Education and Childcare Administrators, Preschool and Daycare Plan, direct, or coordinate academic or nonacademic activities of preschools or childcare centers and programs, including before- and after-school care.
Education and Childcare Administrators, Preschool and Daycare is Also Know as
In different settings, Education and Childcare Administrators, Preschool and Daycare is titled as
- Childcare Director
- Early Head Start Director
- Education Coordinator
- Education Director
- Education Site Manager
- Preschool Director
- Preschool Program Director
- Principal
- Site Coordinator
Education and Training of Education and Childcare Administrators, Preschool and Daycare
Education and Childcare Administrators, Preschool and Daycare is categorized in Job Zone Four: Considerable Preparation Needed
Experience Required for Education and Childcare Administrators, Preschool and Daycare
A considerable amount of work-related skill, knowledge, or experience is needed for these occupations. For example, an accountant must complete four years of college and work for several years in accounting to be considered qualified.
Education Required for Education and Childcare Administrators, Preschool and Daycare
Most of these occupations require a four-year bachelor's degree, but some do not.
Degrees Related to Education and Childcare Administrators, Preschool and Daycare
- Bachelor in Educational Leadership and Administration, General
- Associate Degree Courses in Educational Leadership and Administration, General
- Masters Degree Courses in Educational Leadership and Administration, General
- Bachelor in Educational, Instructional, and Curriculum Supervi
- Associate Degree Courses in Educational, Instructional, and Curriculum Supervi
- Masters Degree Courses in Educational, Instructional, and Curriculum Supervi
- Bachelor in Superintendency and Educational System Administrat
- Associate Degree Courses in Superintendency and Educational System Administrat
- Masters Degree Courses in Superintendency and Educational System Administrat
- Bachelor in International School Administration/Leadership
- Associate Degree Courses in International School Administration/Leadership
- Masters Degree Courses in International School Administration/Leadership
- Bachelor in Early Childhood Program Administration
- Associate Degree Courses in Early Childhood Program Administration
- Masters Degree Courses in Early Childhood Program Administration
Training Required for Education and Childcare Administrators, Preschool and Daycare
Employees in these occupations usually need several years of work-related experience, on-the-job training, and/or vocational training.
Related Ocuupations
Some Ocuupations related to Education and Childcare Administrators, Preschool and Daycare in different industries are
- Education Administrators, Kindergarten through Secondary
- Special Education Teachers, Elementary School
- Preschool Teachers, Except Special Education
- Social and Community Service Managers
- Special Education Teachers, Kindergarten
- Training and Development Managers
- Special Education Teachers, Secondary School
- Instructional Coordinators
- Childcare Workers
- Health Education Specialists
- Medical and Health Services Managers
- Kindergarten Teachers, Except Special Education
- Career/Technical Education Teachers, Middle School
- Teaching Assistants, Special Education
- Education Administrators, Postsecondary
- Teaching Assistants, Preschool, Elementary, Middle, and Secondary School, Except Special Education
- Management Analysts
- Rehabilitation Counselors
- Special Education Teachers, Middle School
- Elementary School Teachers, Except Special Education
What Do Education and Childcare Administrators, Preschool and Daycare do?
- Confer with parents and staff to discuss educational activities and policies and students' behavioral or learning problems.
- Prepare and maintain attendance, activity, planning, accounting, or personnel reports and records for officials and agencies, or direct preparation and maintenance activities.
- Set educational standards and goals and help establish policies, procedures, and programs to carry them out.
- Monitor students' progress and provide students and teachers with assistance in resolving any problems.
- Determine allocations of funds for staff, supplies, materials, and equipment and authorize purchases.
- Recruit, hire, train, and evaluate primary and supplemental staff and recommend personnel actions for programs and services.
- Direct and coordinate activities of teachers or administrators at daycare centers, schools, public agencies, or institutions.
- Plan, direct, and monitor instructional methods and content of educational, vocational, or student activity programs.
- Review and interpret government codes and develop procedures to meet codes and to ensure facility safety, security, and maintenance.
