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MANAGEMENT OF EARLY CHILDHOOD PROGRAMS

A. Director Roles and Characteristics

• Roles of the Director
o Manager
o Organizer
o Communicator
o Evaluator
• An early childhood center manager/director is responsible for monitoring students’
progress and providing assistance in resolving any problems that arise among them or
their teachers.
• They also confer with parents and staff members about educational activities and
policies to discuss issues such as behavior patterns – both academically related (e.g.,
learning outcomes) but also non – academic and social matters like respect towards
others at home/school, etc. They will collaborate with other organizations to find
specialized support for those children and families who need it.
• Daycare Managers coordinate daily operations in a daycare center. Job duties of a
Daycare Manager include maintaining the facility, recruiting, and training staff,
ensuring compliance with childcare laws, developing the curriculum, ordering supplies,
and monitoring employee performance.
• When it comes to early childhood education, leadership is about setting the tone for a
positive learning experience. It's about creating an environment where children feel
safe, respected, and motivated to learn and creating an environment where your staff is
motivated as well.
• Characteristics of an Effective Director
• Strong sense of responsibility
o Childcare directors must be capable of handling a large amount of
responsibility, as they have a lot on their plate. Not only do they oversee
the entire day to day operations of the childcare center, but they’re also the
ones responsible for hiring new teachers, performing reviews, and giving
 feedback to their employees. They also play an important role in setting
lesson plans and ensuring that certain benchmarks and learning objections
are being met in each classroom.
o The most critical role they play is making sure that proactive measures are
being taken to make sure the staff they hire are both protecting and teaching
by providing a safe and flourishing learning environment for the children.
• Strong communication skills
o A successful childcare director must demonstrate strong written and verbal
interpersonal skills, as they will need to be able to positively and effectively
communicate with children, staff, and parents on a daily basis. As a
childcare director, you will be the one to handle any major issues, conflicts,
or concerns that might arise.
o Parents want to feel confident that they chose the right facility for their
child and are paying close attention to how a childcare director responds to
any conflicts or concerns. A successful childcare director will be able to
respond in a professional, respectful, and compassionate manner, and be
able to stay calm, cool, and collected under pressure.
• Strong leadership and management abilities
o A childcare director must be a confident leader as they set the tone for the
entire operation. They must also be highly organized and business
oriented, as there are many administrative duties involved, such as the
ordering, purchasing, and approving of equipment and supplies for the
facility.
o Childcare directors must be knowledgeable and up to date on
understanding local, state, and federal laws, licensing requirements,
inspection, and certification procedures. It will be your responsibility to
ensure the center and employees are always in compliance.
• Career Outlook
o Setting a long – term goal of becoming a childcare director is a smart
career choice, as the job market in the childcare industry is projected to
increase as more and more parents seek out quality childcare centers and
 preschools for their children. The importance of early education only
continues to increase, which means there will continue to be a need for
high quality childcare centers and preschools. This is a career you can be
proud of as you are helping to shape and mold young minds by providing
a nurturing, and positive learning environment that will help prepare them
for future academic success.
• Other Characteristics of an Effective Director

o Provides leadership and exercises influence (Leithwood and Louis, 2012)

o Agents of change (Whitebook, et.al, 2010). They believed that leaders are developed
and not born

o Early Childhood leaders must have the knowledge, training, and ability to form
sustainable relationships within their environment to effectively lead change (Barnett
and Fredei, 2010)

