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Contents
Preface ix
About the Authors xiii
Acknowledgments xiv
Part I Administration 1
CHAPTER 1 The Director: A Broad View 3

A Brief History of Child Care in the United States 5
Child Care Today 5
Program Administration 6
The Director as Leader 7
The Director as Manager 10
The Director-Manager as Delegator 14
The Director-Manager as Organizer 16
The Director-Manager as Planner 17
The Director-Manager as Communicator 18
Ethical Management Practices 21
Professional Development 23
Evaluating Director Competencies 24
The Director’s Relation to Boards of Directors 28
CHAPTER 2 Diversity and Early Education 34

The Changing Face of America 35
The Need for Culturally Aligned Services 36
Pathways to Cultural Competence 37
Why Is It Important to Preserve Diversity? 39
Becoming a Culturally Competent Organization 40
The Administrator’s Role 40
A Guide for Administrators 42
Clarifying Your Vision and Mission 43
Classrooms That Respect Diversity 44
Managing Conflict 45
CHAPTER 3 Choices: Schools and Programs 52

Child Care Today 53
Types of Programs—Characteristics 54
Military-Based Child Care 63
Inclusive Programs: Including Children with Diverse Abilities 66
School Age Care 66
Foster Care 67
Infant-Care Programs 68
Copyright 2013 Cengage Learning. All Rights Reserved. May not be copied, scanned, or duplicated, in whole or in part.
vi Contents
Part II Planning: Program and Environment 73
CHAPTER 4 Administering Program Plans 75

Program Planning 76
Goals 78
Curriculum 83
Assessment 88
Policies and Procedures 93
CHAPTER 5 Planning: Infants and Toddlers 100

Brain Research 101
Infant-Toddler Development 102
Characteristics of a Developmentally Appropriate Infant-Toddler Program 105
Responding to Families in Culturally Sensitive Ways 113
Program: Infant and Toddler Activities 115
Space: Infant-Toddler Environment 116
Specific Areas 118
Adaptations for Infants and Toddlers with Special Needs 124
CHAPTER 6 Planning: Preschool-Age Children 129

Preschool Development 130
Characteristics of a Developmentally Appropriate Program 134
Supporting a Developmentally Appropriate Program 139
Program Space 147
Diversity in the Program 151
Planning Program Spaces by Area 153
Outdoor Areas 159
Adaptations for Children with Special Needs 161
CHAPTER 7 Planning: School-Age Children 166

School-Age Programs 167
School-Age Children 168
Characteristics of a Developmentally Appropriate Program 172
Supporting Developmentally Appropriate Programs 174
Space 178
Planning Space for Specific Areas 180
Outdoor Environment 185
CHAPTER 8 Family Child Care 190

Family Child Care: An Overview 192
Regulation of Family Child Care 194
The Choice of Family Child Care 195
Provider Characteristics 197
The Family Child Care Provider as Administrator 198
The Future of Family Child Care 201
Part III Staff Administration 209
CHAPTER 9 Staff Selection/Personnel Policies 211

Staff Turnover 212
Staff Selection 212
Staff Recruitment 216
Contents vii
Application Information 218

Selection Process 219
Evaluating 224
Personnel Practices 226
Personnel Records 235
Classroom Substitute Personnel 237
CHAPTER 10 Staff Supervision and Training 241

Director as Supervisor 242
Evaluation of Staff Performance 243
Professional Development 248
Planning Effective Meetings 253
Burnout 256
Staff Turnover and Retention 258
PART IV Management 265
CHAPTER 11 Budget 267

The Budget 268
Development of the Budget 268
Expenses — Personnel 273
Expenses — Variable 273
Fixed Expenses 274
Income 275
Summary of Budget Cycle 277
Budget Analysis 278
Keeping Budget Records 279
Other Sources of Income 280
CHAPTER 12 Nutrition, Health, and Safety for the Program 288

Nutrition 289
Cooking Experiences for Children 295
Food Purchasing 297
Food Preparation 298
Food Safety 298
Food Service for Children 299
Physical Activity 300
Health 300
Safety 309
CHAPTER 13 Beginnings: A New Program/A New Year 321

A Business Plan 322
Location 322
Finances 328
Staff Selection 333
Working Checklist 334
Planning for Opening Day 334
Enrollment 336
Parents 341
The New School Year 344
Retaining Families 348
viii Contents
Part V Beyond the School Itself 353
CHAPTER 14 Including Families and the Community 355

Changing Roles of Families 356
Parent Involvement 356
Community Involvement 363
Parent Education 364
The School and the Community 371
CHAPTER 15 Maintaining the Quality of Child Care 381