- Determine the scope of educational program offerings and prepare drafts of program schedules and descriptions to estimate staffing and facility requirements.
- Review and evaluate new and current programs to determine their efficiency, effectiveness, and compliance with state, local, and federal regulations and recommend any necessary modifications.
- Teach classes or courses or provide direct care to children.
- Prepare and submit budget requests or grant proposals to solicit program funding.
- Write articles, manuals, and other publications and assist in the distribution of promotional literature about programs and facilities.
- Collect and analyze survey data, regulatory information, and demographic and employment trends to forecast enrollment patterns and the need for curriculum changes.
- Inform businesses, community groups, and governmental agencies about educational needs, available programs, and program policies.
- Organize and direct committees of specialists, volunteers, and staff to provide technical and advisory assistance for programs.
Qualities of Good Education and Childcare Administrators, Preschool and Daycare
- Written Expression: The ability to communicate information and ideas in writing so others will understand.
- Written Comprehension: The ability to read and understand information and ideas presented in writing.
- Oral Expression: The ability to communicate information and ideas in speaking so others will understand.
- Oral Comprehension: The ability to listen to and understand information and ideas presented through spoken words and sentences.
- Deductive Reasoning: The ability to apply general rules to specific problems to produce answers that make sense.
- Speech Clarity: The ability to speak clearly so others can understand you.
- Speech Recognition: The ability to identify and understand the speech of another person.
- Inductive Reasoning: The ability to combine pieces of information to form general rules or conclusions (includes finding a relationship among seemingly unrelated events).
- Problem Sensitivity: The ability to tell when something is wrong or is likely to go wrong. It does not involve solving the problem, only recognizing that there is a problem.
- Information Ordering: The ability to arrange things or actions in a certain order or pattern according to a specific rule or set of rules (e.g., patterns of numbers, letters, words, pictures, mathematical operations).
- Near Vision: The ability to see details at close range (within a few feet of the observer).
- Fluency of Ideas: The ability to come up with a number of ideas about a topic (the number of ideas is important, not their quality, correctness, or creativity).
- Originality: The ability to come up with unusual or clever ideas about a given topic or situation, or to develop creative ways to solve a problem.
- Category Flexibility: The ability to generate or use different sets of rules for combining or grouping things in different ways.
- Far Vision: The ability to see details at a distance.
- Selective Attention: The ability to concentrate on a task over a period of time without being distracted.
- Memorization: The ability to remember information such as words, numbers, pictures, and procedures.
- Time Sharing: The ability to shift back and forth between two or more activities or sources of information (such as speech, sounds, touch, or other sources).
- Flexibility of Closure: The ability to identify or detect a known pattern (a figure, object, word, or sound) that is hidden in other distracting material.
- Mathematical Reasoning: The ability to choose the right mathematical methods or formulas to solve a problem.
- Number Facility: The ability to add, subtract, multiply, or divide quickly and correctly.
- Speed of Closure: The ability to quickly make sense of, combine, and organize information into meaningful patterns.
- Perceptual Speed: The ability to quickly and accurately compare similarities and differences among sets of letters, numbers, objects, pictures, or patterns. The things to be compared may be presented at the same time or one after the other. This ability also includes comparing a presented object with a remembered object.
- Visualization: The ability to imagine how something will look after it is moved around or when its parts are moved or rearranged.
- Auditory Attention: The ability to focus on a single source of sound in the presence of other distracting sounds.
- Trunk Strength: The ability to use your abdominal and lower back muscles to support part of the body repeatedly or continuously over time without "giving out" or fatiguing.
- Arm-Hand Steadiness: The ability to keep your hand and arm steady while moving your arm or while holding your arm and hand in one position.
- Hearing Sensitivity: The ability to detect or tell the differences between sounds that vary in pitch and loudness.
- Visual Color Discrimination: The ability to match or detect differences between colors, including shades of color and brightness.
