Rules and Regulations Along with Quality

I guess the opposite of this title would be “No rules and no regulations along with no quality”. No rules would bring a since of autarchy. Now some people who are morally ethical, would, regardless of rules and regulations, research the best methods, the most reasonably means and implement them into their schools, thus creating quality childcare. Other’s given the same criteria, no rules and regulations, would find the best way to make money, cutting corners and maybe relinquishing the quest for quality.
I think that having regulations and rules in a school helps bring clarity to everyone involved; director, teacher, aides, support help, parents and students.
For instants, there have been times when parents want us to keep a child with fever (over 101) in our school. Our school does not have a room or place to house a sick child so we have established, in place, a rule, that states, “All children with fever must go home during the duration of their sickness”. Having this in our handbook and continually enforcing it has kept many other children under our care from becoming sick. If we allowed a case by case interpretation to the rule, we would have people arguing that their child really wasn’t sick they just run fevers or complaining that in a previous “fever” the child was allowed to stay. That would be confusing.
A wise, elderly man once told my husband and me, “people feel safe with strong leadership and established rules”. I think I agree with him. The children and staff of a school need to feel safe. Rules, regulation and expectations need to be clear and enforced/maintained. I think the easiest way for this to happen is have everyone one, director, teacher, parents, child understanding and agreeable to the rule prior to it ever having to be practiced. Collaborating, page. 102-103 Chapter 5 of “Planning and Administrating Early Childhood Programs” Decker, Decker, Freeman and Knopf; gives four levels of decision making; unilateral, consultative, collaborative and delegative. No matter which level is being used it’s important that everyone understands the content and outcomes and is willing to work with them.
Chapter 5 of “Planning and Administrating Early Childhood Programs” Decker, Decker, Freeman and Knopf; clearly defines job descriptions, managements, leadership, qualifications creating and communication and more. I enjoyed reading this chapter. It clarified the importance of management and organization in our schools, no matter how small or large.
We need to keep collaborating and enriching the quality of our programs regardless if people do not jump on the band wagon the first time round. Exchange Everyday, September 29, says, "In my experience, people don't 'get' the important messages leaders try to send the first time around," writes Rosabeth Moss Kanter in Harvard Business Review On Point (Fall 2009; www.hbr.org).

Rethinking

Rethinking of school through the exposure of the reconceputalist ideas.
Being in the early education field for a number of years have made me familiar with foundation of this field. Reading chapter 3 &4 of “Planning and Administering Early Childhood Programs” by Decker, Decker, Freeman & Knopf made me aware that my relicensing is coming up. Fire inspection...check, Sanitation inspection...check, Health records up-to-date...check, staff credentials in order...check; ok, ok everything is in order. Keeping the foundation in place and inspected is important. Actually it’s very important. It helps to keep children safe and teachers qualified.
The book causally talked about “zoning”. Maybe on the mainland “zoning” is causal. In my experience “zoning” is the extremely difficult. You are asked to go to the building department (the words make me quiver). Once you’re in the building department you take a number and wait...hours, if you miss your number (yes I have), being hollered through a diluted speaker, from you must begin again. Once attaining an audience with the person at the window (thinking all clarification will come now!); you begin to wonder if they are really speaking English. In my experience zoning issues take years and loom over an already stressed director’s head.
Even though the previous two paragraphs describe a lot of work and a base which needs to be kept in place at all times; a more important subject is in the ability develop and evolve and consider other possibilities that might exist beyond what is known. Spending moments of discomfort, stretching what we know to include and expand our teaching practices. When we determine to move in these ways we will find that our staff or those around us will follow.
Critical disposition has led to examination and receptualization of accepted ways of thinking about early childhood education and associate practice and care. Parents (for the most part) love their child and want the best for them; I stand behind this theory because I love my children. Parents have the right to choose the best early childhood center or care for their child based on their identities, culture, philosophy or anything else that is important to them. There are certain teaches and ideas I want presented to my child. Sorry there is no “Universal Child”. All children come with a back ground and or culture. These things must be honored not abolished for the sake of “Globalised Childcare”. It’s the core of the family.
We need to rethink and recognize agency, voice and complex identities without losing our individuality and the beauty of diversity. I worry with some of the literature I read that we are trying to create a generic Early Childhood Education system. One that, for the sake of political correctness or is it federal money, dilutes the very fiber of our communities and the unique differences they hold.

Developing a vision, mission and program evaluation

One obstacle an already existent school seeking to develop a vision must face is the complacence to just redefine who they already are. A vision must have action to create a higher quality program. Yes, it is good to understand your pre-existent philosophy, culture and values. But what we need to do is (dare I use the word) “dream” beyond it. To dream beyond financial restraints, to dream beyond short sighted teachers and dream to create something that might not exist at the moment. The Bible says, “Where there is no vision, the people perish: Proverbs 29:18”

Once an “unlimited” vision is cast, then it is easier to complete a program assessment plan. Everyone involved is able to clearly see the idealistic goal. Obviously there are financial restraint, facility restraints etc. Understanding our dream we can ask…”who are we?” Understanding the dream we can document; “what is our mission statement?” etc.
I wish I could find the “best” model for what I want my program to be, however, I have not. Closing my eyes and reflecting on my own thoughts is not adequate and much too limited…I need a team.

Re-reading our text book makes me feel back at work again, sitting in my office chair, or perusing our classrooms, cleaning bathrooms (yes, my job also) or counseling a parent/teacher/child. My hours are long and yet fulfilling.

I believe it takes a special “type” of person to do this job. A person who is intuitive by nature, accurate to details with the ability to lead and encourage.

Generations living together

William Gibson wrote an article on the issue of more and more families are living together with multiple generations. The increase of parents living in the same home as their children increased 67% from 2000 through 2007.
Interesting, must families I know, who own homes in Hawaii, have multiple generations living together. We’ve always contributed it to the high cost of housing in Hawaii. Now, the rest of the nation is following suit.
How does this effect Early Childhood education?
1) Children have the help of grandparents as caregivers or to help with transportation.
2) Young children become close and influenced by other family members in a much closer relationship.
3) Parents are taking care of their aging parents which teach new and different skills to their young children.
In all of these cases can be positive or negative for families.

Humor in the classroom

Humor is one of a number of things- like art or dramatic play- that children can create
It is important to enhance your child's sense of humor and understand why it matters. Humor is one of a number of things-- like art or dramatic play-that children can create. Humor, in turn, fosters a relaxed and playful climate in which further creativity is more likely to occur. Humor, creativity, playfulness, and play are closely connected, so a home or classroom that's conducive to any of them is likely to have an abundance of all of them and be filled with the laughter of happy children.

Definition of A Program Administrator

The program administrator is the individual responsible for planning, implementing, and evaluating.