Strategies for promoting reflection in prospective early childhood teachers are summarized. Each strategy was field tested and documented in the course "The Development and Administration of Child Service Programs," which was team taught during the summers of 1994 and 1995 at The Pennsylvania State University. About 30 students enrolled in each session. Following a brief overview of the course, each strategy is described, discussed, and assessed for its merit in promoting reflection in early childhood teachers. The course explored the background for setting up an early childhood center, described exemplary child care administrators and teachers and their practices, and finally, discussed issues of special concern. The strategies covered included "Opening a Center" simulation game, student authored cases, and portfolios. Results indicated the strategies were successful in promoting reflection among course participants. Excerpts from case studies and portfolios are included. (Contains 21 references.) (ND)