- Finger Dexterity: The ability to make precisely coordinated movements of the fingers of one or both hands to grasp, manipulate, or assemble very small objects.
- Manual Dexterity: The ability to quickly move your hand, your hand together with your arm, or your two hands to grasp, manipulate, or assemble objects.
- Static Strength: The ability to exert maximum muscle force to lift, push, pull, or carry objects.
- Dynamic Strength: The ability to exert muscle force repeatedly or continuously over time. This involves muscular endurance and resistance to muscle fatigue.
- Stamina: The ability to exert yourself physically over long periods of time without getting winded or out of breath.
- Extent Flexibility: The ability to bend, stretch, twist, or reach with your body, arms, and/or legs.
- Depth Perception: The ability to judge which of several objects is closer or farther away from you, or to judge the distance between you and an object.
- Gross Body Equilibrium: The ability to keep or regain your body balance or stay upright when in an unstable position.
- Gross Body Coordination: The ability to coordinate the movement of your arms, legs, and torso together when the whole body is in motion.
- Multilimb Coordination: The ability to coordinate two or more limbs (for example, two arms, two legs, or one leg and one arm) while sitting, standing, or lying down. It does not involve performing the activities while the whole body is in motion.
- Wrist-Finger Speed: The ability to make fast, simple, repeated movements of the fingers, hands, and wrists.
- Explosive Strength: The ability to use short bursts of muscle force to propel oneself (as in jumping or sprinting), or to throw an object.
- Control Precision: The ability to quickly and repeatedly adjust the controls of a machine or a vehicle to exact positions.
- Dynamic Flexibility: The ability to quickly and repeatedly bend, stretch, twist, or reach out with your body, arms, and/or legs.
- Speed of Limb Movement: The ability to quickly move the arms and legs.
- Night Vision: The ability to see under low-light conditions.
- Peripheral Vision: The ability to see objects or movement of objects to one's side when the eyes are looking ahead.
- Reaction Time: The ability to quickly respond (with the hand, finger, or foot) to a signal (sound, light, picture) when it appears.
- Glare Sensitivity: The ability to see objects in the presence of a glare or bright lighting.
- Rate Control: The ability to time your movements or the movement of a piece of equipment in anticipation of changes in the speed and/or direction of a moving object or scene.
- Response Orientation: The ability to choose quickly between two or more movements in response to two or more different signals (lights, sounds, pictures). It includes the speed with which the correct response is started with the hand, foot, or other body part.
- Sound Localization: The ability to tell the direction from which a sound originated.
- Spatial Orientation: The ability to know your location in relation to the environment or to know where other objects are in relation to you.
Tools Used by Education and Childcare Administrators, Preschool and Daycare
- Compact digital cameras
- Computer laser printers
- Desktop computers
- Emergency first aid kits
- Laptop computers
- Laser facsimile machines
- Multi-line telephone systems
- Personal computers
Technology Skills required for Education and Childcare Administrators, Preschool and Daycare
- ACS Technologies HeadMaster
- Auburn Software Debit Square
- B&I Computer Consultants Childcare Sage
- Bloomz
- Cirrus Group Daycare Works
- eChurch.com SchoolPerfect
- Emerging Technologies Office Center
- GroupMe
- Intuit QuickBooks
- Jackrabbit Technologies Jackrabbit Care
- Kressa Software SchoolLeader
- MAGGEY Child Care Management Software
- Microsoft Excel
- Microsoft Office software
- Microsoft Outlook
- Microsoft PowerPoint
- Microsoft Publisher
- Microsoft Word
- Mount Taylor Programs Private Advantage
- OnCare Advantage
- ONE Software KidsONE
- Orgmation iCare
- ParentSquare
- Personalized Software Childcare Manager
- PraxiPower PraxiSchool
- Professional Solutions ProCare
- Quicken
- ScholarCare
- SDS Software Solutions DayCare Information Systems PRO
- SoftCare CenterCare
- SofterWare EZ-CARE2
- Tadpoles
- The Gallagher Group DataCare
- Web browser software