EARLY CHILDHOOD EDUCATION SERIES Leslie R

EARLY CHILDHOOD EDUCATION SERIES Leslie R. Williams, Editor ADVISORY BOARD: Barbara T. Bowman, Harriet K. Cuffaro, Stephanie Feeney, Doris Pronin Fromberg, Celia Genishi, Stacie G. Goffin, Dominic F. Gullo, Alice Sterling Honig, Elizabeth Jones, Gwen Morgan Supervision in Early Childhood Education: Young Children Continue to Reinvent A Developmental Perspective, 3rd Ed. Arithmetic—2nd Grade, 2nd Ed. JOSEPH J. CARUSO WITH M. TEMPLE FAWCETT CONSTANCE KAMII Guiding Children's Behavior: Major Trends and Issues in Early Childhood Developmental Discipline in the Classroom Education: Challenges, Controversies, and EILEEN S. FLICKER & JANET ANDRON HOFFMAN Insights, 2nd Ed. What If All the Kids Are White? JOAN PACKER ISENBERG & Anti-Bias Multicultural Education with Young MARY RENCK JALONGO, EDS. Children and Families The Power of Projects: Meeting Contemporary LOUISE DERMAN-SPARKS & PATRICIA G. RAMSEY Challenges in Early Childhood Classrooms— The War Play Dilemma: What Every Parent and Strategies and Solutions Teacher Needs to Know, 2nd Ed. JUDY HARRIS HELM & SALLEE BENEKE, EDS. DIANE E. LEVIN & NANCY CARLSSON-PAIGE Bringing Learning to Life: The Reggio Approach Possible Schools: to Early Childhood Education The Reggio Approach to Urban Education LOUISE BOYD CADWELL ANN LEWIN-BENHAM The Colors of Learning: Integrating the Everyday Goodbyes: Starting School and Early Visual Arts into the Early Childhood Care—A Guide to the Separation Process Curriculum NANCY BALABAN ROSEMARY ALTHOUSE, MARGARET H. JOHNSON, HARON T. M ITCHELL Playing to Get Smart & S ELIZABETH JONES & RENATTA M. COOPER A Matter of Trust: Connecting Teachers and How to Work with Standards in the Early Learners in the Early Childhood Classroom AROLLEE HOWES & SHARON RITCHIE Childhood Classroom C CAROL SEEFELDT Widening the Circle: Including Children with In the Spirit of the Studio: Disabilities in Preschool Programs Learning from the Atelier of Reggio Emilia SAMUEL L. ODOM, ED. LELLA GANDINI, LYNN T. H ILL, LOUISE BOYD Children with Special Needs: CADWELL, & CHARLES SCHWALL, EDS. Lessons for Early Childhood Professionals Understanding Assessment and Evaluation in MARJORIE J. KOSTELNIK, ESTHER ETSUKO ONAGA, Early Childhood Education, 2nd Ed. BARBARA ROHDE, & ALICE PHIPPS WHIREN DOMINIC F. GULLO Developing Constructivist Early Childhood Negotiating Standards in the Primary Classroom: Curriculum: Practical Principles and Activities The Teacher’s Dilemma RHETA DEVRIES, BETTY ZAN, CAROLYN CAROL ANNE WIEN HILDEBRANDT, REBECCA EDMIASTON, & CHRISTINA SALES Teaching and Learning in a Diverse World: Multicultural Education for Young Children, 3rd Ed. Outdoor Play: Teaching Strategies with Young PATRICIA G. RAMSEY Children ANE PERRY The Emotional Development of Young Children: J Building an Emotion-Centered Curriculum, 2nd Ed. Embracing Identities in Early Childhood MARILOU HYSON Education: Diversity and Possibilities Effective Partnering for School Change: Improving SUSAN GRIESHABER & GAILE S. CANNELLA, EDS. Early Childhood Education in Urban Classrooms Bambini: The Italian Approach to Infant/Toddler JIE-QI CHEN & PATRICIA HORSCH Care WITH KAREN DEMOSS & SUZANNE L. WAGNER LELLA GANDINI & CAROLYN POPE EDWARDS, EDS. Let’s Be Friends: Peer Competence and Social Educating and Caring for Very Young Children: Inclusion in Early Childhood Programs The Infant/Toddler Curriculum KRISTEN MARY KEMPLE DORIS BERGEN, REBECCA REID, & LOUIS TORELLI (continued) Early Childhood Education Series titles, continued Young Investigators: Using the Supportive Play Model: Individualized The Project Approach in the Early Years Intervention in Early Childhood Practice JUDY HARRIS HELM & LILIAN G. KATZ MARGARET K. SHERIDAN, GILBERT M. FOLEY, Serious Players in the Primary Classroom: & SARA H. RADLINSKI Empowering Children Through Active Learning The Full-Day Kindergarten: Experiences, 2nd Ed. A Dynamic Themes Curriculum, 2nd Ed. SELMA WASSERMANN DORIS PRONIN FROMBERG Telling a Different Story: Assessment Methods for Infants and Toddlers: Teaching and Literacy in an Urban Preschool Transdisciplinary Team Approaches CATHERINE WILSON DORIS BERGEN Young Children Reinvent Arithmetic: Young Children Continue to Reinvent Arithmetic— Implications of Piaget’s Theory, 2nd Ed. 3rd Grade: Implications of Piaget’s Theory CONSTANCE KAMII CONSTANCE KAMII WITH SALLY JONES Managing Quality in Young Children’s Programs: LIVINGSTON The Leader’s Role Moral Classrooms, Moral Children: Creating a MARY L. CULKIN, ED. Constructivist Atmosphere in Early Education The Early Childhood Curriculum: RHETA DEVRIES & BETTY ZAN A Review of Current Research, 3rd Ed. Diversity and Developmentally Appropriate Practices CAROL SEEFELDT, ED. BRUCE L. MALLORY & REBECCA S. NEW, EDS. Leadership