Professionalism

ProfessionalismProfessionalismand and

Program ManagementProgram Management

Adapted fromTeaching Strategies

Dodge, Dombro, & KoralekPrepared by Dr. Carla Piper

Early ChildhoodCare and Education:

An Important Profession

The early childhood caregiver: Shapes children’s views about learning and

the world around them Builds children’s self-esteem Influences children’s lives Helps children succeed in life Supports families

What is Professionalism?

A professional provides: A needed service Specialized

knowledge Commitment to

quality Dependability Effectiveness

The Caregiver provides: High quality program Understanding of

child development Developmentally

appropriate program Regular service Program that builds

cognitive and creative skills

Professional Development Stages Stage One: Survival

– Learning routines and gaining training Stage Two: Consolidation

– Seek new ways to complete tasks, handle problems, and share with others

Stage Three: Renewal– Need new challenges and stimulation

through workshops, conferences, professional organizations

Stage Four: Maturity– Committed professionals seeking new

ideas and skills

Commitment to Professionalism Continually assessing one’s own performance

– Identify areas for improvement and measure against professional standards and guidelines

Continuing to learn about caring for infants/toddlers/preschoolers– Keep current about procedures, child development,

and applying knowledge and skills

Applying professional ethics at all times– Maintain respect and confidentiality– Be dependable, reliable, – Unbiased, supportive

Accreditation Criteria and Procedures of the National Association for the Education of

Young Children (NAEYC)

Interactions among Teachers and Children Curriculum Relationships among Teachers and Families Staff Qualifications and Professional Development Administration Staffing Physical Environment Health and Safety Nutrition and Food Service Evaluation

Developmentally Appropriate Practice (DAP) in Early Childhood Programs (NAEYC)

Appreciate childhood as a unique and valuable stage of the human life cycle [and valuing the quality of children's lives in the present, not just as preparation for the future]

Base our work with children on knowledge of child development [and learning]

Appreciate and support the close ties between the child and family;

Revised Developmentally Appropriate Practice (DAP)http://208.118.177.216/about/positions/pdf/PSDAP.pdf

DAP Continued

Recognize that children are best understood in the context of family, culture, and society

Respect the dignity, worth, and uniqueness of each individual (child, family member, and colleague)

Help children and adults achieve their full potential in the context of relationships that are based on trust, respect, and positive regard. (Feeney & Kipnis 1992, 3)

Revised Developmentally Appropriate Practice (DAP)http://208.118.177.216/about/positions/pdf/PSDAP.pdf

Continuing to Learn

There is always new information to be learned– Need to know latest developments in research

Continual learning makes you an active, thinking person– If you enjoy learning, children will enjoy it too.

You care about children– Always alert to new helpful information for children

You want to grow professionally– Learning results in increased confidence and

improved performance.

Making Plans for Learning

Take advantage of opportunities, workshops, trainings

Use other caregivers as resources and consult your supervisor about theoretical issues and practical concerns

Review how you manage your time and leave time for study, reading, assessment

Set specific goals for yourself.

Planning for Professional Development

Short-Range Plans– What would I like to do right away to improve

my skills?– What barriers might hinder me from

completing these plans?– What can I do to overcome these barriers?

Long-Range Plans– What about a year from now?

Professional Ethics Maintain confidentiality about children and families Be honest, dependable, and reliable in performing duties Treat parents with respect even during difficult situations Treat each child as an individual and with respect Make sure activities, practices, and routines are

developmentally appropriate. Provide a good model for learning and for language and

communication skills. Dress to do the job. Record information appropriately Advocate on behalf of children and families.

Becoming an Advocate for Children and Families Share our knowledge Share our professional experiences Redefine the “bottom line” for children and

speak out for children’s inherent “worth.” Stand up for our profession. Involve parents Expand the constituency for children and link to

public schools, health care providers, religious organizations, other professional and volunteer groups.

Taking Care of Yourself!

Your Physical Well-Being– Eat, sleep, exercise!

Your Emotional Well-Being– Positive outlook and relaxation

Your Social Well-Being– Spend time and talk with

someone you care about

Your Intellectual Well-Being– Read and learn something new

Leadership Responsibilitiesand Program Management

Program Director– Prepare budgets– Make hiring decisions– Develop schedules– Supervise staff– Provide training

Teachers are part of the management team– Plan, conduct, and evaluate the program– Create a supportive learning environment– Guide children’s learning– Handle other responsibilities– Responsible for individualizing the program according to skills,

needs, and interests of the children

Individualize Instruction for Each Child

Conduct screenings and developmental assessments

Maintain ongoing assessment systems– Observe and record children’s

behavior– Save examples of children’s work– Discuss child’s progress with

parents and team members– Use individual portfolios to

organize and maintain information Most effective with a team approach

with parents and teachers

Learn Each Child’s Culture, Language, Family, Skills, Needs,

and Interests

Communicate with parents often– Learn about child’s family life– Learn about child’s home language

Observe each child regularly– Use a recording system that is objective,

accurate, and avoids labeling– Observe in different settings and at different

times of the day Collect examples and photographs of work Play and talk with children to learn about

their interests and abilities

Do you learn about each child’s culture, language, family, skills, needs, and interests?

I do this Regularly Sometimes Not Often

Enough

Communicate with parents often to learn about a child’s family life, culture, home language, and unique characteristics.

Observe each child regularly and use a recording system that is objective, accurate, and avoids labeling.

Observe children in different settings and different times of the day.

