,Solution manual for Developing and Administering
an Early Childhood Education Program , 10th
Edition Shauna Adams
Notes
1- The file is chapter after chapter.
2- We have shown you 10 pages.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many
new editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
, Solution and Answer Guide: Adams/Kronberg/Donley, Developing and Administering Early Childhood Education Programs,
978-0-3575-1320-0; Chapter 1: The Effective Director
Solution and Answer Guide
Adams/Kronberg/Donley, Developing and Administering Early Childhood Education Programs,
978-0-3575-1320-0; Chapter 1: The Effective Director
Table of Contents
Making the Case..............................................................................................................................1
[Making the Case for Qualified Administrators].......................................................................................1
TeachSource Video Vignette ............................................................................................................ 1
[Leadership Practices in Child Development Programs: Personnel System]............................................1
Try It Out!............................................................................................................................................2
Making the Case
[Making the Case for Qualified 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 Vignette
[Leadership Practices 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.
© 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 1: The Effective Director
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.
© 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.
, 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
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
Table of Contents
TeachSource Video Vignette.........................................................................................................1
[Prekindergarten Funding Cuts] .............................................................................................................. 1
[Financial Planning for Early Childhood Programs: Establishing a Budget]............................................1
Try It Out!..........................................................................................................................................2
TeachSource Video Vignette
[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.
© 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
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?
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.
© 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.
, 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
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?
d. What outside funding sources are available to support the program, and how
much money is available through those sources?
e. How were outside funds obtained?
f. Discuss your findings in class. Do the resources seem adequate? What else
might the program director do to secure funding for the program?
ANS: Answers will vary widely based on local trends and resources, but all answers
should reflect a detailed investigation of resources in the local community.
6. With one or two classmates, examine the sample grant application in Director’s
Resource 2-1. Identify the individual sections of the proposal and discuss the
following:
a. What is the purpose of this particular grant application?
ANS: To provide additional services to two specific children with disabilities
b. How much funding has been requested?
ANS: $14,278.30
c. What information has been provided to justify the request for funding?
ANS: Detailed information has been provided describing the two children who will
benefit from the funding and showing how the money will be used.
d. What is the importance of the Statement of Agency Commitment?
ANS: The Statement of Agency Commitment provides background on the program’s
history in the community and the program’s philosophy towards meeting the needs
of children and families.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 3
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
e. Identify the type of information included in the Statement of Need.
ANS: The Statement of Needs identifies the general area in which the program is
requesting support and provides detailed information on the needs the program
needs help meeting.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
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 3: Licensing, Credentialing, and Accreditation
Solution and Answer Guide
Adams/Kronberg/Donley, Developing and Administering Early Childhood Education Programs,
978-0-3575-1320-0; Chapter 3: Licensing, Credentialing, and Accreditation
Table of Contents
Making the Case..............................................................................................................................1
[Making the Case for Program Accreditation]..........................................................................................1
TeachSource Video Vignette ............................................................................................................ 2
[The Quality of Early Childhood Program]................................................................................................2
[Leadership Practices in Child Development Programs: The Regulatory System]....................................2
Try It Out!............................................................................................................................................2
Making the Case
[Making the Case for Program Accreditation]
1. What are the important similarities and differences between licensing requirements
and accreditation? (Refer to Appendix D for an overview of NAEYC accreditation
standards.)
ANS: Licensing implies meeting minimum standards, accreditation implies
performing at a higher level and meeting additional standards. Directors volunteer
to have their program reviewed by an accrediting agency, and those programs that
are accredited are deemed worthy of the trust and confidence of both the private
and professional communities. The accreditation process typically includes an
extensive self-study of a program’s facilities, staff, and programming that is followed
by validation, which may include a site visit by professional early childhood
educators representing the accrediting body.
2. How might the process of accreditation benefit an early childhood program,
including the children, parents, staff, director, board members, and the community?