in Early Childhood: Changing Teaching, Changing Schools: The Pathway to Professionalism, 2nd Ed. Bringing Early Childhood Practice into Public JILLIAN RODD Education–Case Studies from the Kindergarten Inside a Head Start Center: FRANCES O’CONNELL RUST Developing Policies from Practice Physical Knowledge in Preschool Education: DEBORAH CEGLOWSKI Implications of Piaget’s Theory Windows on Learning: Documenting Young CONSTANCE KAMII & RHETA DEVRIES Children’s Work Ways of Assessing Children and Curriculum JUDY HARRIS HELM, SALLEE BENEKE, CELIA GENISHI, ED. & KATHY STEINHEIMER The Play’s the Thing Bringing Reggio Emilia Home: An Innovative ELIZABETH JONES & GRETCHEN REYNOLDS Approach to Early Childhood Education Scenes from Day Care LOUISE BOYD CADWELL ELIZABETH BALLIETT PLATT Master Players: Learning from Children at Play Making Friends in School GRETCHEN REYNOLDS & ELIZABETH JONES PATRICIA G. RAMSEY Understanding Young Children’s Behavior: The Whole Language Kindergarten A Guide for Early Childhood Professionals SHIRLEY RAINES & ROBERT CANADY JILLIAN RODD Multiple Worlds of Child Writers Understanding Quantitative and Qualitative ANNE HAAS DYSON Research in Early Childhood Education The Good Preschool Teacher WILLIAM L. GOODWIN & LAURA D. GOODWIN WILLIAM AYERS Diversity in the Classroom: New Approaches to The Piaget Handbook for Teachers and Parents the Education of Young Children, 2nd Ed. ROSEMARY PETERSON & VICTORIA FELTON-COLLINS FRANCES E. KENDALL Developmentally Appropriate Practice in “Real Life” Visions of Childhood JOHN CLEVERLEY & D. C. PHILLIPS CAROL ANNE WIEN Experimenting with the World: Starting School John Dewey and the Early Childhood Classroom NANCY BALABAN HARRIET K. CUFFARO Ideas Influencing Early Childhood Education Quality in Family Child Care and Relative Care EVELYN WEBER SUSAN KONTOS, CAROLLEE HOWES, The Joy of Movement in Early Childhood MARYBETH SHINN, & ELLEN GALINSKY SANDRA R. CURTIS SUPERVISION IN EARLY CHILDHOOD EDUCATION A DEVELOPMENTAL PERSPECTIVE THIRD EDITION Joseph J. Caruso with M. Temple Fawcett Teachers College, Columbia University New York and London Published by Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 Copyright © 2007 by Teachers College, Columbia University All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, or any information storage and retrieval system, without permission from the publisher. The Ten NAEYC Early Childhood Program Standards, the listing of core competencies for program administrators (minus full descriptions) as adapted by NAEYC from the Illinois Director Credentials, topic areas listings from within the accreditation criteria, and example criteria from NAEYC Early Childhood Program Standards are reprinted from NAEYC Early Childhood Program Standards and Accreditation Criteria: The Mark of Quality in Early Childhood Education, by National Association for the Education of Young Children (NAEYC), 2005, Washington, DC: Author. Copyright 2005 by National Association for the Education of Young Children. Reprinted with permission from the National Association for the Education of Young Children. Library of Congress Cataloging-in-Publication Data Caruso, Joseph J., 1943– Supervision in early childhood education : a developmental perspective / Joseph J. Caruso with M. Temple Fawcett. — 3rd ed. p. cm. — (Early childhood education series) Includes bibliographical references and index. ISBN-13: 978-0-8077-4731-5 (pbk : alk. paper) ISBN-l0: 0-8077-4731-9 (pbk : alk. paper) 1. School supervision—United States. 2. Early childhood education—United States. 3. Child development—United States. 4. Educational surveys—United States. I. Fawcett, M. Temple, 1928- II. Title. III. Series: Early childhood education series (Teachers College Press) LB2822.7.C37 2006 372.12'03—dc22 2006017816 ISBN-13: 978-0-8077-4731-5 (paper) ISBN-10: 0-8077-4731-9 (paper) Printed on acid-free paper Manufactured in the United States of America 141312111009080787654321 CONTENTS Preface xi PART I: The Supervisory Context 1. Myths About Supervision 3 Almost Anyone Can Be an Early Childhood Supervisor 3 There Is One Best Supervisory Approach to Use with Everyone 4 Supervisors Have All the Answers 5 Direct Confrontation with Staff Is Nonsupportive 5 Skilled Supervisors Never Engage in Manipulation 6 Good Teachers Do Not Need Supervision 7 Supervision Is an Objective Process 8 Supervisors Are Always Calm 9 Exercises 9 2. Early Childhood Programs: Implications for Supervision 10 Full-Day Programs 10 Head Start 18 Part-Day Programs 21 School-Based Kindergartens and Prekindergartens 23 Conclusion 27 Program Accreditation 27 Exercises 28 3. Supervisors and Staff: Roles and Responsibilities 30 Supervisors 30 Staff 37 v

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