Child Development Programs: Personnel System]
1. What strategies does this director use to maintain morale among staff members?
ANS: The director highlights creating a work environment that is fun and engaging for the adults
and making sure teachers have what they need.
2. What are the characteristics of a successful director?
ANS: The director states that a successful director is somebody who has a quick pace and a lot of
energy, and who likes variety in their day.
,Try It Out!
1. Discuss with a classmate the personal qualities you possess that might impact your ability to
successfully manage an early childhood program. Which of these qualities might prove useful as
a director? Which might present challenges to being an effective manager or leader?
ANS: Answers will vary. Students may mention stamina, understanding, organization,
interpersonal skills, leadership skills, compassion, and/or caring as useful personal qualities.
2. Discuss the kind of director you would like to be with three members of your class. Review the
director’s responsibilities as described in the chapter. On which of the director’s roles would you
like to spend the most time? Which role would you find most challenging? Why would this be the
case? Compare and contrast your ideas with those of your classmates.
ANS: Answers will vary. Students should mention some of the following roles: making policy
and procedure decisions, advocacy and lobbying, setting program goals, managing the program’s
finances, managing the budget, managing staff, teaching children, working with parents and
families, interacting with the community, record keeping, and facility and equipment
management.
3. If you were the director, which director’s responsibilities could you assign to someone else? Why
would it be appropriate to do so?
ANS: Answers will vary. Students may mention developing goals and objectives, visiting
classrooms, ensuring that industry standards are met, curriculum planning, working with the
board of directors, managing licensing issues, establishing and working within a budget, keeping
financial records, paying bills and preparing payroll, collecting tuition, writing and administering
grants, developing and implementing a marketing plan, hiring appropriate staff, coaching and
evaluating staff, working with families, working with the community, participating in
professional organizations, continuing professional development, and being an advocate for
children. Many of these roles can be assigned to other staff, but some cannot, such as working
with the board, participating in professional organizations, and continuing the director’s own
professional development.
, Solution and Answer Guide: Adams/Kronberg/Donley, Developing and Administering Early Childhood Education Programs, 978-0-3575-1320-
0; Chapter 2: Assessing Community Need and Establishing a Program
Solu琀椀on and Answer Guide
Adams/Kronberg/Donley, Developing and Administering Early Childhood Educa琀椀on Programs,
978-0-3575-1320-0; Chapter 2: Assessing Community Need and Establishing a Program
Table of Contents
TeachSource Video Vignette
[Prekindergarten Funding Cuts]
[Financial Planning for Early Childhood Programs: Establishing a Budget]
Try It Out!
TeachSource Video Vigne琀琀e
[Prekindergarten Funding Cuts]
1. Why is it important to know what is happening at the state and national levels in terms of policy,
funding, and legislation related to the early childhood profession?
ANS: Many states do not provide much funding for prekindergarten programs, despite evidence
supporting its value.
2. How do state and national policies impact local need?
ANS: Cuts at the state and national level reduce the availability of prekindergarten programs to
lower-income families.
[Financial Planning for Early Childhood Programs: Establishing a Budget]
1. What information is provided that would enable your fundraising team to better understand the
expenses associated with operating a child care program?
ANS: The fundraising team is provided with the three main budget areas and what each area
covers. These areas are:
Personnel: Salaries and benefits
Variable expenses: Supplies, consultants, training, travel, etc.
Fixed expenses: Rent, utilities, insurance, etc.
2. Mr. James comments that “there may be instances where cutting too much could jeopardize the
very core of your program.” What does he mean by this statement? What examples could you
provide to members of the committee to help them understand this idea?
ANS: Answers may vary.
Try It Out!
1. Review the sample needs assessment questionnaire in Director’s Resource 2-1 and adjust it so
you could use it for a 10-item online survey.
a. How would you introduce the survey in an email that encourages potential program users to
answer the questions?
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 1
website, in whole or in part.
, Solution and Answer Guide: Adams/Kronberg/Donley, Developing and Administering Early Childhood Education Programs, 978-0-3575-1320-
0; Chapter 2: Assessing Community Need and Establishing a Program
b. What incentive would you offer to encourage participation in the survey?
c. What follow-up message would you send to those who participated in the survey?
ANS: Answers will vary. The survey should be brief to encourage potential program users to
answer the questions, preferably 10 questions or fewer. Incentives will vary based on program
and community resources but could include coupons for small discounts or entry into a drawing
for a gift card. Potential users of the program should receive a follow-up message with more
information about the program and an offer to join an email list.
2. Consider a program that you would most like to direct and use Radtke’s three questions to
develop a mission statement. Be sure to describe the type of population that would be served by
this program.
ANS: Answers will vary, but should include answers to these questions: What are the
opportunities or needs that we exist to address? What are we doing to address these needs? What
principles or beliefs guide our work?
3. In groups of four students, discuss and record the thinking of the group about the following
questions:
a. What are your assumptions about growth and development?
b. How does learning or the development of knowledge come about?
c. During the early years of a child’s life, what is the adult’s role relative to
physical development?
social development?
emotional development?
cognitive development?
language development?
moral development?
d. What goals do you have for the children in your care?
e. What is your belief about how families impact development and how they should be served in
your program?
ANS: This question asks about personal assumptions, so answers will vary widely.
4. Assume you have been hired as a director of a new early childhood program. Write a list of core
values and corresponding value statements for your new program.
ANS: Answers will vary. A sample core value and value statements would look like the core
value of “children learn through inquiry” with a value statement that identifies children as
autonomous investigators.
5. Investigate who provides funding for early childhood education in your community. Are any
programs funded by the federal, state, or local governments? United Way? Private individuals?
Chain or franchised programs? Universities or colleges? Businesses or proprietors? Is anyone else
funding early childhood education in your community? Your instructor may assign one student or
a group to explore each potential resource and provide a written or oral report for the class.
Identify the purpose of the funding, conditions for receiving funding (e.g., start-up, operating, or
special project funds), potential amount available, and the procedures that must be followed to
apply for the funds.
a. Contact or invite to class a rural or inner-city early childhood program director (not a Head
Start program). Inquire about the funding base.
b. How much tuition do parents pay?
c. How much of the total budget is covered by tuition?
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 2
website, in whole or in part.