Upgrading the Quality of Programs 382
Child Abuse 387
Laws and Issues Pertaining to Child Care Settings 393
Directors as “Gatekeepers to Quality” 395
Leading with a Vision 396
APPENDIX A AEYC’s Code of Ethical Conduct: Guidelines for Responsible Behavior in Early
N
Childhood Education 401
APPENDIX B Technology and Interactive Media as Tools in Early Childhood Programs Serving
Children from Birth through Age 8 408
Glossary 429
Index 433
Preface
Rationale
Administration of Programs for Young Children was first published in 1976, when interest
in the education of very young children was just beginning. Today the importance of those
early years is well established, and there is universal recognition that quality programs
must have well-trained and knowledgeable teachers, as well as leaders or directors who can
meet the challenges of operating these programs. Each year, new research offers additional
insight into the needs of young children. The job of an administrator is so multifaceted that
it is imperative that every leader be well versed in the latest information. Therefore, the
availability of courses and up-to-date training materials is essential. This book can serve
that purpose. The text is appropriate for a course at a 2-year college, a 4-year university,
or at the graduate level. It can also be a source for working directors, planners of training
programs, or people who want to start a child care program.
Organization
The organization of this edition reflects a logical progression of information needed by a
director. It is divided into five sections with chapters containing relevant information.
Part I—Administration, includes the general responsibilities of a director and
discusses the different kinds of settings. Chapter 1 emphasizes the importance of creating
a democratic or collegial environment for staff members. Chapter 2 is new to this edition
and explains the importance of incorporating diversity into an early education program.
Chapter 3 discusses the different kinds of programs and how the responsibilities of the job
of administrator change according to the needs and scope of each program type.
Part II—Planning: Program and Environment, details the process for establishing,
organizing and designing a specific, well thought-out child care program. Chapter 4 dis-
cusses how to plan and organize a curriculum by setting creating a vision and mission and
then setting goals to achieve the desired results. The reader is taken through the steps that
lead to the development of goals, and then shown how to take action to provide excellent
curriculum. Chapters 5 to 7 document planning for three age levels: infants and toddlers,
preschool children, and school-age children. Each highlights developmental milestones
and then discusses how to plan a developmentally appropriate programs and curriculum
with emphasis on domain-specific activities. In each chapter, examples of program stan-
dards are discussed (e.g. health, safety, developmentally appropriate practice etc), along
with specific guidelines and suggestions for activities and areas to include in both the
indoor and outdoor environment. This enables the reader to get a complete picture of how
to plan for each age level. Chapter 8 discusses family child care and describes the adminis-
trative details for this unique family setting.
Part III—Staff Administration, covers hiring staff and developing personnel policies
that encourage staff retention. Chapter 9, Staff Selection/Personnel Policies, takes the
director through the process of determining staff qualifications, recruiting, and selecting.
There are also sections on developing personnel policies, preventing staff turnover, and
writing a personnel manual. Chapter 9 also has a section on managing substitute person-
nel. Chapter 10, Staff Supervision and Training, suggests effective methods of supervising
and evaluating staff, as well as planning for staff development and training activities.
ix
x Preface
Part IV—Management, includes the tasks that are needed to successfully operate a
program. Chapter 11 details the process of putting together a budget, which includes a
break-even budget, and operating a program using effective business practices. The new
Chapter 12 discusses how to maintain a safe environment, ensure the health of children,
and operate a good nutritional food program that is also economically feasible and
sensitive to cultural differences. Chapter 13, Beginnings: A New Program/A New Year,
discusses the processes that are needed to start a new program or begin a school year after
a summer break.
Part V—Beyond the School Itself, takes the reader outside the facility to consider
external influences. Chapter 14, Including Families and the Community, considers the role
of families in early childhood education and how the surrounding community can impact
the program. The final chapter, Maintaining the Quality of Child Care, addresses the issues
of how to determine quality, how to measure it, and how to maintain it. This chapter also
contains a discussion of the laws and issues that pertain to personnel and families, as well
as a discussion of liability insurance coverage.
Appendix A contains the complete National Association for the Education of Young
Children (NAEYC) Code of Ethical Conduct.
Appendix B contains the complete NAEYC position paper on technology and
interactive media in early childhood programs.
This new edition of the text addresses requests by reviewers for the most current
information and responds to their concerns and requirements. However, these updates
may not always meet the needs of each group of students or individual instructors. That
said, each chapter has been written to allow instructors to change the order in which the
chapters are presented to best align with their course objectives.
Features
An important new feature of this edition is the placement of the NAEYC icon within each
chapter to indicate where the text addresses specific NAEYC Standards for Professional
Development. The Standards covered in each chapter are listed on the chapter opening
page, along with the chapter objectives and key terms.
Another new feature in this edition is the inclusion of TeachSource Videos. This award-
winning video series captures in-the-classroom footage of early childhood programs, care-
givers, teachers, and children. Each chapter features one to two video call-out boxes with
questions for readers to think about as they watch the videos. Questions can be assigned
or merely used to focus readers’ attention on specific topics. Videos can be viewed on the
Education CourseMate at CengageBrain.com.
New Digital Downloads also have been added throughout the book. The reader will
find Digital Download icons next to Figures that show samples of forms used in program
administration. These forms can be downloaded from the Education CourseMate at
CengageBrain.com, adapted, and used by students and instructors as a practical tool in
early childhood programs.
A final new feature, “Did You Get It?” quizzes, can now be found at the end of every major
section of the chapters. These questions will spur readers to check their understanding of what
they just read and encourage them to visit the Education CourseMate at CengageBrain.com
to take the full quiz.
The instructors will still find the vignettes “A day in the life of . . .” in this edition.
These snapshots of a director’s activities give the student an opportunity to glimpse what it
is like to be a program leader. They sometimes provide a bit of humor to spark interest in
the content as examples of “real life”—not to suggest appropriate practices.
Each chapter ends with a Case Study and Helpful Websites. The case study poses
questions that foster critical thinking; the websites provide access to additional informa-
tion if the student chooses to pursue it.
Preface xi
Internet Disclaimer
The authors and Cengage Learning affirm that the website URLs referenced herein were
accurate at the time of printing. However, due to the fluid nature of the Internet, we cannot
guarantee their accuracy for the life of this edition.
New to This Edition

This edition reflects the changes that are taking place in early childhood education. The
following topics have either been expanded or added to this edition.
• Emphasis on the leadership role of the administrator.
• More attention to the professional development of a program administrator.
• Focus on standards, including NAEYC Professional Development Standards in
e very chapter.
• Up-to-date references throughout the text.
• Focus on program and quality improvement, including the Program Administrator
Scales.
• Increased information on planning that includes mission and vision statements, as
well as goals.
• A brand new Chapter 2 on diversity within the early childhood program.
• More extensive information on curriculum delivery systems.
• Greater emphasis on developmentally appropriate activities.
• Focus on technology and interactive media.
• Health, safety, and nutritional information combined in one concise chapter.
• Updated “Selected Further Reading” at the end of each chapter.
• Detailed information on the newest trends within early child care and education.
• Updated information on marketing your program.
Resources for Students