o Transparent

o Visionary

o Builds collaborative and mentoring relationships

RESPONSIBILITIES OF A SCHOOL HEAD IN EARLY CHILDHOOD PROGRAM

EDUCATION

1. General Responsibilities
• Based on RA 9155 or the Governance of Basic Education Act of 2001, the following
are the responsibilities of a School Head;
• Section 6.1. The School Head. There shall be a school head for all public elementary
schools and public high schools or a cluster thereof. The establishment of integrated
school from existing public elementary and public high school shall be encouraged,
subject to the guidelines that will be issued for the purposed by the Secretary of
Education.
 • The school head, who may be assisted by an assistant school head, shall be both an
instructional leader and administrative manager. The school head shall form an
instructional leader and administrative manager. The school head shall form a team
with the school teachers/learning facilitators for delivery of quality educational
programs, projects and services. A core of non – teaching staff shall handle the school’s
administrative, fiscal and auxiliary services.
2. (Section 6.2.) Authority, Accountability and Responsibility of the School Head
• Consistent with the law, national educational policies, plans and standards, the school
head shall have authority, accountability and responsibility for the following:
1. Setting the mission, vision, goals and objectives of the school;
2. Creating an environment within the school that is conducive to teaching and
learning;
3. Implementing, monitoring and assessing the school curriculum and being
accountable for higher learning outcomes;
4. Developing the school education program and school improvement plan;
5. Offering educational programs, projects and services which provide equitable
opportunities for all learners in the community;
6. Introducing new and innovative modes of instruction to achieve higher learning
outcomes;
7. Administering and managing all personnel, physical and fiscal resources of the
school;
8. Recommending the staffing complement of the school based on its needs;
9. Encouraging and enhancing staff development;
10. Establishing school and community networks and encouraging the active
participation of teacher organizations, non-academic personnel of public schools,
and parents – teachers – community associations;
11. Accepting donations, gifts, bequests and grants in accordance with existing laws and
policy of the department for the purpose of upgrading teachers/learning facilitators’
competencies, improving and expanding school facilities and providing instructional
materials and equipment. Such donations or grants must be reported to the division
superintendents;
 12. Performing such other functions as may be assigned by the Secretary, Regional
Director and Schools Division Superintendents where they belong.

The roles duties and responsibilities of a school director in Early Childhood education:

• Directors are responsible for setting the tone for the facility, managing the curriculum,
overseeing physical facilities, hiring staff and managing the overall image of the center.
They sometimes also ensure compliance with all local and federal laws governing child
care, both in regard to the physical environment and the staff, and they manage the
financial affairs of the child care facility.
3. Curriculum
• Center directors work with qualified center staff to develop an appropriate curriculum
and ensure that it complies with state and federal requirements. In the case of
specialized schools, such as Montessori schools, the center director ensures that the
curriculum complies with the specific requirements of that designation.
4. Physical Plant
• Directors make sure that the physical facilities comply with local, state and federal laws
and are a safe and appropriate environment for children. Directors have an up – to –
date knowledge of local, state and federal laws regarding safety requirements and
inspection and certification procedures, and ensure that the center complies with those
requirements. The center director also evaluates and purchases equipment and supplies
for the center or approves requests to purchase materials and equipment.
5. Finances
• They are responsible for the financial management of the center. This means that they
develop budget, manage the accounting and oversee accounts payable and receivable.
The director also develops the marketing plan for the center, developing public
relations and advertising campaigns as necessary.
6. Staff and Human Resources
• Child care centers are generally staffed by teachers, teacher aides, assistants and other
individuals; for example, larger centers might have administrative or custodial staffs.
The center director manages this staff, developing job descriptions, interviewing
 candidates, maintaining staff development and education and, if necessary, managing
disciplinary processes.
7. Parent Involvement and Education
• While for many parents, their child’s teacher is the primary point of contact in the
school, the director often serves as the ‘face’ of the school, managing communication
with parents and the community. The director develops policies for the school and
communicates the policies to parents. Directors also often meet with parents of
prospective students to determine whether the school is a good fit for the family.
8. Health and Safety
• The school head/director must ensure the safety of both the learners and the teachers
inside the center/school which should be indicated in the School Strategic Plan. The
school Head should have programs and projects that will address this aspect.

TYPES OF EARLY CHILDHOOD EDUCATION SCHOOLS AND PROGRAMS

1. Preschools:
• These are typically for children aged 3 to 5 years old and focus on preparing them for
kindergarten. Preschools often offer play – based learning activities and may
incorporate early literacy and numeracy skills.
2. Daycare Centers:
• Daycare centers provide care for children typically from infancy to around age 5 or 6.
While some daycare centers primarily focus on childcare, many also offer educational
activities and structured learning opportunities.
3. Montessori Schools:
• Montessori schools follow the educational approach developed by Maria Montessori.
They emphasize self – directed learning, hands – on activities, and mixed – age
classrooms to foster independence and holistic development.
 4. Reggio Emilia Schools:
• Inspired by the Reggio Emilia approach developed in Italy, these schools prioritize
child – led, project – based learning. They often incorporate art, nature, and community
collaboration into the curriculum.
5. Waldorf Schools:
• Waldorf education emphasizes creativity, imagination, and holistic development. It
often includes a strong focus on arts and crafts, outdoor activities, and imaginative play.
6. Head Start Programs:
• Head Start is a federally funded program in the United States that provides
comprehensive early childhood education, health, nutrition, and parent involvement
services to low – income children and their families.
7. Early Intervention Programs:
• These programs provide specialized support and services to children with
developmental delays, disabilities, or other special needs. They often include therapies,
individualized instruction, and family support services.
8. Specialized ECE Programs:
• Some programs cater to specific populations or focus areas, such as bilingual or
language immersion programs, religious – based programs, nature – based programs,
or programs for gifted children.
9. Online ECE Programs:
• With the advancement of technology, there are now online early childhood education
programs available. These may include virtual classrooms, interactive activities, and
resources for parents to support their child's learning at home.