Collect examples and photographs of work that document children’s skills, interests, and progress.

Play and talk with children to learn about their interests and abilities.

Work as a Team to Offer an Individualized Program

Meet regularly to plan and evaluate the program Use information gathered through observations

to plan for individual children Include parents in planning for their children’s

growth and development Use creative thinking skills to solve problems Change environment, materials, routines, and

activities to address individual children’s needs Appreciate and use the strengths of all team

members

Follow Administrative Policies and Procedures

Review program policies and procedures Complete management tasks according to a

schedule Use the program’s system for reports and

recordkeeping Keep informed about teachers’ job

responsibilities Share ideas about program policies and

procedures with colleagues and the supervisor Answer parents’ questions about program

Using a Systematic Approach to Observing and Recording

Primary Purpose– To collect accurate and useful information about a

child– Requires a careful, systematic approach of recording

Recordings must include:– Child’s name and age– Observer’s name– Date of the observation– The setting – where activity takes place and who is

involved– The behavior – what the child you are observing does

or says

Areas to Observe

Fine motor skills Self-discipline Thinking and

problem-solving skills

Self-help skills Gross motor skills

Role during cooperative play

Emerging reading and writing skills

Self-confidenceCreativitySocial skills

Do you observe and record information about each child’s growth and development?

I do this Regularly Sometimes Not Often

Enough

Watch and listen to young children and write down what they do and say to learn more about their needs, skills, and interests.

Record infants’ and toddlers’ behavior in an objective, accurate way and avoid the use of labels.

Ask parents for information about what their child is like at home and use that information as you interpret observations.

Observe each child during different periods of the day: arrival, indoor and outdoor play, meal, naps, and departure.

Record many instances of a young child’s play before drawing conclusions about that child’s abilities, interests, and needs.

Individualizing the Program

Daily Schedule – sequence and timing Materials – toys, books, equipment Environment – indoor, outdoor, interest areas Routines – daily events, clean-up, meals, naptime Transitions – times between schedule routines

and events Small-group activities – time when children

choose to join in an activity planned and led by an adult

Interactions – verbal and nonverbal communications between teachers and children

Do you work as a member of a team to plan an individualized program?

I do this Regularly Sometimes Not Often

Enough

Work with other center staff to provide input on program issues.

Acknowledge the strengths of other team members: other caregivers, aides, parents, and volunteers.

Know social services, health, and education resources in the community or region and use them as needed.

Use creative thinking skills such as brainstorming in planning and in solving problems.

Do you work as a member of a team to plan an individualized program – continued?

I do this Regularly Sometimes Not Often

Enough

Meet regularly with other caregivers to plan developmentally and culturally appropriate activities for the group.

Use information gained through observing to get to know children as individuals.

Use information from parents to learn more about who children are.

Plan the environment, daily activities, and special activities to meet the needs of individual children.

Evaluate the program constantly to help plan for the future.

Including Children with Disabilities Developmental disabilities – such as mental

retardation Physical disabilities – such as muscular

dystrophy Health disabilities – HIV or asthma Hearing, visual, or speech/language disorder Inclusion provides an environment in which

all children can succeed. Helps children with disabilities gain

independence Helps all children develop comfortable

relationships with others.

Creating and Using Developmental Portfolios

Balanced picture of child’s development– Growing skills– Changing interests– Various experiences and achievements– Child’s learning style

Samples of child’s work Information collected Observation recordings Anecdotal records Developmental checklists

Working as a Team

Develop plans– Daily – well-prepared for each day– Weekly – more detailed using formal process– Long-Range – thinking and planning ahead

Evaluate the effectiveness of your program– What worked well? – What problems came up?– What did the children do?– What materials did they use?– Did we welcome and provide meaningful roles for

parents?

Developing Policies and Procedures as an Administrator

Hours of operation Acceptance/registration

process Fees and service charges Safety requirements Medical and health

requirements Fire prevention and

evacuation procedures Policy on closing for bad

weather Using positive guidance

Contingency plans for responding to emergencies

Reporting accidents Using, ordering, and

replacing consumable supplies

Reporting suspected child abuse and neglect

Reporting maintenance needs for furniture and equipment

Do you follow administrative policies and procedures?

I do this Regularly Sometimes Not Often

Enough

Know and understand responsibilities as outlined in staff and parent handbooks.

Review center policies before starting a new task.

Complete management tasks according to a schedule.

Follow the center’s system for reports and recordkeeping.

Review memorandums and other documents to keep informed about caregivers’ job responsibilities.

Do you continually assess your own performance?

I do this Regularly Sometimes Not Often

Enough

Compare my performance against the center’s procedures and guidelines.

Compare my performance against the recognized standards of the early childhood profession.

Analyze my skills to identify areas in need of improvement.

Ask colleagues to observe me and provide objective feedback

Accept and address feedback and criticism from parents, colleagues, and supervisors.

Do I applying professional ethics at all times?

I do this Regularly Sometimes Not Often

Enough

Keep information about children and their families confidential.

Carry out my duties in a dependable and reliable way.

Speak out when childcare practices are not appropriate.

Support early childhood education practices that are developmentally appropriate.

Support other teachers when they need assistance.

Do I apply professional ethics at all times - continued?

I do this Regularly Sometimes Not Often

Enough

Treat each child as an individual and show no bias because of culture, background, abilities, or gender.

Believe in an honest, reliable, and dependable manner in performing duties.

Support the center director and other administrative staff by avoiding gossip.

Take care of my personal physical, emotional, social, and intellectual needs.