Introduction to Early Childhood Administration
I. Course Prefix/Number: ECE 273
Course Name: Introduction to Early Childhood Administration
Credits: 3 (3 lecture; 0 lab Fee: $10)
III. Course (Catalog) Description
IV. Learning Objectives
The student will demonstrate the ability to:
- Know the legal and governmental requirements for the establishment and operation of a child development center.
- Demonstrate knowledge of state licensing standards and NAEYC Accreditation.
- Develop a philosophical foundation written statement upon which program components are based.
- Develop and implement strategies for working with community agencies.
- Understand strategies for effective supervision and evaluation of staff, volunteers, and other personnel.
- Communicate and develop partnerships with parents.
- Plan, organize, implement, and evaluate children’s programs.
- Demonstrate competence in budget planning, financial management, and record keeping.
- Identify and use software specific to managing an effective early childhood center.
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 2 – Content Area and Pedagogical Knowledge – The competent teacher has an in-depth understanding of content area knowledge that includes central concepts, methods, structures of the disciplines, and content area literacy. The teacher creates meaningful learning experiences for each student based upon interactions among content area and pedagogical knowledge, and evidence-based practice.|
Knowledge indicators – The competent teacher:
|2A)||understands theories and philosophies of learning and human development as they relate to the range of students in the classroom;|
STANDARD 4 – Learning Environment – The competent teacher structures a safe and healthy learning environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking, self-motivation, and personal goal-setting.
Knowledge indicators – The competent teacher:
|4A)||understands principles of and strategies for effective classroom and behavior management;|
|4B)||understands how individuals influence groups and how groups function in society;|
STANDARD 5 – Instructional Delivery – The competent teacher differentiates instruction by using a variety of strategies that support critical and creative thinking, problem-solving, and continuous growth and learning. This teacher understands that the classroom is a dynamic environment requiring ongoing modification of instruction to enhance learning for each student.
Knowledge indicator – The competent teacher:
|5A)||understands the cognitive processes associated with various kinds of learning;|
|5B)||understands principles and techniques, along with advantages and limitations, associated with a wide range of evidence-based instructional practices;|
STANDARD 7 – Assessment – The competent teacher understands and uses appropriate formative and summative assessment for determining student needs, monitoring student progress, measuring student growth, and evaluating student outcomes. The teacher makes decisions driven by data about curricular and instructional effectiveness and adjusts practices to meet the needs of each student.
Knowledge indicators – the competent teacher:
|7A)||understands the purposes, characteristics, and limitations of different types of assessment, including standardized assessments, universal screening, curriculum-based assessment, and progress monitoring tools;|
|7B)||understands that assessment is a means of evaluating how students learn and what they know and are able to do in order to meet the Illinois Learning 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;|
|8C)||collaborates with others in the use of data to design and implement effective school interventions that benefit all students;|
|8D)||understands the benefits, barriers, and techniques involved in parent and family collaborations;|
|8E)||understands school- and work-based learning environments and the need for collaboration with all organizations (e.g., businesses, community agencies, nonprofit organizations) to enhance student learning;|
|8F)||understands the importance of participating on collaborative and problem-solving teams to create effective academic and behavioral interventions for all students;|
|8G)||understands the various models of co-teaching and the procedures for implementing them across the curriculum;|
|8H)||understands concerns of families of students with disabilities and knows appropriate strategies to collaborate with students and their families in addressing these concerns; and|
|8I)||understands the roles and the importance of including student with disabilities, as appropriate, and all team members in planning individualized education program (i.e., IEP, IFSP, Section 504 plan) for students with disabilities.|
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;|
|9G)||understands local and global societal issues and responsibilities in an evolving digital culture; and|
|9H)||understands the importance of modeling appropriate dispositions in the classroom.|
|STANDARD 1. Promoting Child Development and Learning|
|Candidates prepared in early childhood degree programs are grounded in a child development knowledge base. They use their understanding of young children’s characteristics and needs, and of multiple interacting influences on children’s development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child.|
Key elements of STANDARD 1
|1A)||Knowing and understanding young children’s characteristics and needs, from birth through age 8|
|1B)||Knowing and understanding the multiple influences on early development and learning|
|1C)||Using developmental knowledge to create healthy, respectful, supportive, and challenging learning environments for young children.|
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
- Introduction, overview, explanation of assignments, and focus of Early Childhood Administration course.
- Philosophical foundation
- Community agencies
- Professional organizations
- Policy and advisory boards
- Networking and advocacy groups
- The staff
- Staff relations and dynamics
- Staff development
- Children’s program
- Budget and finance
VII. Methods of Instruction
- Educational films and video tapes
- Expert guest lecturers
- Class discussions
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 online course.
- Reading of the texts and supplemented readings will be required.
- Student will be required to demonstrate competency by successfully completing written tests, assignments, and reports.
- Student will be required to make one oral presentation.
- Student will be assigned specific and supervised fieldwork.
IX. Instructional Materials
X. Methods of Evaluating Student Progress
- Oral Presentation
- Written Assignments
XI. Other Course Information
Plagiarism/Cheating policies are covered under the Academic Dishonesty section of the current catalog.
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.
Electronic video and/or audio recording is not permitted during class unless the student obtains written permission from the instructor. In cases where recordings are allowed, such content is restricted to personal use only. Any distribution of such recordings is strictly prohibited. Personal use is defined as use by an individual student for the purpose of studying or completing course assignments.
For students who have been approved for audio and/or video recording of lectures and other classroom activities as a reasonable accommodation by Oakton’s Access Disabilities Resource Center (ADRC), applicable federal law requires instructors to permit those recordings. Such recordings are also limited to personal use. Any distribution of such recordings is strictly prohibited.
Violation of this policy will result in disciplinary action through the Code of Student Conduct.