附註:Includes bibliographical references (pages 231-240) and index.
pt. I. The supervisory context -- 1. Myths about supervision -- Almost anyone can be an early childhood supervisor -- There is one best supervisory approach to use with everyone -- Supervisors have all the answers -- Direct confrontation with staff in nonsupportive -- Skilled supervisors never engage in manipulation -- Good teachers to not need supervision -- Supervision is an objective process -- Supervisors are always calm -- Exercises -- 2. Early childhood programs and their implications for supervision -- Full-day programs -- Head Start -- Part-day programs -- School-based kindergartens and preschools -- Accreditation -- Conclusion -- Exercises -- 3. Supervisors and staff : roles and responsibilities -- Supervisors -- Staff -- Career lattices and ladders -- Conclusion -- Program accreditation -- Exercises.
pt. II. A developmental perspective -- 4. Caring, knowing, and imagining -- Caring -- Knowing -- Imagining -- Conclusion -- Exercises -- 5. The developmental dynamic -- Supervisors and supervisees -- Developmental domains -- The context -- Reflective practice -- Conclusion -- Exercises -- 6. Supervisor development -- Phase 1 : beginning -- Phase 2 : extending -- Phase 3 : maturing -- Conclusion -- Exercises -- 7. Supervisee development -- Learning to communicate effectively -- Becoming a self-confident teacher -- Understanding children -- Understanding oneself -- Respecting others -- Deriving satisfaction and stimulation from professional growth -- Formulating a philosophy of learning -- Valuing good supervision -- Seeing the big picture -- Conclusion -- Exercise -- 8. The developmental dynamic at work : a case study in supervision -- Background -- Assessing the supervisee -- Assessing the supervisor -- The supervisory plan -- Conclusion -- Exercises.
pt. III. A framework for supervision -- 9. Clinical supervision -- The five stages of clinical supervision -- Group clinical supervision -- Conclusion -- 10. The supervisory conference -- The context -- Structuring the conference -- Three-way conferences -- Group conferences -- Conclusion -- Program accreditation -- Exercises -- 11. Observation and analysis -- Observation within the clinical supervision cycle -- Approaches to observation -- Methods of observation -- Special concerns for supervisors as observers -- General guidelines for observing -- Putting observation to work : a case study -- Conclusion -- Exercises -- 12. Evaluating staff -- Evaluation terminology -- Some guidelines for staff evaluation -- Who evaluates? -- Sources of evaluation criteria -- Approaches to evaluation and the career ladder -- Some cultural considerations -- A special concern : the marginal performer -- Conclusion -- Program accreditation -- Exercises.
pt. IV. Staff development in practice -- 13. Special issues affecting early childhood supervision -- Staff morale -- Staff turnover -- Staff and child diversity -- Conclusion -- Program accreditation -- Exercises -- 14. A framework for staff development and training -- Orientation for new staff -- On-the-job training -- Career development and CDA training -- Fine tuning -- Bringing the staff together -- Conclusion -- Program accreditation -- Exercises -- 15. Tools for staff development and training -- Handbooks -- Observing teaching -- Observing children -- Professional reading -- Workshops and related activities -- Mentoring -- Accreditation as a staff development strategy -- Keeping the joy in early care and education -- Exercises -- Appendix A. Responding to linguistic and cultural diversity : recommendations for effective early childhood education -- Appendix B. Organizational resources -- Appendix C. CDA competency goals and functional areas.
摘要:"Written for practitioners who must supervise staff from a wide variety of educational and cultural backgrounds, this pioneering volume was the first to provide guidelines and practical suggestions for staff training and development in early childhood settings. Now this resource has been completely updated to reflect the many notable changes that have taken place in the early childhood field. The new Second Edition includes special attention to issues of diversity; a number of promising new staff development and evaluation practices; greater emphasis on career ladders and lattices; a focus on the importance of collaboration among staff, and between supervisors and staff members; relevant NAEYC accreditation criteria at the end of several chapters; and a new chapter on "Caring Knowing and Imagining"."--Jacket.