Education CourseMate
Education CourseMate brings course concepts to life with interactive learning, study, and
exam preparation tools that support the printed textbook. CourseMate includes an inte-
grated eBook, Did You Get It? quizzes, flashcards, videos, and more. Visit CengageBrain.com
for access.
TeachSource Video Cases

The TeachSource Video Cases feature footage from the classroom to help students relate
key chapter content to real-life scenarios. Critical-thinking questions, artifacts, and bonus
video help the student reflect on the content in the video.
Resources for Instructors

Online Instructor’s Manual with Test Bank
An online Instructor’s Manual accompanies this book. It contains information to assist the
instructor in designing the course, including sample syllabi, discussion questions, teaching
xii Preface
and learning activities, field experiences, learning objectives, and additional online
resources. For assessment support, the updated test bank includes true/false, multiple-
choice, matching, short-answer, and essay questions for each chapter.
PowerLecture with ExamView

This one-stop digital library and presentation tool includes preassembled Microsoft®
PowerPoint® lecture slides. In addition to the full Instructor’s Manual and Test Bank,
PowerLecture also includes ExamView® testing software with all the test items from the
printed Test Bank in electronic format, enabling instructors to create customized tests in
print or online, with all of your media resources in one place, including an image library
with graphics from the textbook itself and TeachSource Videos.
How to Use This Text

The sequence of chapters provides the student with a logical progression of topics that have
been field-tested by many instructors using the text. The order can be adopted as is or
changed to suit the needs of a particular setting. Review questions and activities at the end
of each chapter also make it applicable to a self-study plan by individual readers.
A significant resource for students is the list of websites at the end of each chapter.
Many students have computers and are comfortable searching for information on the
Internet. The instructor can assign topics or pose questions to be answered by logging on
to one of the sites. Additionally, the premium website provides the instructor with ways to
enhance students’ learning. Downloadable forms can be used as worksheets for in-class
discussions or reproduced as transparencies to accompany lectures. The case studies are
a rich source for augmenting learning. Students can read and discuss the cases online or
in groups during class time. The author has posed questions at the end of each case and
welcomes the instructor to pose additional ones.
About the Authors
Phyllis Click obtained her bachelor’s and master’s degrees from the University of
California at Berkeley in psychology and child development. Throughout a long career, she
worked in various settings with both children and adults. She taught in preschools, worked
in summer camps, and developed and taught in a program for autistic children. She then
began working with adults, teaching college students, administering grant programs, and
designing a curriculum for a private college for prospective teachers.
Upon retirement, she served as a consultant, helping others start or administer
programs, and published widely. Her publications included another textbook, articles in
professional journals, and ancillary materials for other authors’ texts.
Kimberly Karkos was awarded a bachelor’s degree in child development and family rela-
tions from the University of Connecticut and a master’s degree in early childhood educa-
tion from the University of Saint Joseph in West Hartford, Connecticut. She received a
Director’s Administrative Credential from the National Institute of Childcare Management
in 2004. She has been an administrator for various early childhood programs, a consultant,
and a child development specialist for over 40 years. Ms. Karkos is a professor of Child
Development at Ventura College in Ventura, California and the University of LaVerne. She
belongs to the National Association for the Education of Young Children, is a member
of the Ventura County Child Care Planning Council, and serves on several other advi-
sory boards. In 2013, she was awarded a Community College Early Childhood Education
Fellowship from the Simms/Mann Institute for Education and Community Development.
Cathie Robertson, who extensively revised information in Chapters 1, 4, 6, 7, 8, and