The Philippine Republic Act 8980: Early Childhood Care and Development Act

These programs include:

• Center – based programs, such as the daycare service established under Republic Act
No. 6972, public and private pre – schools, kindergarten or school – based programs,
community or church – based early childhood education programs initiated by non-
government organizations or people’s organizations, workplace – related child care and
education programs, child minding centers, health centers, and stations.
 • Home – based programs, such as neighborhood – based playgroups, familyday care
programs, parent education, and home visiting programs.

STAFF, LOCATION, AND FINANCIAL MANAGEMENT

A Staff

What is Staff?

• Staff refers to all of the employees at a business, or especially a school, where the
teachers as a group are called "the staff." A completely different meaning of staff is a
long wooden stick or rod, particularly one that has a specific purpose – like a walking
stick or a weapon.

Who is the School Staff?

• School Staff means individuals employed by Match, including, but not limited to,
educators, administrators, social workers, school nurses, cafeteria workers, custodians,
bus drivers, athletic coaches, advisors to extracurricular activities, support staff, or
paraprofessionals.

School Location

What is School Location?

• School location means school buildings; school grounds; school activities or trip
destinations; bus stops; school buses or school vehicles; school contracted vehicles; the
area of entrance or departure from school premises or events; and all school – related
function settings.

Why is it Important?

• When a school is located in an area that makes it difficult for qualified teachers to reside
or even give them access of learning and instructional materials, it becomes difficult to
teach and impact knowledge on these students unlike their urban counterparts who have
access to all kinds of teaching and learning.
What is Financial Management?

• Financial management is all about monitoring, controlling, protecting, and reporting on

a company's financial resources. Companies have accountants or finance teams
responsible for managing their finances, including all bank transactions, loans, debts,
investments, and other sources of funding.

School Financial Management?

• In education, financial management includes overseeing the funding for building and
grounds, employee salaries, student programs, supplies, and technology. A school's
manager, or overseer, is responsible for allocating these funds and keeping accurate
records, or documents, related to these expenditures.

SETTING GOALS, PLANNING, AND EVALUATING

Setting Goals

• Goal setting for children is gives them a sense of purpose that can improve their
confidence and build their self – esteem. It also helps them to focus and make better
decisions. Along with this, goal setting can be used to motivate children by ensuring
that they achieve smaller goals on a regular basis.

How to Set Goals?

• Achievable and effective goals for your children are ones that:
• Are realistic;
• Force them to grow as they strive to achieve desired results;
• They want to achieve;
• They believe they can achieve; and
• Are within their skills and abilities to achieve.
Goals Settings Steps

1. Identify a Goal
• Discuss with your kids their dreams and aspirations and write them down. Reread the
list and help each child select one or two wishes.
2. Establish a Time Frame
• That is realistic for your child. For young children, goals should be kept simple and
easy to achieve.
3. Think Through the Steps to Success
• The next step is to help your child think through how he will succeed. It helps if kids
write down or draw their course of action.
4. Track Goal Progress and Celebrate Success
• Hang your children’s goals on a wall to remind them of their intentions.
5. Talk About Your Goals
• The task of setting goals affords a good opportunity to share thoughts and feelings with
your children. Tell them about goals you had when you were younger and about your
goals now.

Planning

• Planning in early childhood education is about laying the foundations for the child’s
future with the curriculum in the mainstream primary education setting.

EYLF Planning Cycle

• The EYLF planning cycle consists of five key aspects. Each represents a significant
phase in planning in early childhood education.

EYLF Planning Cycle

• Observe – the process of gathering information.

• Analyze – questioning what learning and development is taking place to make meaning
of what has been observed.
• Plan – planning the next steps to continue supporting learning and development.
• Act/Do – putting the plan into action.
 • Reflect – evaluating the effectiveness of the plan.

Evaluating

• Evaluation involves testing a child’s cognitive, speech and language, fine motor,
adaptive capacities, and emotional and behavioral functioning. In addition, we
administer a specialized play and social skills assessment to help us understand how he
relates to others and his personal strengths and weaknesses in this area. With parents’
permission, we can also observe children at school and talk with their teachers and
other treatment providers.

PLANNING: INFANTS AND TODDLERS

Local

Early Learning Programs

• Early Learning Programs are child – centered play – based programs designed to
provide early stimulation and learning opportunities to children aged 0 to 4 years old.
• Implemented through center – based, home – based, and alternative modes of delivery,
these programs aim to promote children’s holistic development anchored on their
developmental needs and interests.