ANS: The self-study process may be revealing to the director because it requires
reviewing all facets of the program’s operation. The process can also provide
opportunities for the director and staff to work together in achieving the quality
they desire. The process may help improve the quality of life for young children and
their families through the accreditation system, based on research and criteria
developed over several years with input from a wide range of early childhood
educators. A few states are offering tax credits to families who enroll their children
in accredited programs.
© 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 3: Licensing, Credentialing, and Accreditation
TeachSource Video Vignette
[The Quality of Early Childhood Program]
1. How do quality care and education support children’s development?
ANS: Quality care and education supports the development of simple skills, which
provides a foundation to build the more complicated skills, in social, emotional, and
cognitive development
2. As a director, what factors should you consider to ensure quality programming for
the young children in your care?
ANS: You should ensure caring relationships, discipline that teaches, a good adult-
to-child ratio, and that kids are engaged in learning.
[Leadership Practices in Child Development Programs: The Regulatory System]
1. What is the importance of regulatory compliance?
ANS: If your program is not in compliance, you run the risk of facing a fine or being
unable to take full advantage of available funds and community resources. There
also is the risk of having to delay the opening of a new program or having to close
down an ongoing program because of failure to meet minimum licensing
requirements. In some cases, noncompliance may jeopardize the well-being of
children and staff.
2. What steps can be taken to ensure that new employees are aware of licensing
requirements?
ANS: New employees should be trained on licensing requirements as soon as they
are hired. Licensing requirements can be posted in prominent areas so that they're
always there as a guide for the employees. A set of regulations that teachers can
access at any time should be on site.
Try It Out!
1. Invite the licensing specialist from your community to a class session to discuss all
the services provided by the licensing agency. Before the visit, review the local
licensing regulations. After the visit, complete the following activities in class with a
small group:
a. Review the licensing regulations and determine which sections of the code
would help you do a more effective job as a program director.
b. Evaluate the regulations and determine which sections (if any) should be revised
so that more effective service could be delivered to children.
c. Discuss what you consider to be the most challenging part of the licensing
process.
© 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.
an Early Childhood Education Program , 10th
Edition Shauna Adams
Notes
1- The file is chapter after chapter.
2- We have shown you 10 pages.
3- The file contains all Appendix and Excel
sheet if it exists.
4- We have all what you need, we make
update at every time. There are many
new editions waiting you.
5- If you think you purchased the wrong file
You can contact us at every time, we can
replace it with true one.
Our email:
, Solution and Answer Guide: Adams/Kronberg/Donley, Developing and Administering Early Childhood Education Programs,
978-0-3575-1320-0; Chapter 1: The Effective Director
Solution and Answer Guide
Adams/Kronberg/Donley, Developing and Administering Early Childhood Education Programs,
978-0-3575-1320-0; Chapter 1: The Effective Director
Table of Contents
Making the Case..............................................................................................................................1
[Making the Case for Qualified Administrators].......................................................................................1
TeachSource Video Vignette ............................................................................................................ 1
[Leadership Practices in Child Development Programs: Personnel System]............................................1
Try It Out!............................................................................................................................................2
Making the Case
[Making the Case for Qualified 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 Vignette
[Leadership Practices 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.
© 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 1: The Effective Director
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.
© 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.
, 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
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
Table of Contents
TeachSource Video Vignette.........................................................................................................1
[Prekindergarten Funding Cuts] .............................................................................................................. 1
[Financial Planning for Early Childhood Programs: Establishing a Budget]............................................1
Try It Out!..........................................................................................................................................2
TeachSource Video Vignette
[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.
© 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
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?
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.
© 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.
, 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
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?
d. What outside funding sources are available to support the program, and how
much money is available through those sources?
e. How were outside funds obtained?
f. Discuss your findings in class. Do the resources seem adequate? What else
might the program director do to secure funding for the program?
ANS: Answers will vary widely based on local trends and resources, but all answers
should reflect a detailed investigation of resources in the local community.
6. With one or two classmates, examine the sample grant application in Director’s
Resource 2-1. Identify the individual sections of the proposal and discuss the
following:
a. What is the purpose of this particular grant application?
ANS: To provide additional services to two specific children with disabilities
b. How much funding has been requested?