12, received her bachelor’s and master’s degrees from San Diego State University and did
much of her undergraduate work at California Polytechnic University at San Luis Obispo.
She is a professor of Child Development and Family Studies at Grossmont College near
San Diego, California. A number of her students are directors so she is very familiar with
the issues they face. She has taught child development and childhood nutrition courses
for more than 25 years and is now semi-retired and teaches mainly online. Ms. Robertson
has made numerous national, state, and local professional presentations and has been the
recipient of a number of grants. She is a long-time member of the National Association
for the Education of Young Children. Ms. Robertson volunteers regularly in several early
elementary classes to keep current. She is married, the mother of three adult children and
one elementary school-age child, and a grandmother to eight.
xiii
Acknowledgments
Our thanks to those who generously gave of their time to make this edition of Administra-
tion of Programs for Young Children an effective tool for both new and experienced admin-
istrators. Our special thanks to Mark D. Kerr, Acquisitions Editor, and Caitlin Cox and
Linda Stewart, Developmental Editors. We want to express our appreciation for the other
Cengage Learning staff members who carried the project from one step to another until
the final pages were put together.
A special thanks to the reviewers who took the time to read the previous edition and
offer excellent suggestions for changes and additions to this edition:
Teresa Clark Cedarville University
Debra Dyer Keuka College
Deb Farrer California University of Pennsylvania
Colleen Fawcett Palm Beach State College
Jamie Harmount Ohio University
Barbara June Baker College
Karri Kerns Iowa State University – Child Development
Laboratory School
Maureen O’Neil Tallahassee Community College
Dianne Russom College of the Desert
Barbara Tamialis Saddleback College
Kresha Warnock Ball State University
xiv
Nenov Brothers Images/Shutterstock.com
Part 1
Administration
CHAPTER 1 The Director: A Broad View
CHAPTER 2 Diversity and Early Education
CHAPTER 3 Choices: Schools and Programs
C h apte r
1
© Cengage Learning
Objectives
After reading this chapter, you should
be able to:
• State the responsibilities of a
director.
• Describe management styles
and methods.
• Describe leadership qualities.
• Identify ways a director allocates
The Director: •
school resources.
Discuss the role of a director as a
A Broad View
communicator.
• Devise and use a self-evaluation
tool.
• Discuss the relationship of a
director to a board of trustees.
A Day in the Life of . . .
A Director of a For-Profit Center Standards
The following NAEYC Standards
6:30 a.m. Arrive to open center. One parent waiting; the first teacher is late. The phone for Early Childhood Professional
Preparation Programs are
is ringing: it’s a sick teacher. Child and I go to classroom to set out a few materials. addressed in this chapter:
Finally a teacher arrives. Standard 1: Promoting Child
Development and Learning (1a)
6:45 a.m. I go to my office: there are notes from my assistant on my desk. They concern
Standard 2: Building Family and
a request from Michelle (an assistant teacher) to leave early; an upset mother; two
Community Relationships (2 a, b)
requested tours with prospective families; and that it is time to order rubber gloves,
Standard 4: Using Develop-
paper towels, and tissues. The parents are arriving and the phone continues to ring, mentally Effective Approaches
heralding further changes in attendance. I take out my daily schedule to make the to Connect with Children and
changes, then call a substitute teacher from our list. She will come, but cannot get Families (4a, b, d)
there for an hour and a half. No substitute assistant teacher, so Michelle cannot leave Standard 6: Becoming a
Professional (6a, b, c, e)
early. Maybe I’ll be able to figure it out later.
7:00 a.m. Jordan’s mom comes into the office and without closing the door demands
to talk to me. “I thought you had a policy that you won’t release a child to anyone other
than who is listed on the enrollment form by the parents!” Yesterday, her daughter
K e y T er m s
ethics morality
leadership nonverbal messages
management values
4 Part I Administration
was released to her uncle. Even though he was known to the staff, he should not have
been allowed to pick her up. “I expect that you are going to look into this and give me a full
report. And I just want you to know how upset I am!”
I apologize and assure her that I will investigate it and that this incident does not reflect
our policy. I tell her I will give her a report by the end of the day.
7:30 a.m. I am in the toddler room welcoming parents and explaining why I am there. I
tell them that the regular teacher is sick and reassure them that a substitute teacher is on
her way. I spend 45 minutes in the room helping the children separate from their parents.
The phone continues to ring. I answer from the classroom. Three more children have been
called in as sick.
The cook enters the room to tell me that the milk expired yesterday and that there is
no pancake mix for the morning snack. She stays in the room while I get petty cash so she
can go to the store for more. I have to remember to tell the teachers that the snack will be
about 20 minutes late.
8:20 a.m. The substitute has arrived. I walk through the classrooms to see if everything is fine.
I count the children to check that the teacher/child ratio is correct. A parent comes in and
hands me her tuition check. She waits for a receipt and requests a conference with her child’s
teacher. She wants me to attend the conference because the teacher intimidates her.
8:40 a.m. I finally get to my desk. A staff member comes to request a day off the following
week. I talk to a prospective parent for 10 minutes and schedule a tour for this afternoon
at 2:00.
9:00 a.m. My administrative assistant arrives. We talk briefly about what needs to get done
today and what transpired with Jordan yesterday afternoon. She takes messages off the
answering machine. By now there is an extra teacher, a floater, in one room.
I begin to work on the payroll report, the cash flow report, and the payment status log.
This usually takes one hour if there are no interruptions. I almost finish, but my tour arrives
10 minutes early. We tour the building and then sit in the office.
10:30 a.m. The tour leaves and I return to my paperwork. I meet with the staff that let
Jordan go yesterday with her uncle. I reiterate our policy and ensure that they understand
their error and responsibility.
11:00 a.m. The phone rings with another inquiry from a prospective parent. I take her
phone number and promise to call back.
12:00 p.m. I leave the building to make a bank deposit and to purchase tomorrow’s supplies. I
return to the center, have some leftovers from lunch, and review the daily schedule to decide
if I can let Michelle leave early. I shift an extra teacher to Michelle’s room. She’s very happy.
1:00 p.m. I begin tomorrow’s schedule and look at today’s to-do list. I call the upset parent
and give her a full report. I write a thank you note to the parents who participated in last
week’s fundraiser, ask my assistant to send reminders to 10 parents to pay tuition, and
call back the prospective parent who wants to tour the school. I begin work on a grant
application that is due next week.
Chapter 1 The Director: A Broad View 5
2:00 p.m. My tour arrives and we spend about 20 minutes together. I give my assistant a list
of three things to do that I did not get done today. I make a new list for tomorrow.
3:00 p.m. I begin the agenda for Friday’s staff in-service. My doctor’s office calls to inform me
that I missed my appointment this morning and will be charged.
I look at the clock and realize I am going to be late for a Child Care Planning Council
meeting. I run out of the building and tell my assistant to call my cell phone if there are any
emergencies.
Karen, Director of Kiddie Academy
A Brief History of Child Care in the United States

Throughout history, families have often relied on others to care for their children. The
beginning of the daycare movement originated with the welfare and reform movements
of the 19th century. It was founded to alleviate the child care problems of working par-
ents and to prevent children from wandering the streets. “Daycare grew out of a welfare
movement to care for immigrant and working class children while their impoverished
mothers worked” (Boschee & Jacobs, 2006). Today’s daycare centers evolved from these
day nurseries, which began in Boston settlement houses in the 1840s. The nurseries cared
for children of economically deprived wives, widows, and immigrants. Child care in the
United States has evolved. During the Great Depression, the federal government spon-
sored daycare to employ adults who were out of work. During World War II, the fed-
eral government sponsored daycare for 400,000 preschool children so that their mothers
could work in industries producing war materials. After the war, the government removed
all support for daycare and encouraged women to stay home and care for their children.
Many women, however, rejected that advice and, consequently, the ranks of working
women have been steadily increasing since World War II (Boschee & Jacobs, 2006).
Did You Get It?

