Getting It Right From the Start: The Principal’s Guide to Early Childhood Education

'In one relatively small volume, the authors have organized information on just about everything a school leader needs to get a well-designed program off the ground and make sure it will get better as time goes on' - Harriet A. Egertson, Early Childhood Consultant Early Childhood Assessment Consortium, Council of Chief State School Officers Prepare our youngest students for future learning success with effective ECE programs! To ensure that young children are ready to enter kindergarten, elementary schools are becoming increasingly involved in early childhood education (ECE), and more and more principals have to deal with ECE issues. Now this practical manual shows principals what successful ECE programs look like—and how to achieve quality results in their schools and communities. The authors provide an inside view of the field, touching on key areas of operation and discussing ways to avoid common pitfalls. Blending research-based content with practical applications, this accessible guide helps principals and other administrators: - Gain a foundational understanding of how very young children learn - Create quality environments and practices for teaching early learners - Provide the kind of feedback staff need to improve - Work successfully with ECE agencies and providers - Easily implement the strategies outlined using reproducible forms, templates, and checklists This comprehensive resource presents the information principals need to become key players in educating our nation's youngest learners!

Table of Contents:
Preface About the Authors 1. Early Childhood Education: An Expanding Enterprise! Increasing Family Demand Early Learning Imperatives Children at Risk of School Failure Reducing the Achievement Gap: Starting Early Early Childhood Education: A Sound Investment Principals’ Roles: Laying the Groundwork 2. Quality Makes ALL the Difference The Corrosive Impact of Poor Quality High-Quality Defined Leadership and High Quality Becoming an Early Childhood Leader Principals’ Roles: Achieving High Quality 3. Breaking New Ground: Getting Involved in Early Childhood Education What Exactly Is Early Childhood Education? Becoming Familiar With Early Childhood Culture School Principals as Culture Brokers Principals’ Roles: Getting Involved in Early Childhood Education 4. Early Childhood Education: Stakeholders Identifying the Stakeholder Collaboration Give Voice to Stakeholders Actions and Considerations Principals’ Roles: Working With Stakeholders 5. Developmentally Appropriate Practice Fundamental Principles of DAP Developmentally Inappropriate Practice (DIP) Applying DAP Requires Judgment The Sounds of DAP! Empirical Support for DAP Common Questions About DAP Principals’ Roles: Supporting DAP 6. The Principal’s Guide to How Young Children Develop and Learn The Essential Nature of Young Children How Young Children Develop How Young Children Learn What Children Are Learning Principals’ Roles: Supporting Child Development and Learning 7. Early Childhood Curriculum What Constitutes the Early Childhood Curriculum? `Goodness of Fit’ Between Early Education and Later Schooling Implementing the Early Childhood Curriculum Activities to Look for in Early Childhood Classrooms Principal’s Roles: Curriculum 8. Learning Centers & Classroom Routines Typical Learning Centers for Young Children Skills Teachers Need to Run Effective Centers How Classroom Routines Support Curricular Goals A Typical Day for Children Principals’ Roles: Centers and Routines 9. Early Childhood Assessment Key Considerations Authentic Assessment Strategies to Guide Learning and Improve Instruction Strategies for Identifying Children’s Special Needs Assessing Early Childhood Programs and Learning Contexts Pros and Cons of Standardized Assessment The Principals’ Roles: Promoting Authentic Assessment 10. Early Childhood Education: Family Involvement Through the Eyes of the Families Looking Inside and Looking Outside Suggestions for Families Through the Eyes of Teachers Parents Want Communication With the School Family Roles Principals’ Roles: Family Involvement 11. Early Childhood Teachers Teachers Matter The Critical Function of Principals Characteristics of `Good’ Teachers Formal Teacher Qualifications Translating Teacher Standards Into Practice Principals’ Roles: Supporting Early Childhood Teachers 12. Finding and Keeping Good Teachers Shortage of Qualified Early Childhood Teachers Looking for Teachers to Support Diverse Children and Families Reducing Staff Turnover Principals’ Roles: Hiring and Retaining Good Teachers 13. Physical Environments That Support Early Learning Environmental Propositions How Physical Environments Influence Child Development and Learning Fundamentals of Environmental Planning Physical Requirements of Activity-Based Instruction Equipping Early Childhood Classrooms The Great Outdoors! Principals’ Roles: Creating Optimal Early Learning Environments 14. Early Childhood Education: Funding Funding Sources History of Federal Funding State Funding Local Funding Start-Up Costs Administrator Voices Principals’ Roles: Funding 15. Action Summary Tool A. Learning Center Checklist Tool B. Key Instruments Used Nationally for Evaluation of Children in ECE Programs Tool C. Daily Literacy Checklist P3 Tool D. Daily Numeracy Checklist P3 Tool E. Guidelines for Structuring Informative On-Site Observations Tool F. Sample Interview Questions for Teacher Candidates Tool G. Early Childhood Safety & Health Checklist Tool H. Physical Requirements of Small Group Activity Centers Tool I. ECE Classroom Equipment List Tool J. Indoor Environment Checklist References Index

