外文翻译儿童早期教育管理员简介寻找领导模式.docx

中文600()字，370()单词，2?1万英文字符 出处：Sciaraffa M A. Profiles of Early Childhood Education Administrators: Looking for Patterns of Leadership[J]. 2004. Profiles of Early ChildhoodEducationAdministrators:Lookingfor Patterns ofLeadershipMA Sciaraffa Administrators in the field of Early Childhood Education (ECE) assume multipleroleseachdaybecauseofthemanyinterdependentandinteractingcomponentsoftheearly childhoodprogram.Theymaintainanorganizationthatdeliversacomplexsetofservicesto children and their families. Culkin (1997) stated,Early childhood managers work intheareas of personnel, budget, pedagogy, adult education and staff developmentjamilies, outreach to community, communication, planning, and overall attention to the internaland externalvalues,mission,andgoalsoftheprogram^.Earlychildhoodadministratorscontend with the following issues: administrative educational preparation andrequirements;teacher educational preparation and requirements; auspice of the program; programfunding;and minimal standards with no compulsory accreditation program. Each of these issueswillbe explored in the following section then, followed by a research study thatinvestigatedearly childhood administrators lives andwork. Supervision in the field of ECE is very complex. First, there is no one clear pathwayto becoming an administrator in ECE (Kaga n Bowman, 1997; Mitchell, 1997).Individualsusually become administrators in ECE settings with little or no highereducationalpreparation. Despite the multiple roles and the various types of ECE programs (e.g..publicschools, Head Start, private child care), there are very few required qualificationsfor administrators (Mitchell, 1997). Currently, there is not a compulsory national credential foradministrators of ECE programs. Administrators qualifications can range from noformaleducation or training to a doctoratedegree? Incontrast,thereisawell-establishedpathtobecominganadministratorinaschoolsystem. This route entails attending a teacher preparation program