While touring a daycare center, a parent comments to the director,
“What a lovely and well-run center! It seems far removed from the
first American daycare centers, which were a function of the welfare
movement.” This statement about the beginnings of the daycare
movement
a. is accurate.
b. is inaccurate.
c. is true regarding only centers located in big cities, not in rural towns.
d. is true regarding only centers located in rural towns, not in big cities.
Take the full quiz at CengageBrain.com
Child Care Today

The dramatic increase in the labor force participation of mothers has been the
most important factor affecting the demand for child care in the last 40 years. Cur-
rently, in a majority of American families with children, including those with tod-
dlers, the mother works (Glynn, 2012). According to the Employment Characteristics of
Families 2011, 69 percent of married women with children and 75 percent of single women
with children are in the workforce (Bureau of Labor Statistics, 2012). Approximately
9 to 11 million children are in some form of organized daycare while their mothers work (U.S.
Census Bureau, 2011; Child Care Aware, 2012). More than one-third of children of working
mothers and one-quarter of children whose mothers do not work are in some type of daycare
arrangement (Glynn, 2012; Child Care Aware 2012). The U.S. Department of Labor believes
that the need for programs that serve young children and their families will remain on the rise
and the need for daycare providers and teachers will increase at a rapid rate in the near future.
Similarly, an increasingly significant trend affecting the demand for child care is the
proportion of mothers who are the sole or primary financial supporters of their children.
Additionally, child care has been a significant issue in debates about moving welfare
recipients toward employment and self-sufficiency; mothers on welfare may have difficulty
entering the labor force because of child care problems. Finally, the impact of child care on
children is the subject of ongoing discussions about whether low-income children benefit
from participation in programs with a focus on early childhood development.
As women’s labor force participation has grown over the past several decades, concerns
about the quality of child care have increased. The relationship between quality of child
care and children’s development is of increasing interest to parents, researchers, and policy
makers. A growing body of research now examines the factors that correspond to quality
child care, measurements of those factors, and their short- and long-term effects on children.
Knowing that the quality of early care and education that young children receive lays the
building blocks for future success in school motivates child care programs and daycare pro-
viders to meet higher standards. Thus, organizations such as the National Association for the
Education of Young Children (NAEYC), the National Child Care Association (NCCA), the
National After school Association (NAA), and the National Association for Family Child Care
(NAFCC) promote professional development, accreditation, and other quality care initiatives.
Standards are an important part of today’s child care and early elementary education envi-
ronments. The NAEYC has set standards for professional development and competencies for
Program Administrators; and the NAA has set standards for quality environments for After
school care. A fairly new quality assessment rating system for administrators is now found in
the Program Administration Scale (2011) from the McCormick Center for Early Childhood
Leadership at http://cecl.nl.edu/evaluation/resources/PAS_StandardsandCriteria.pdf. There
are also other quality assurance tracking systems—such as the Early Childhood Education
Rating Systems (ECERS) and School Age Care Education Rating Systems (SACERS)—that
are in place to assess quality in programs. These will be covered in other chapters.
Did You Get It?

Jamie, a mother of a 4-year-old and a one-year-old, works 30 hours a
week. Statistically, her work and parenting status places her
a. in the majority.
b. in the minority.
c. In the minority, but she would be in the majority if she had two children
and worked more than 40 hours a week.
d. In the minority, but she would be in the majority if she had more than
two children and worked.
Program Administration
Being a program administrator is challenging. It is like being circus juggler with all the
different facets that must be managed and addressed. The first step to being a program
administrator, which we will often refer to as “director,” is to understand what that entails.
To do this, we can look to the NAEYC Program Administrator Definition:
The program administrator is the individual responsible for planning, implementing
and evaluating a child care, preschool or kindergarten program. The role of adminis-
trator covers both leadership and management functions. Leadership functions relate
to the broad plan of helping and organization clarify and affirms values, set goals,
articulate a vision and chart a course of action to achieve that vision. Managerial func-
tions relate to the actual orchestration of tasks and the setting up of system to carry
out the organization’s mission. (NAEYC, 2007)
Chapter 1 The Director: A Broad View 7
The core competencies are in the areas that the

TeachSource Video Case 1.1 irectors need to be involved in, such as staff management,
d
legal and fiscal management, educational programming,
family support, and leadership and advocacy. For the en-
tire list of administrator competencies, review the NAEYC
Program Administrator Definition and Competencies
document, available at http://www.naeyc.org.
Providing quality services to children and families
while running a successful business is both a complex task
and what makes child care administration a daunting chal-
lenge. How do you retain competent staff, offer a program
that prepares children for later school success, and man-
age a business at the same time? The task becomes harder
BBC Motion Gallery
every day. During slow economic times, businesses of all

sizes face layoffs, closures, or restructuring. Employees
may have shortened hours, a lack of raises, reduced pay,
split shifts, and/or multiple jobs to make ends meet.
Directors play a key role in building and maintaining
Go to the CengageBrain.com to watch the video high-quality early childhood programs (Ryan et al., 2011).
The Quality of Child Care where you will learn They know the impact of modern day realities on the
about what constitutes high-quality child care. program and must work around them to sustain quality.
Watch the video with-these questions in mind: The recent economic downturn saw shifting enrollments,
1. Describe the components of quality care more part-time enrollments, and difficulty collecting fees.
2. What can a director do to ensure quality in There was more competition, increased costs, and a grow-
child care? ing number of “customers” with fewer resources. What can
the program administrator do to maintain program qual-
Watch at CengageBrain.com ity while managing to keep the business afloat? Quality is
easier to maintain when the director has a strong commit-
ment to children and follows quality standards. Financial
solvency is easier to attain by exercising the basics of sound business practices for small
businesses. Small businesses all face stiff competition, rising costs, and shifting consumer
demand. Many do not survive. However, many last because they monitor consumer needs,
customer satisfaction, and cost controls.
A successful program director needs more than a strong commitment to children and
families. Such a director must be, at the least, a wise leader and a knowledgeable manager.
Did You Get It?