About the Author :
Marjorie J. Kostelnik began her career in early childhood education as a Head Start teacher and has been involved in educating children and teachers ever since. She was on the faculty at Michigan State for 22 years, serving 12 years as program supervisor of the Child Development Laboratories and then as chair of the Department of Family and Child Ecology. During her time in Michigan, she worked with early childhood educators in more than 100 programs developing curriculum, enhancing children’s school readiness, and working with teachers to develop positive child guidance strategies. An author of 16 books, Kostelnik arrived at the University of Nebraska–Lincoln in 2001, where she is now serving as dean of the College of Education and Human Sciences. A former vice president of NAEYC, Kostelnik currently serves on the Lincoln Public Schools Community Learning Center Advisory Board and the State of Nebraska Early Childhood Interagency Coordinating Council. She received her master’s degree and doctorate in human development and family studies from Penn State. Marilyn L. Grady, is professor of educational administration at the University of Nebraska-Lincoln (UNL). She is the author or coauthor of 23 books, including From Difficult Teachers to Dynamic Teamwork (2009) with Brock, Getting it Right from the Start (2009) with Kostelnik From First Year to First Rate (2007) with Brock, 194 High-Impact Letters for Busy Principals (2006), 20 Biggest Mistakes Principals Make and How to Avoid Them (2004) and Launching Your First Principalship (2004) with Brock. Her research areas include leadership, the principalship, and superintendent-board relations. She has more than 175 publications to her credit. She is the editor of the Journal of Women in Educational Leadership. Her editorial board service has included Educational Administration Quarterly, International Studies in Educational Administration, International Journal of Learning, Rural Educator, Journal of At-Risk Issues, Journal of School Leadership, Advancing Women in Leadership On-Line Journal, Journal for Rural School and Community Renewal, International Journal of Learning, and Journal for a Just and Caring Education. She is the recipient of the Stanley Brzezinski Research Award, NCPEA’s Living Legend Award, the Donald R. and Mary Lee Swanson Award for Teaching Excellence, UNL’s Distinguished Teaching Award, and UNL’s Award for Outstanding Contributions to the Status of Women. Grady coordinates an annual conference on women in educational leadership that attracts national attendance and is in its 24th year. She has been an administrator in K-12 schools as well as at the college and university levels. She received her bachelor’s degree in history from Saint Mary’s College, Notre Dame, Indiana, and her doctorate in educational administration with a specialty in leadership from The Ohio State University.

Review :
"In one relatively small volume, the authors have organized information on just about everything a school leader needs to get a well-designed program off the ground and to make sure it will get better as time goes on. A particular strength of the book is its effectiveness in defining the years of preschool through third grade as a cohesive unit within the school. This is especially evident in the extensive chapter on assessment. The book will have value for both current practitioners and those preparing to become elementary administrators." "The day of preschool-aged children fully immersed in the public schools will be as common as kindergarten in the very near future. (And in many states, that day is here!) As principals prepare to embrace and successfully guide the addition of preschool children, families, and staff, they will need support and guidance in their new role as an early childhood/elementary principal. This book provides principals with exceptional support, guidance, and action plans to make their transition seamless." “This book is a tremendous resource for principals. As a former elementary principal, I wish I could have had this book in my hands then to help me better understand and support the preschool classrooms in my building! This book will help principals better understand the components of learning through play, intentional design of classroom environments to foster learning, and the value of partnering with families.” "Provides administrators with an easy-to-follow, detailed road map for a better understanding of early childhood education. For some quick information for the meeting, check out the Principal’s Role section. It is a superb resource, while the chapter provides the entire substance of developing the program." "As a former principal, I was informed one year that I would open four 4-year-old classrooms in August of the next year. I understood developmentally appropriate practices and the abiding need to hire terrific early childhood teachers and teaching assistants. What I did not have in my toolbox were the structural components, such as how to create a daily schedule; how and where to provide for students' personal needs (eating, toileting, playing, transporting, etc.); and how to assess student progress and communicate effectively with parents. This guide would have supported my own learning and eased my sense of frustration in not providing adequate leadership for my team. This book offers school leaders a foundational resource of best practices and research that can support an immediate need."