Course Description
This course is designed for early childhood administrators or those preparing for an administrative position in an early care and education program. The course analyzes the principles of human resources and financial management including budgets and financial reports; quality programming and financial considerations; and raising revenue. The course helps develop a deeper understanding of the relationships between staffing and financing in the multiple aspects of a quality early childhood program. Both center-based administrators as well as family child care providers taking this course will learn how the finances of a program can influence decisions in all areas of programming. (3 credits)
Prerequisites
- ECE 250 Administration and Supervision in Early Childhood Programs
- ENG 101: English Composition 1
- ENG 102: English Composition 2
Program Learning Outcomes (PLOs)
- Associate of Science
Students who graduate with the Associate of Science degree in Early Childhood Education will meet the following outcomes for teacher preparedness. At the Associate Degree level, students will:
- Develop as a Professional- engage in continuous reflective and collaborative learning and identify oneself as an emerging professional within the early childhood field (NAEYC, Standard 7).
Bachelor of Science
Students who graduate with the Bachelor of Science degree in Early Childhood Education will meet all outcomes at the Associate Degree level. In addition, students at this level will:
Develop as a Professional- engage in continuous reflective and collaborative learning and identify oneself as a professional within the early childhood field by mentoring others (NAEYC, Standard 7).
Student Learning Outcomes (SLOs)
Upon successful completion of this course, students will be able to:
- Identify various management styles and examine how different characteristics and styles affect programming.
- Discuss the importance of quality early childhood programming and apply associated costs.
- Explain the difference between types of budgets (start-up, operating, projected).
- Apply concepts and vocabulary to various financial documents and practices.
- Examine costs associated with staff recruitment and retention.
- Collect market information on tuition.
- Identify revenue resources.
- Analyze budget categories.
- Compare and contrast financial management principles and practices.
- Analyze program policies and procedures for their influence on program budgets.
- Prepare a line item budget.
- Identify and interpret several types of financial statements.
- Apply concepts of planning and budgeting when developing a projected budget.
- Identify and collect information that drives sound financial practices.
- Identify and compare various funding sources.
- Illustrate financial concepts in preparing a projected budget.
- Evaluate and analyze a program and its costs and prepare a summary of findings and suggestions for any program improvements.
- Review a financial procedures plan (evaluate).
- Explore financial based software for early childhood programs.
Course Activities and Grading
| Assignments | Weight |
|---|---|
Discussions (Weeks 1-8) | 20% |
Midterm Exam (Week 4) | 10% |
Individual Assignments (Weeks 1-8) | 25% |
Final Exam (Week 7) | 20% |
Final Project / Assessment (Week 8) | 25% |
Total | 100% |
Required Text
- Jack, G., The Business of Child Care: Management and Financial Strategies. Delmar-Cengage, 2005. ISBN: 13: 978-1-4018-5180-4
- Exchange Press. The Art of Leadership: Managing Money in Early Childhood Organizations. Exchange Press, Inc. 2017 ISBN: ISBN: 978-0-9427-0263-7
Note: In addition to the two texts listed above, one of the following texts is required. The student’s choice of text should be based on the type of the setting in which the student is working – either in a center-based facility or a family child care home.
- Talan T.N. and Bloom, P.J., Program Administration Scale: Measuring Early Childhood Leadership and Management, second edition. Teachers College Press, 2011. ISBN: 978-0-8077-5245-6 (PAS - for center-based care)
OR
- Talan, T.N. and Bloom, P,J., Business Administration Scale for Family Child Care, second edition. Teachers College Press, 2018. ISBN: 978-0-8077-5939- (BAS - for family home providers)
Additional Resources
- Child Care Regulations (most recent revision) for the operation of a child care center or family day care home in the state where the student works/does business.
Course Schedule
Take the Pre-test / Survey before you start the work of the week.
| Week | SLOs | Readings and Exercises | Assignments |
|---|---|---|---|
1 | 1,2,9,10 | Topics:
Readings:
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2 | 5,6 | Topics:
Readings:
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3 | 3,4,7,8,10,14 | Topics:
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4 | 4,5,8,13,16,17 | Topic:
Readings:
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Midterm Exam
SLOs 1-10, 13, 14, 16, 17 | |||
5 | 4,8,12,17 | Topics:
Readings:
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6 | 4,8,12,17,19 | Topics:
Readings:
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7 | 4,6,12,14,17 | Topics:
Readings:
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Final Exam
SLOs 1-19 | |||
8 | 1-19 | Topics:
Readings:
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COSC Accessibility Statement
Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.