A director notes that in the past six months, the center experienced more
part-time enrollments of children. She has also had difficulty collecting
payment from parents. What is the most likely explanation for these changes?
a. The director has not been sufficiently committed to maintaining a
quality program.
b. Another daycare center opened on the same street.
c. There has been an economic downturn that affected many families.
d. The parents have colluded against the director to oppose the center’s
high fees.
The Director as Leader

Understanding the difference between leadership and management is as important as
understanding what each is. Leadership is setting a direction or vision for a group to fol-
low. A leader should be able to: articulate a vision, clarify values, and create a culture for the
program that is built on a strong foundation, allow for continuous improvement, and value
ethical conduct. A leader provides guidance for program direction. Management controls
or directs resources according to established principles, such as core values. Management
without leadership maintains the status quo and ensures that things happen according
to established plans, but does not see the whole picture of possibilities for improvement,
change, and growth. Leadership combined with management designates a new direction
and manages the resources to achieve it. “Today’s early care and education … leaders must
be politically astute, aware of and engaged in a multitude of context extending beyond
one’s day-to day work, and skilled in envisioning and facilitating change” (Whitebook
et al., 2012). In recent years, there has been increasing emphasis on the director’s lead-
ership. A director who truly leads has the power to shape the environment and to meet
current program conditions with imagination and creativity. Carter & Curtis (2010) call
this type of leader a “visionary director”; another name might be a “transformational
leader.” A transformational leader emphasizes behaviors that inspire and nurture others,
which is especially beneficial in child care settings. This type of leadership meets both the
challenges of a rapidly changing environment and the need to engage everyone emotion-
ally within the program.
Transformational leadership behaviors include:
• Developing and sharing an inspiring vision of the program’s future.
• Behaving in ways that bring out the best in individuals and teams.
• Showing genuine concern and respect for others.
• Investing continuously in the development of oneself and others.
• Developing a culture of collaboration in which change is welcomed as an
opportunity—as opposed to a culture of command and control, where change is
viewed as a threat.
• Recognizing that leadership needs to be demonstrated at times by everyone in the
organization.
In addition to these behaviors, there are certain characteristics that a good leader has
that allow her to be effective and that encourage others to follow her lead. The following
five characteristics allow for more a successful best practice of leadership skills.
The Five C’s of Leadership

1. C haracter: People will not follow someone whom they cannot trust. Leaders have
to be trustworthy to produce sustainable results.
2. Caring: Leaders demonstrate care for their team personally and professionally.
A leader is interested in staff concerns, while sensitive to individual needs; is pa-
tient, creative, and flexible; is respected as knowledgeable and fair; is able to share
responsibility and credit with others; promotes consensus, compromise, and trade-
offs; and integrates different perspectives.
3. Commitment: Leaders are committed; they are doers. Their high level of commit-
ment is the inspiration that motivates their staff to achieve program goals. They are
committed to being a change agent who involves staff in the process.
4. C onfidence: Leaders are confident about what must be done and in their own
capabilities to accomplish those tasks. Furthermore, they want others to be success-
ful with them. They instill confidence in others and make everyone on the team
feel like a winner. They know how to delegate leadership in their absence and can
cultivate needed qualities in others.
5. Communication: Leaders have compelling visions and clearly communicate them
to their staff. Leaders utilize good communication and group interaction skills.
In addition to being clear and understandable, leaders are exceptional listeners.
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Thoughts of the
servant of God, Thérèse of the Child Jesus
This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
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included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.
Title: Thoughts of the servant of God, Thérèse of the Child

Jesus
The little flower of Jesus, Carmelite of the monastery of
Lisieux, 1873-1897
Author: Saint de Lisieux Thérèse
Release date: January 15, 2024 [eBook #72720]
Language: English
Original publication: USA: P. J. Kenedy & Sons, 1915
Credits: Carla Foust, Karina Schubert and the Online Distributed

Proofreading Team at https://www.pgdp.net (This file
was produced from images generously made available
by The Internet Archive/American Libraries.)
*** START OF THE PROJECT GUTENBERG EBOOK THOUGHTS

OF THE SERVANT OF GOD, THÉRÈSE OF THE CHILD JESUS ***
THOUGHTS
OF THE SERVANT OF GOD THÉRÈSE OF THE

CHILD JESUS
Nihil Obstat
REMIGIUS LAFORT, S. T. D.
Censor
Imprimatur
✠JOHN CARDINAL FARLEY
Archbishop of New York
NEW YORK, October 22, 1915

THE SERVANT OF GOD
THÉRÈSE OF THE CHILD JESUS
The Little Flower of Jesus
THOUGHTS
OF THE SERVANT OF GOD

THÉRÈSE of the CHILD JESUS
THE LITTLE FLOWER OF JESUS
CARMELITE OF THE MONASTERY
OF LISIEUX, 1873-1897
TRANSLATED FROM THE FRENCH
“PENSÉES” BY AN IRISH CARMELITE
NEW YORK · PUBLISHED BY

P. J. KENEDY & SONS · 1915
COPYRIGHT, 1915
BY P. J. KENEDY & SONS
THE · PLIMPTON · PRESS

NORWOOD · MASS · U ·S ·A
TO
“PETITE THÉRÈSE”
AND
MÈRE AGNÈS DE JÉSUS

a little tribute of
reverent and loving gratitude
from Carmel of Kilmacud
June 9, 1914
CONTENTS
PAGE
Love of God 3
Love of Our Neighbour 30
Faith 40
Hope 44
Humility 50
Detachment 71
Mortification 82
Obedience 95
Poverty 97
Confidence 100
Self-Abandonment 115
Gratitude 124
Zeal 130
Simplicity 136
Prayer 147
Holy Communion 157
Suffering 162
The Direction of Souls 180
The Blessed Virgin 188
Various Subjects 190
Prayer for the Beatification of the Servant of God 211
THOUGHTS
OF THE SERVANT OF GOD

THÉRÈSE
OF THE CHILD JESUS
LOVE OF GOD
Jesus!... I would so love Him! Love Him as never yet He has been
loved....
iv letter to mère agnès de jésus
(Her sister Pauline.)

