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Child Care Information Exchange was part of the June 1993 delegation to Xxxxxx Xxxxxx, Italy.
Child Care Information Exchange. March/April 2004 ■ Connect for Kids (Talktime Live online discussion series) xxx.xxxxxxxxxxxxxx.xxx/ ■ Early Childhood and Parenting Collaborative (Chats & Web Talks) xxxx://xxxx.xxx.xxxx.xxx/ ■ Early Childhood Focus (News Topics with comments) xxx.xxxxxxxxxxxxxxxxxxx.xxx/ ■ The Future of Children (Online Conversations) xxx.xxxxxxxxxxxxxxxx.xxx/xxxxx.xxx ■ Illinois Early Learning Project (Live Chats & Discussions) xxxx://xxxxxxxxxxxxxxxxxxxxx.xxx/ ■ QUILT, Quality in Linking Together Early Childhood Partnerships (Discussions) xxx.xxxxx.xxx/Xxxx/xxxx.xxxx ■ US Department of Education (Xx.XX.Xxx Webcasts) xxxx://xxx.xx.xxx/xxxxx.xxxxx ■ Young Children International (Discussions) xxx.xxxxx.xxx/xxx/xxxxxxx.xxx If you know of other discussions, chats, and Webcasts for early childhood pro- fessionals, please e-mail Xxxx Xxxxxxx at xxxxxxxx@xxx.xxx.
Child Care Information Exchange. So in order to help directors regain con- trol of how they spend their time (and to avoid losing subscribers), I pulled together the following list of 50 practical time management techniques. These were selected to deal with the most common time problems of child care directors–too much paperwork, too many tasks, too many crises, too many interruptions, and too little time to relax. Cut Down on Paperwork Paperwork has become a major source of frustration for child care directors. In fact government researchers estimate that every year four centers are totally buried in a blitz of paperwork and red tape and 3500 directors are afflicted by chronic paper cuts. While scientists have not yet discovered a cure for the com- mon paperwork, there are some tech- niques for treating its symptoms: others may have a "right" to know or even a "need" to know about every- thing you do, let's face it, they proba- xxx don't have a "want" to know about most of it. Work Smarter, Not Harder The key to effective time use is to identify those tasks which are most vital to the success of yourself or your organization and to focus your efforts on completing them. What is important is not how much work gets done, but what work it is that gets done. By concentrating energies on a limited number of high impact tasks, a director can accomplish more in 35 hours than a director who toils for 60 hours over less important tasks. Put on List A all the tasks which will be beneficial in upgrading the quality or range of services your organization provides, or in improving your pro- fessional skills. Examples of A tasks are: “Organizing a series of curricu- xxx workshops for teachers” or “Opening a new infant care compo- nent”. On List B include all the tasks which must be completed on a timely basis to assure the survival or stable opera- tion of the organization. B tasks might include: “Filing quarterly tax pay- ment,” or “Enrolling ten new fami- lies”. Place all remaining tasks on List C. Finally, within each list number all tasks in order of importance. For instance, the task on List A which will provide the most beneficial impact should be labeled number #1. Then, all other tasks on List A should be numbered in order of descending importance. You should strive to strike a reason- able balance in the amount of time you devote to A (quality) and B (sur- vival) tasks. Unfortunately, what too often happens is that nearly all of a director's time is devoted to survival tasks. If your center i...
Child Care Information Exchange. 81 Male Staffing Accomplishing change within any insti- tutional setting, including early child- hood programs, involves a clear vision and thoughtful, flexible implementation. Literature on the change process des- cribes why reform fails and how to be an effective change agent. Fullan and Xxxxx (1992) propose seven orientations that must be incorporated into program leaders’ and participants’ actions for successful change: ■ Early difficulty must be conceptual- ized as an opportunity to learn and an ability to cope with uncertainty. ■ The initial shared vision must be continuously shaped and re-shaped. ■ Good coping means being active, assertive, and inventive in order to get to the root of the problem when that is needed.
Child Care Information Exchange. March 1984 supervisors. Teachers report problems getting their supervisors to treat them fairly, to respect their professional judg- ment, and to include them in the decision making process for their classrooms. They also report problems getting their super- visors to give them program guidelines or job expectations, and then to give them feedback about their job performance.
Child Care Information Exchange. 3 Instructions: Preface each problem statement with the phrase, "I have a problem..."
Child Care Information Exchange. July/August 1983 guage. You should tune in to these signals as you talk. As Xxxxxxx Xxxxxxxx recom- mends, "Constantly be on the lookout for nonverbal signals that indicate that your line of approach is causing your employ- ees to become uncomfortable and lose interest. When this happens, change your approach and your message accordingly" (Xxxxxxxx). by having staff members give each other feedback on how they give feedback. Most of all, staff members can learn to be effective feedback givers if you serve as a good model in the way you give feed- back.
