Fiscal Management in Early Childhood Administration
I. Course Prefix/Number: ECE 281
Course Name: Fiscal Management in Early Childhood Administration
Credits: 2 (2 lecture; 0 lab Fee $15)
III. Course (Catalog) Description
Course designed to help the early childhood director successfully manage fiscal responsibilities in the daily operation of a center. Emphasis is on budget and financial report development, cash flow management, grant writing and fund raising.
IV. Learning Objectives
Students will achieve the following objectives by preparing a financial plan for an early childhood center.
- Obtain skills in bookkeeping methods and accounting practices and spread sheeting.
- Understand and use financial software used by small businesses.
- Develop and administer an annual budget that reflects programs goals and objectives.
- Set up long term and short term budgets.
- Develop cash flow reports.
- Evaluate various federal, state and local revenue sources.
- Develop long-range fundraising goals that support a program's mission.
- Evaluate the cost effectiveness and appropriateness of different foundering options.
In addition to the objectives listed above, this course also meets the following Illinois Professional Teaching Standards and National Association for the Education of Young Children Teaching Standards.
|STANDARD 8 – Collaborative Relationships – The competent teacher builds and maintains collaborative relationships to foster cognitive, linguistic, physical, and social and emotional development. This teacher works as a team member with professional colleagues, students, parents or guardians, and community members.|
Knowledge Indicators – The competent teacher:
|8A)||understands schools as organizations within the larger community context;|
|8B)||understands the collaborative process and the skills necessary to initiate and carry out that process;|
STANDARD 9 – Professionalism, Leadership, and Advocacy – The competent teacher is an ethical and reflective practitioner who exhibits professionalism; provides leadership in the learning community; and advocates for students, parents or guardians, and the profession.
Knowledge Indicators – The competent teacher:
|9A)||evaluates best practices and research-based materials against benchmarks within the disciplines;|
|9B)||knows laws and rules (e.g., mandatory reporting, sexual misconduct, corporal punishment) as a foundation for the fair and just treatment of all students and their families in the classroom and school;|
|9C)||understands emergency response procedures as required under the School safety Drill Act [105 ILCS 128/1], including school safety and crisis intervention protocol, initial response actions (e.g., whether to stay in or evacuate a building) and first response to medical emergencies (e.g., first aid and life-saving techniques);|
|9D)||identifies paths for continuous professional growth and improvement, including the design of a professional growth plan;|
|9E)||is cognizant of his or her emerging and developed leadership skills and the applicability of those skills within a variety of learning communities;|
|9F)||understands the roles of an advocate, the process of advocacy, and its place in combating or promoting certain school district practices affecting students;|
STANDARD 2 – Building Family and Community Relationships
|Candidates prepared in early childhood degree programs understand that successful early childhood education depends upon partnerships with children’s families and communities. They know about, understand, and value the importance and complex characteristics of children’s families and communities. They use this understanding to create respectful, reciprocal relationships that support and empower families, and to involve all families in their children’s development and learning.|
Key elements of STANDARD 2
|2A)||Knowing about and understanding diverse family and community characteristics|
|2B)||Supporting and engaging families and communities through respectful, reciprocal relationships.|
|2C)||Involving families and communities in young children’s development and learning.|
STANDARD 6. Becoming a Professional
|Candidates prepared in early childhood degree programs identify and conduct themselves as members or the early childhood profession. They know and use ethical guidelines and other professional standards related to early childhood practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective and critical perspectives on their work, making informed decisions that integrate knowledge from a variety of sources. They are informed advocates for sound educational practices and policies.|
Key elements of STANDARD 6
|6A)||Identifying and involving oneself with the early childhood field|
|6B)||Knowing about and upholding ethical standards and other early childhood professional guidelines|
V. Academic Integrity and Student Conduct
• plagiarism (turning in work not written by you, or lacking proper citation),
• falsification and fabrication (lying or distorting the truth),
• helping others to cheat,
• unauthorized changes on official documents,
• pretending to be someone else or having someone else pretend to be you,
• making or accepting bribes, special favors, or threats, and
• any other behavior that violates academic integrity.
There are serious consequences to violations of the academic integrity policy. Oakton's policies and procedures provide students a fair hearing if a complaint is made against you. If you are found to have violated the policy, the minimum penalty is failure on the assignment and, a disciplinary record will be established and kept on file in the office of the Vice President for Student Affairs for a period of 3 years.
Please review the Code of Academic Conduct and the Code of Student Conduct, both located online at
VI. Sequence of Topics
- Cash Flow Management
VII. Methods of Instruction
Course may be taught as face-to-face, hybrid or online course.
VIII. Course Practices Required
Course may be taught as face-to-face, hybrid, or on line course.
- Reading of texts and supplemented readings will be required.
- Student will be required to demonstrate competency by successfully completing written assignments and individual projects.
IX. Instructional Materials
X. Methods of Evaluating Student Progress
XI. Other Course Information
If you have a documented learning, psychological, or physical disability you may be entitled to reasonable academic accommodations or services. To request accommodations or services, contact the Access and Disability Resource Center at the Des Plaines or Skokie campus. All students are expected to fulfill essential course requirements. The College will not waive any essential skill or requirement of a course or degree program.
Oakton Community College is committed to maintaining a campus environment emphasizing the dignity and worth of all members of the community, and complies with all federal and state Title IX requirements.
Resources and support for
- pregnancy-related and parenting accommodations; and
- victims of sexual misconduct
Resources and support for LGBTQ+ students can be found at www.oakton.edu/lgbtq.