ANS: $14,278.30
c. What information has been provided to justify the request for funding?
ANS: Detailed information has been provided describing the two children who will
benefit from the funding and showing how the money will be used.
d. What is the importance of the Statement of Agency Commitment?
ANS: The Statement of Agency Commitment provides background on the program’s
history in the community and the program’s philosophy towards meeting the needs
of children and families.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 3
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
e. Identify the type of information included in the Statement of Need.
ANS: The Statement of Needs identifies the general area in which the program is
requesting support and provides detailed information on the needs the program
needs help meeting.
© 2022 Cengage. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible 4
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 3: Licensing, Credentialing, and Accreditation
Solution and Answer Guide
Adams/Kronberg/Donley, Developing and Administering Early Childhood Education Programs,
978-0-3575-1320-0; Chapter 3: Licensing, Credentialing, and Accreditation
Table of Contents
Making the Case..............................................................................................................................1
[Making the Case for Program Accreditation]..........................................................................................1
TeachSource Video Vignette ............................................................................................................ 2
[The Quality of Early Childhood Program]................................................................................................2
[Leadership Practices in Child Development Programs: The Regulatory System]....................................2
Try It Out!............................................................................................................................................2
Making the Case
[Making the Case for Program Accreditation]
1. What are the important similarities and differences between licensing requirements
and accreditation? (Refer to Appendix D for an overview of NAEYC accreditation
standards.)
ANS: Licensing implies meeting minimum standards, accreditation implies
performing at a higher level and meeting additional standards. Directors volunteer
to have their program reviewed by an accrediting agency, and those programs that
are accredited are deemed worthy of the trust and confidence of both the private
and professional communities. The accreditation process typically includes an
extensive self-study of a program’s facilities, staff, and programming that is followed
by validation, which may include a site visit by professional early childhood
educators representing the accrediting body.
2. How might the process of accreditation benefit an early childhood program,
including the children, parents, staff, director, board members, and the community?
ANS: The self-study process may be revealing to the director because it requires
reviewing all facets of the program’s operation. The process can also provide
opportunities for the director and staff to work together in achieving the quality
they desire. The process may help improve the quality of life for young children and
their families through the accreditation system, based on research and criteria
developed over several years with input from a wide range of early childhood
educators. A few states are offering tax credits to families who enroll their children
in accredited programs.
© 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 3: Licensing, Credentialing, and Accreditation
TeachSource Video Vignette
[The Quality of Early Childhood Program]
1. How do quality care and education support children’s development?
ANS: Quality care and education supports the development of simple skills, which
provides a foundation to build the more complicated skills, in social, emotional, and
cognitive development
2. As a director, what factors should you consider to ensure quality programming for
the young children in your care?
ANS: You should ensure caring relationships, discipline that teaches, a good adult-
to-child ratio, and that kids are engaged in learning.
[Leadership Practices in Child Development Programs: The Regulatory System]
1. What is the importance of regulatory compliance?
ANS: If your program is not in compliance, you run the risk of facing a fine or being
unable to take full advantage of available funds and community resources. There
also is the risk of having to delay the opening of a new program or having to close
down an ongoing program because of failure to meet minimum licensing
requirements. In some cases, noncompliance may jeopardize the well-being of
children and staff.
2. What steps can be taken to ensure that new employees are aware of licensing
requirements?
ANS: New employees should be trained on licensing requirements as soon as they
are hired. Licensing requirements can be posted in prominent areas so that they're
always there as a guide for the employees. A set of regulations that teachers can
access at any time should be on site.
Try It Out!
1. Invite the licensing specialist from your community to a class session to discuss all
the services provided by the licensing agency. Before the visit, review the local
licensing regulations. After the visit, complete the following activities in class with a
small group:
a. Review the licensing regulations and determine which sections of the code
would help you do a more effective job as a program director.
b. Evaluate the regulations and determine which sections (if any) should be revised
so that more effective service could be delivered to children.
c. Discuss what you consider to be the most challenging part of the licensing
process.
© 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.