The science of love! Sweet is the echo of that word to the ear of my
soul. I desire no other science. Having given all my substance for it,
like the spouse in the Canticles, I think that I have given nothing.[1]
histoire d’une ame, ch. viii
Without love, deeds, even the most brilliant, count as nothing.
hist. d’une ame, ch. viii
One evening, at a loss for words to tell Jesus how I loved Him and
how much I wished that He might be everywhere served and
glorified, I reflected with pain that not one act of love would ever
mount upwards from out of the depths of hell. Then I cried out that
willingly would I consent to see myself plunged into that place of
torment and blasphemy, in order that He might be loved there
eternally. That could not really glorify Him since He desires only our
happiness, but love makes one want to say a thousand foolish
things. If I spoke thus, it was not that I did not long for heaven; but
then, my heaven was none other than Love, and in my fervour I felt
that nothing could separate me from the Divine object of my love....
hist. d’une ame, ch. v
Seeing the eternal recompense so disproportionate to the trifling
sacrifices of this life, I longed to love Jesus, to love Him ardently, to
give Him a thousand proofs of tenderness while yet I could do so....
The love of God reveals itself in the very simplest soul who resists
His grace in nothing, as well as in the most sublime. Indeed, the
characteristic of love being to humble itself, if all souls resembled
those of the holy Doctors who have enlightened the Church, the
good God would not seem to descend low enough in coming to
them. But He has created the infant who knows nothing and can only
wail; He has created the poor savage who has but the natural law for
guidance, and it is even unto their hearts that He deigns to stoop.
hist. d’une ame, ch. i
In order that Love may be fully satisfied it must needs stoop to very
nothingness and transform that nothing into fire.
hist. d’une ame, ch. xi
In times of aridity when I am incapable of praying, of practising
virtue, I seek little opportunities, mere trifles, to give pleasure to
Jesus; for instance a smile, a pleasant word when inclined to be
silent and to show weariness. If I find no opportunities, I at least tell
Him again and again that I love Him; that is not difficult and it keeps
alive the fire in my heart. Even though this fire of love might seem to
me extinct I would still throw little straws upon the embers and I am
certain it would rekindle.
xvi letter to her sister céline
On the day of my conversion Charity entered into my heart and with
it a yearning to forget self always; thenceforward I was happy.
I do not will that creatures should possess a single atom of my love; I
wish to give all to Jesus, since He makes me understand that He
alone is perfect happiness. All shall be for Him, all! And even when I
have nothing to offer Him I will give Him that nothing.
ii letter to mère agnès de jésus
Our Lord is more tender than a mother, and well do I know more
than one maternal heart! I know a mother is ever ready to forgive the
little involuntary failings of her child.
I know of one means only by which to attain to perfection: Love. Let
us love, since our heart is made for nothing else. Sometimes I seek
another word to express Love, but in this land of exile the word
which begins and ends[2] is quite incapable of rendering the
vibrations of the soul; we must then adhere to this simple and only
word: To Love.
But on whom shall our poor heart lavish its love? Who shall be found
that is great enough to be the recipient of its treasures? Will a human
being know how to comprehend them, and above all will he be able
to repay? There exists but one Being capable of comprehending
love; it is Jesus; He alone can give us back infinitely more than we
shall ever give to Him.
letter to her cousin marie guérin
There is one only thing to do here below: to love Jesus, to win
souls for Him so that He may be loved. Let us seize with jealous care
every least opportunity of self-sacrifice. Let us refuse Him nothing—
He does so want our love!
vi letter to her sister céline
When we really love, we rejoice in the happiness of the loved one
and make every sacrifice to procure it for him.
counsels and reminiscences
True love is nourished by sacrifice, and the more the soul denies
itself natural satisfactions, the stronger and the more disinterested
becomes its tenderness.
The good God does not need years to accomplish His work of love in
a soul; one ray from His Heart can, in an instant, make His flower
bloom for eternity....
vi letter to her sister céline
Love can supply for length of years. Jesus, because He is Eternal,
regards not the time but only the love.
v letter to mère agnès de jésus
I desire no sensible consolation in loving; provided Jesus feel my
love that is enough for me. Oh! to love Him and to make Him loved
... how sweet it is....
v letter to mère agnès de jésus
O Jesus, I ask of Thee only Peace!... Peace, and above all Love—
love without bound or limit. Jesus, let me for Thy sake die a martyr;
give me martyrdom of soul or body. Ah! rather give me both the one
and the other!
I have no longer any desire unless it be to love Jesus even to folly!
Yes, Love it is that draws me. I can say these words of the canticle
of our Father, St. John of the Cross:
In the inmost cellar

Of my Beloved have I drunk; and when I went forth
Over all the plain
I knew nothing,
And lost the flock I followed before.
My soul is occupied
And all my substance in His service;
Now I guard no flock,
Nor have I any other employment:
My sole occupation is love.
(Spiritual Canticle, Trans. D. Lewis.)

Oh! if souls weak and imperfect as mine, felt what I feel, not one
would despair of reaching the summit of the mountain of Love, since
Jesus does not demand from us great deeds, but only self-surrender
and gratitude.
I have no need, saith He, of the goats of thy flocks.... If I were hungry
I would not tell thee.... Offer unto God the sacrifice of praise and
thanksgiving.[3]
See then, all that Jesus asks of us! He has not need of our works but
only of our love. This very God who declares that He needs not to
tell us if He were hungry, did not hesitate to beg of the Samaritan
woman a little water.... He thirsted!!! But in saying: “Give me to
drink,”[4] it was the love of His poor creature that the Creator of the
universe besought. He thirsted for Love!
And now, more than ever is Jesus athirst. He meets with none but
the ungrateful and the indifferent among the disciples of the world;
and amongst His own disciples He finds, alas! very few hearts that
surrender themselves without any reserve to the tenderness of His
infinite Love.
Since ever I have known Love’s mighty power