Center – Based ECCD Programs

1. Infant
• Toddler Early Development (ITED) Program -designed to cater to children aged 0 to 2
years old.
• In the Program, Child Development Teachers (CDTs) and Child Development Workers
(CDWs) provide infants and toddlers with a secure base for exploration, learning, and
discovery through learning experiences.
• Implemented through once – a – week one – hour sessions, CDTs and CDWs provide
valuable guidance and orientation to parents and caregivers.
 2. Pre – Kindergarten 1 (Pre – K1)
• Is tailored for children aged 3.0 to 3.11 years old.
• Through regularly scheduled sessions, children engage in routines designed to target the
different development domains through play, exploration, and learning experiences.
3. Pre – Kindergarten 2 (Pre – K2)
• Is designed for children aged 4.0 to 4.11 years old.
• Implementing developmentally appropriate learning activities based on curricular themes
aligned with the Department of Education (DepEd) Kindergarten themes, the Program aims
to support the development of essential skills and competencies that ensure children go
through a smooth transition to kindergarten.

Alternative Delivery Modes

1. Home – Based ECCD Program

• The Home – Based ECCD Program is a learning initiative designed to reinforce parents
and caregivers as the primary caregivers and educators of their children.
2. Center – Based Program in Alternative Venues (CBPAV)
• The Center – Based Program in Alternative Venue (CBPAV) is an emergency response
strategy aimed at ensuring the uninterrupted implementation of early learning programs
for young children who are part of center – based programs.

Examples

• Playscape Manila Pre – School and Early Learning Center

o Deeply rooted in the belief that play fosters profound learning. Merging the
principles of Australia’s Early Years Learning Framework and the UK’s Early
Years Foundation Stage, we cultivate a vibrant environment that stimulates
creativity, curiosity, and holistic child development.
o Our play – based curriculum allows children to explore, create, and problem-
solve in secure, interactive spaces, while honing fundamental abilities like
literacy, numeracy, and communication.
▪ Young Toddler Class: 1.5 years old
▪ Tiny Tots Class: 2 years old
 ▪ Pre – K1 Class: 3 years old
▪ Pre – K2 Class: 4 years old
▪ Cambridge Pre – School
o Developmentally appropriate preschool programmes with concrete, interactive,
learning experiences that take into account each child’s individual needs, interests,
abilities and culture.
o Our curriculum aims to be purposefully connected to real life experiences,
beginning with and extending each child's existing knowledge through discovery,
exporation, project based work and hands – on activities.
• Toddler: (1.6 to 2.5 yrs. old)
• Junior Nursery: (2.6 to 3.11 yrs. old)
• Senior Nursery: (4 – 4.11 yrs. old)
• Kinder: (5 – 6 yrs. old)
▪ Maple Bear
o This one espouses Canadian Education, with 447 schools worldwide.
o Play – based program that is based on a child – centered and activity – driven
methodology.
o It also prides itself in its immersion learning and bilingual education, which has
been proven in 16 different countries.

International (Europe)

• Early Childhood Education and Care (ECEC)

o Includes centre – provided and ‘family day care’, privately- and publicly – funded,
pre – school and pre – primary provision.
o Every child in the European Union (EU) has the right to affordable and high –
quality early childhood education and care, as outlined in the European Pillar of
Social Rights.
ECEC Quality Framework

The Council Recommendation includes a Quality framework, which identified 5 key components
of a qualitative system:

▪ Access to early childhood education and care

▪ Training and working conditions of staff in charge of early childhood education and care
▪ definition of appropriate curricula ecec quality framework.
▪ Governance & funding
▪ Monitoring and evaluation systems

European Child Guarantee

▪ The Commission is also working on a European Child Guarantee to ensure that every child
in Europe at risk of poverty or social exclusion has access to the most basic rights, including
healthcare and education.

The question is, is early childhood education free in Europe?

• In several European countries, governments prioritize early childhood education and care
as part of their social policies. This often means that families have access to subsidized or
free preschool programs for children from a very young age, typically starting around age
three or even earlier in some places.

PLANNING: PRESCHOOL AND KINDERGARTEN

Planning effective instruction is crucial for creating a positive and enriching learning environment
for young children.

