(EDI 613) Administration and Supervision in Early Childhood Education
Syllabus of Record
Catalog Description: A study of the organization, administration, and skills required in the
direction of early childhood education programs. Review of the pertinent federal, state, and
local regulations and support services. Three credits.
Unit Mission, Philosophy, Values:
Our Mission:
“Teaching, Leading and Learning in a Democratic Society”
The College of Education prepares candidates who enhance the individual growth of their
students while working to establish policies and practices that promote the principles of
democratic education. The College articulates this mission as Teaching, Leading, and
Learning in a Democratic Society.
Philosophy:
Student Potential, Ethical Implications
Believing that schools function as social and political entities as well as for the growth of
individuals, the College of Education prepares teachers and leaders
a) to enhance the academic and personal potential of their students
b) to evaluate the social and ethical implications of educational policies and practices.
Values:
“Expertise, Equity, Liberal Education, Social Responsibility”
The College of Education values expertise to guide our practice, equity to guide our
interactions, liberal education to guide our perspectives, and social responsibility to guide
our commitment to democratic education. We value these ideals in our preparation of
candidates, our development of faculty, and our relationships with the larger community we
serve.
Unit and Program Standards:
Unit Standards: Michigan Department of Education (MDE), National Council for the
Accreditation of Teacher Education (NCATE)
Advanced Program Standards: National Board for Professional Teaching Standards (NBPTS)
Course Standards and Assessments:
NAEYC 2. Building Family and Community Relationships.
Candidates know about, understand, and value the importance and complex
characteristics of children’s families and communities. They use this
understanding to create respectful reciprocal relationships that support and
empower families, and to involve all families in their children’s development
and learning.
2a: Knowing about and understanding family and community characteristics
2b: Supporting and empowering families and communities through respectful,
reciprocal relationships
2c: Involving families and communities in their children’s development and
learning
NAEYC 5. Growing as a Professional
5a: Identifying and involving oneself with the early childhood field
5b: Knowing about and upholding ethical standards and other professional
guidelines
5c: Engaging in continuous, collaborative learning to inform practice
5d: Integrating knowledge, reflective, and critical perspectives on early
education
5e: Engaging in informed advocacy for children and the profession
NBPTS Proposition 4: Teachers Think Systematically about Their Practice and Learn from
Experience
4a: Continually make difficult choices that test their judgment
4b: Seek advice of others; draw on research and scholarship to improve their
practice
Common Assessment: Professional Presentation
Major Topics:
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Theories and Trends in Early Childhood Education
History of Early Childhood Programs
Developmentally Appropriate Practice
Special Population Programs
Federal and State Policies Regarding Early Childhood Centers and Programs
Working with Parents
Program Assessment
Course Knowledge Base:
Baptiste, N. & Reyes, L. (2004). Understanding Ethics in Early Care and Education. Upper
Saddle River, NJ: Pearson.
Bredekamp, S. & Copple, C. (1997). Developmentally Appropriate Practice in Early
Childhood Programs. Washington DC: National Association for the Education of
Young Children.
Decker, C. & Decker, J. (2004). Planning and Administering Early Childhood Programs.
Upper Saddle River, NJ: Pearson.
Estes, L. (2004). Essentials of Child Care and Early Education. Boston: Pearson.
Goffin, S. & Lombardi, J. (1988). Speaking Out: Early Childhood Advocacy. Washington DC:
National Association for the Education of Young Children.
Korakek, D., Colker, L. & Dodge, D. (1995). The What, Why and How of High Quality Early
Childhood Education: A Guide for On-Site Supervision. Washington, DC: Upper
Saddle River, NJ: National Association for the Education of Young Children.
McCracken, J.B. (1984). Administering Programs for Young Children. Washington, DC:
Upper Saddle River, NJ: National Association for the Education of Young Children.
Michigan State Board of Education: Early Childhood Education, parenting and
Comprehensive School Health Unit. (1992). Early Childhood Standards of Quality:
For Prekindergarten Through Second Grade. Lansing, MI: Michigan Department of
Education.
Morgan, G. (1982). Managing the Day Care Dollars. Watertown, MA: Steam Press.
Phillips, D. (1987). Quality in Child Care: What Does Research Tell Us? Washington, DC:
Upper Saddle River, NJ: National Association for the Education of Young Children.
Powell, D. (1989). Families and Early Childhood Programs. Washington, DC: Upper Saddle
River, NJ: National Association for the Education of Young Children.
Rand, M. (2000). Giving it Some Thought. Washington, DC: National Association for the
Education of Young Children.
Wolfgang, C. H. (2004). Child Guidance Through Play. Boston: Pearson.
Wolery, M. & Wilbers, J. (1994). Including Children with Special Needs in Early Childhood
Programs. Washington, DC: National Association for the Education of Young