Thus hath it wrought its work within my soul—
Whate’er it findeth there, or good or ill,
It turneth all to gain; its living flame
Transforms my soul into its very self.[5]
How sweet is the way of Love! True, one may fall, one may not be
always faithful, but Love, knowing how to draw profit from all, very
quickly consumes whatsoever may displease Jesus, leaving naught
but humble and profound peace in the innermost soul.
Thinking one day of those who offer themselves as victims to the
Justice of God in order to turn aside the punishment reserved for
sinners by taking it upon themselves, I felt this offering to be noble
and generous, but I was far from feeling moved to make it.
“O my Divine Master,” I cried in the depths of my heart, “shall Thy
Justice alone receive victims of holocaust? Has not Thy Merciful
Love also need of them? On all sides it is ignored, rejected ... the
hearts on which Thou wouldst lavish it turn to creatures, seeking
happiness in miserable and fleeting affections instead of casting
themselves into Thine arms, into the ineffable furnace of Thine
Infinite Love.
“O my God, must Thy Love—disdained—remain within Thy Heart?
Methinks that if Thou shouldst find souls offering themselves as
victims of holocaust to Thy Love, Thou wouldst consume them
rapidly; that Thou wouldst be glad not to restrict the flames of infinite
tenderness pent up within Thee.
“If Thy Justice—the Justice which Thou dost exercise on earth—be
pleased to find voluntary victims on which to discharge its weight,
how much the more must Thy Merciful Love also desire its victims,
since Thy Mercy reacheth even to heaven.[6]
“O Jesus, that happily I may be that holocaust consume Thy little
victim in the fire of Divine Love.”
Ah! since that day love penetrates me and surrounds me; this
Merciful Love each moment renews and purifies me, leaving in my
heart no trace of sin. No, I cannot fear Purgatory; I know that I do not
merit even to enter with the Holy Souls into that place of expiation,
but I know too that the fire of Love is more sanctifying than the fire of
Purgatory, I know that Jesus cannot will needless suffering for us,
and that He would not inspire me with the desires I feel if He were
unwilling to fulfil them.
To offer oneself as a Victim to Divine Love is not to offer oneself to
sweetness—to consolation; but to every anguish, every bitterness,
for Love lives only by sacrifice; and the more a soul wills to be
surrendered to Love, the more must she be surrendered to suffering.
hist. d’une ame, ch. xii
In order to love Jesus, to be His victim of love, the more weak and
miserable we are, the more fitting are we for the operations of this
consuming and transforming Love.... The sole desire to be victim
suffices; but we must consent to remain always poor and without
strength, and there lies the difficulty, for where shall be found the
truly poor in spirit? He must be sought afar off,[7] saith the author of
the Imitation.... He did not say that we must seek him amongst great
souls, but afar off, that is to say in lowliness, in nothingness.... Oh!
let us keep afar off from all that glitters, let us love our littleness, and
be satisfied to feel nothing, then shall we be truly poor in spirit, and
Jesus will come to seek us how far soever we may be; He will
transform us into flames of Love!...
vi letter to sœur marie du sacré-cœur
(Her sister Marie.)

To be truly a Victim of Love requires absolute self-surrender. The
soul is consumed by Love only in so far as she surrenders herself to
Love.
It appears to me that for Victims of Love there will be no judgment,
but rather, that the good God will hasten to recompense with eternal
delights His own Love, which He will see burning in their hearts.
At any cost I will cull the palm of Saint Agnes; if not by shedding my
blood then it must be by Love....
iv letter to mère agnès de jésus
O my God, Thou knowest I have never desired but to love Thee
alone. I seek no other glory. Thy Love has gone before me from my
childhood, it has grown with my growth, and now it is an abyss the
depths of which I cannot fathom.
Love attracts love, mine rushes forth unto Thee, it would fain fill up
the abyss which attracts it; but alas! it is not even as one drop of dew

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CHAPTER 1 The Director: A Broad View 3

CHAPTER 2 Diversity and Early Education 34

CHAPTER 3 Choices: Schools and Programs 52

Part II Planning: Program and Environment 73

CHAPTER 4 Administering Program Plans 75

CHAPTER 5 Planning: Infants and Toddlers 100

CHAPTER 6 Planning: Preschool-Age Children 129

CHAPTER 7 Planning: School-Age Children 166

CHAPTER 8 Family Child Care 190

Part III Staff Administration 209

CHAPTER 9 Staff Selection/Personnel Policies 211

Application Information 218

CHAPTER 10 Staff Supervision and Training 241

PART IV Management 265

CHAPTER 11 Budget 267

CHAPTER 12 Nutrition, Health, and Safety for the Program 288

CHAPTER 13 Beginnings: A New Program/A New Year 321

Part V Beyond the School Itself 353

CHAPTER 14 Including Families and the Community 355

CHAPTER 15 Maintaining the Quality of Child Care 381

New to This Edition

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How to Use This Text

Cathie Robertson, who extensively revised information in Chapters 1, 4, 6, 7, 8, and

CHAPTER 1 The Director: A Broad View

CHAPTER 2 Diversity and Early Education

CHAPTER 3 Choices: Schools and Programs

A Brief History of Child Care in the United States

Did You Get It?

Child Care Today

Did You Get It?

Take the full quiz at CengageBrain.com

The core competencies are in the areas that the

every day. During slow economic times, businesses of all

Did You Get It?

The Director as Leader

The Five C’s of Leadership

Title: Thoughts of the servant of God, Thérèse of the Child

Author: Saint de Lisieux Thérèse

Release date: January 15, 2024 [eBook #72720]

Original publication: USA: P. J. Kenedy & Sons, 1915

Credits: Carla Foust, Karina Schubert and the Online Distributed

*** START OF THE PROJECT GUTENBERG EBOOK THOUGHTS

OF THE SERVANT OF GOD THÉRÈSE OF THE

NEW YORK, October 22, 1915

OF THE SERVANT OF GOD

NEW YORK · PUBLISHED BY

THE · PLIMPTON · PRESS

MÈRE AGNÈS DE JÉSUS

OF THE SERVANT OF GOD