Planning: Preschool Public Schools

1. Setting Clear Goals and Objectives:

• General Goals – Aim to develop individuals to their fullest potential and prepare them
to be productive members of society.
• Balancing Goals – Teachers often juggle multiple goals. Integrating these goals
without fragmenting the classroom program is essential.
 2. Methods for Planning and Organizing Instruction:
• Personalized Lesson Plan Calendar – Visualize and organize your instruction.
• Detailed Unit Lesson Plans – Specific
3. Incorporating Play and Creativity:
• Play – Based Learning – Incorporate play into the curriculum.
• Creative Expression – Space for students to express themselves creatively.
4. Assessment and Collaboration:
• Assessment Planning – Regularly assess student progress.
• Collaboration with Parents and Caregivers – Involve parents and caregivers in the
planning process.

Planning: Preschool Private Schools

1. Decide What to Teach

• Assess to Identify Gaps in Performance – Identify areas where they need support or
improvement.
• Establish Logical Sequences of Instruction – Organize content in a logical order
• Consider Contextual Variables – Take into account the unique context of your
preschool, including student demographics, resources, and facilities.
2. Decide How to Teach
• Set Instructional Goals – Define clear objectives for each lesson or unit.
• Choose Instructional Methods and Materials – Select developmentally appropriate
approaches and resources.
• Establish Grouping Structures – Consider whole – group, small – group, or
individual instruction.
• Pace Instruction Appropriately – Balance active learning, transitions, and breaks.
3. Communicate Realistic Expectations
• Clearly communicate learning goals to students.
Planning: Kindergarten Public Schools

1. Kindergarten Education Act

• (RA 10157)
• Compulsory and mandatory
• Five – year – old children
• Transition period from informal to formal literacy
• MTB – MLE
2. Kindergarten Curriculum Framework (KCF)
• Key principles include constructivism, integrative, thematic, collaborative, inquiry –
based, and reflective teaching using play – based approaches.
• Developmentally Appropriate Practices (DAP) guide the curriculum.
• Ensure a smooth transition for kindergarten learners into the content – based curriculum
of Grades 1 to 12.
3. Daily Lesson Preparation (DO 42, s. 2016)
• Daily lesson preparation
• Teachers organize and manage classes effectively, ensuring the achievement of
learning outcomes.
4. Required Hours of Direct Instruction
• At least 437 hours of direct instruction in kindergarten (annually).

Planning: Kindergarten Private Schools

1. Unit Lesson Plans

• Objective – Defining clear learning objectives for each unit.
• Activities – Plan engaging activities that align with the objectives.
• Time Estimates – Allocate time for each activity.
• Materials – Identify the materials needed for each activity.
2. Individualized Planning
• Absentee Students – Prepare alternative activities or catch – up materials.
• Differentiation – Plan for diverse learners.
 3. Integration and Alignment
• Curriculum Alignment – Your instructional plans align with the overall curriculum
goals and standards.
• Cross – Curricular Connections – Integrate different subjects.
4. Assessment Strategies
• Formative Assessment – Plan ongoing assessments to monitor student progress.
• Summative Assessment – How you will evaluate student learning at the end of a unit.

PLANNING: PRIMARY SCHOOL CHILDREN

The different programs initiated by the Department of Education (DepEd) aim to improve
the quality of education in the country. The provision of these programs enhances the teaching
learning process to meet the challenges of the 21st century in terms of technological advancements,
classroom provision, and the improvement as well as the development of the school physical
facilities.

As this stage, the teaching and learning process will become easier as these different
programs are implemented by the DepEd. Because of the pandemic, the Department came up with
some realignment that aims to protect the health, safety and wellbeing of learners through the
establishment of a learner support system.

1. School Based Feeding Program:

• Alleviate short – term hunger and undernutrition.
• Giving hot meals throughout all the divisions for the whole academic year or over 220
plus milk for 55 days.
• Micronutrient fortification and deworming could be included in the school meal
program as they are cost – effective interventions.
2. DepEd Computerization Program:
• To provide public school with appropriate technologies and meet the challenges of the
21st century.
3. Inclusive Education Program:
• Provide educational services for all students including those with special needs.
• This program is intended to meet the objectives of IDEA by educating students in the
regular classroom while still providing for their unique needs.
4. Multigrade School Program:
• To provide accessible schooling in remote areas, addressing teacher shortages and
limited school facilities.
• Ensuring that remote villages can have access to education.
5. Special Education Program:
• Aims to improve the access and quality of SPED programs and services, as well as to
increase the efficiency of education services directed towards all recognized SPED
centers for elementary and secondary classes for learners with special needs.
6. Madrasah Education Program:
• Seeks to provide appropriate and relevant educational opportunities for Muslim
Learners while acknowledging their cultural context and unique reasons for
participating in the K to 12 program offerings.
7. Indigenous People Education:
• Response to Indigenous peoples right to basic education that is responsive to their
context, respect their identities and promotes indigenous knowledge, skills, and other
aspects of their cultural heritage.