CDL COURSE ENTRY FORM


Author: Bernice Kennedy/SUNY
Last modified by: Laura Wait/SUNY
Composed: 04/04/2001 12:29 PM
Curriculum Committee Approval Date:
Modified: 08/23/2005 04:04:33 PM
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Course Number: (prefix) CHS (number) 252504 ESC 2.0 Course number:

Name: WWW: Administering Children's Programs
Datatel Title: (30char)

Area Coordinator: Joyce McKnight Department Code: 10HS Team:

Liberal Study? NO Level: LOWER Credits: 4 Prerequisite? YES
General Education Course? NO GenEd Approval Term/Year:

GenEd Area 1: Fully or Partially:
GenEd Area 2: Fully or Partially:



Pre-registration Information?
Course will be offered (for online course descriptions, proposed offerings for by term views and web views)
Course will be offered (for final term listings, online registration, online bookordering, web views)
First Term Offered: Per Joyce McKnight - this course is being retired and new courses will replace it in fall 2006 (Required Format: YearTerm - i.e., 2005SP)
Last Term Offered in Print Version:
Title Changes:
AC Changes:
BK Number: 20

Description: This course is for students who have or are interested in a role in the management of a program for children. Students will examine and understand how the application of management concepts and theories to the management of childcare in both profit and not-for-profit programs. Focus will be on three areas: Management Concepts and Theories, Human Resource Management and Leadership and Motivational Concepts. This course meets the requirements of an external credential and is not intended to meet the requirements of a particular area of study or concentration.

Note: this course was formerly offered as course number 252503. Students who have successfully completed the three-credit version of the course (252503) should not enroll in this four-credit (CHS-252504) version.

Prerequisites: students who enroll in this course should be employed as or interested in becoming a manager in an early childhood setting. Students beginning the CPAC courses should have a foundation of at least 12 credits in early childhood education and development or related studies. No prior management coursework is required. Work experience in early childhood is recommended, but not required.
.
Course Outline:
PURPOSE: The purpose of this study was to provide an overview of existing models of children's programs and the specific roles and responsibilities involved in the administration of these programs. By the end of this course, students are able to make wise management choices within the wide variety of circumstances that arise within early childhood programs. By the end of this study, students were able to: (1) Analyze how standard management principles and practices relate to early childhood programs.(2) Apply management principles and practices, including continuous quality improvement, appropriately in early childhood programs (3) Identify leadership styles appropriate to early childhood programs (4) Identify their own preferred leadership style (5) Determine how they will apply theories of management and leadership in their own practice (6) Develop human resource management plans within the context of early childhood programs.

LEARNING ACTIVITIES: Students read the text Essentials of Management 7th edition by Andrew J. DuBrin (Southwestern College Publishing 2004) as the primary source of information. Students also read Managing Quality in Young Children's Programs: The Leader's Role, edited by Mary L. Culkin (Teachers College Press 2000); Classic Readings in Organizational Behavior,( ed. 2, Thomson Learning), Management Challenges for the 21st Century (Harper Collins), and Classic Readings in Organizational Behavior, 3rd Edition by Ott. Students submitted written answers to selected questions in the DuBrin text and discussed them online. Students discussed online how classic managerial principles are applied in a child care setting. Students discussed sections of Managing Quality in Young Children's programs online, and submitted a written review of the book. Students will also read selected articles from professional and managerial journals on managerial theory. During the online discussions, students discussed the articles they had read and how they related to the concepts in the DuBrin and Young books.

METHOD AND CRITERIA FOR EVALUATION: Students were evaluated on their knowledge of the administration of children's programs based on participation in group discussions, their answers to questions in the text and on their written reports. All written reports were evaluated on their organization, style, structure, grammar and punctuation. Evaluations and student assignments provided an overview of existing models of children's programs, and the specific role and responsibilities involved in the administration of these programs.

Generic:



Major Course Area
Community & Human Services		Minor Course Area
Human Services		SLN Disciplines
Additional Course Requirements
WWW Computer Conference		 Undergrad Certificate Association:


1

Access to the Internet and a graphical WEB browser required


Required Booknote:

Optional Booknote:


Archive Course: Yes
Archived for Development:

genedcode for dpplanner:

genedfull area for dpplanner:



Note: this course was formerly offered as course number 252503. Students who have successfully completed the three-credit version of the course (252503) should not enroll in this four-credit (CHS-252504) version.

Prerequisites: students who enroll in this course should be employed as or interested in becoming a manager in an early childhood setting. Students beginning the CPAC courses should have a foundation of at least 12 credits in early childhood education and development or related studies. No prior management coursework is required. Work experience in early childhood is recommended, but not required.
.
Course Outline:
PURPOSE: The purpose of this study was to provide an overview of existing models of children's programs and the specific roles and responsibilities involved in the administration of these programs. By the end of this course, students are able to make wise management choices within the wide variety of circumstances that arise within early childhood programs. By the end of this study, students were able to: (1) Analyze how standard management principles and practices relate to early childhood programs.(2) Apply management principles and practices, including continuous quality improvement, appropriately in early childhood programs (3) Identify leadership styles appropriate to early childhood programs (4) Identify their own preferred leadership style (5) Determine how they will apply theories of management and leadership in their own practice (6) Develop human resource management plans within the context of early childhood programs.

LEARNING ACTIVITIES: Students read the text Essentials of Management 7th edition by Andrew J. DuBrin (Southwestern College Publishing 2004) as the primary source of information. Students also read Managing Quality in Young Children's Programs: The Leader's Role, edited by Mary L. Culkin (Teachers College Press 2000); Classic Readings in Organizational Behavior,( ed. 2, Thomson Learning), Management Challenges for the 21st Century (Harper Collins), and Classic Readings in Organizational Behavior, 3rd Edition by Ott. Students submitted written answers to selected questions in the DuBrin text and discussed them online. Students discussed online how classic managerial principles are applied in a child care setting. Students discussed sections of Managing Quality in Young Children's programs online, and submitted a written review of the book. Students will also read selected articles from professional and managerial journals on managerial theory. During the online discussions, students discussed the articles they had read and how they related to the concepts in the DuBrin and Young books.

METHOD AND CRITERIA FOR EVALUATION: Students were evaluated on their knowledge of the administration of children's programs based on participation in group discussions, their answers to questions in the text and on their written reports. All written reports were evaluated on their organization, style, structure, grammar and punctuation. Evaluations and student assignments provided an overview of existing models of children's programs, and the specific role and responsibilities involved in the administration of these programs.