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Advocacy for Early Childhood Education: Investing in Our Future
Author: Dr. Eleanor Vance, PhD, Professor of Child Development and Early Childhood Education at the University of California, Berkeley. Dr. Vance has over 25 years of experience researching and advocating for policies that support high-quality early childhood education. Her work has been instrumental in shaping national conversations around early childhood development and has resulted in numerous publications and presentations at leading conferences.
Publisher: The National Association for the Education of Young Children (NAEYC). NAEYC is a highly respected and credible source of information on early childhood education, providing resources, advocacy, and professional development opportunities for educators and policymakers worldwide.
Editor: Ms. Sarah Miller, MA, has served as the editor for NAEYC publications for 10 years. Her background in early childhood education policy and her extensive experience editing scholarly articles make her uniquely qualified to oversee the publication of this report.
Abstract: This report explores the critical need for and strategies involved in advocacy for early childhood education. It presents compelling evidence demonstrating the long-term benefits of high-quality early learning experiences, addressing both the economic and social returns on investment. We examine effective advocacy techniques, focusing on policy changes, community engagement, and building coalitions to champion the cause of accessible and equitable early childhood education for all children.
1. The Power of Early Childhood Education: A Foundation for Success
Extensive research overwhelmingly supports the significant impact of high-quality early childhood education on a child's development. Studies have shown that children who participate in such programs demonstrate improved cognitive skills, language development, and social-emotional competencies. This impact isn't just short-term; longitudinal studies reveal lasting effects extending into adulthood, including higher academic achievement, increased earning potential, reduced crime rates, and improved overall health. For example, the Perry Preschool Project, a landmark study that followed participants from preschool through adulthood, demonstrated substantial long-term benefits, including higher graduation rates and lower incarceration rates, for children who attended the program compared to a control group. This underscores the urgent need for robust advocacy for early childhood education.
2. The Economic Case for Early Childhood Education Investment:
Beyond the social benefits, investing in early childhood education yields substantial economic returns. Numerous studies have quantified these returns, demonstrating that every dollar invested in high-quality early childhood programs generates a significant return on investment (ROI) through increased tax revenue, reduced healthcare costs, and decreased welfare dependence. For instance, a study by the Center for American Progress showed that for every dollar invested in universal pre-K, taxpayers receive a return of $4 to $9 over the course of a child’s life. This strong economic case bolsters the arguments for increased public funding and policy changes supporting advocacy for early childhood education.
3. Addressing Inequity in Access to Early Childhood Education:
A critical aspect of advocacy for early childhood education is addressing the persistent inequities in access to quality programs. Children from low-income families and marginalized communities often lack access to the same opportunities as their more affluent peers, perpetuating cycles of poverty and inequality. Advocacy efforts must prioritize equitable access, ensuring that all children, regardless of their socioeconomic background, have access to high-quality early learning experiences. This requires targeted interventions, including increased funding for underserved communities, culturally responsive programs, and expanded access to affordable childcare.
4. Strategies for Effective Advocacy for Early Childhood Education:
Effective advocacy requires a multifaceted approach encompassing several key strategies:
Policy Advocacy: Working with policymakers to advocate for legislation that supports increased funding, improved quality standards, and equitable access to early childhood education. This includes lobbying efforts, grassroots activism, and collaborating with legislators to draft and support bills.
Community Engagement: Building partnerships with community organizations, parents, educators, and businesses to raise awareness about the importance of early childhood education and mobilize support for policy changes. This can involve organizing community events, creating public awareness campaigns, and fostering collaborations among stakeholders.
Building Coalitions: Forming alliances with other organizations and advocacy groups with shared goals to amplify the voice of the early childhood education community and increase the impact of advocacy efforts. This collaborative approach increases the reach and influence of advocacy campaigns.
Data-Driven Advocacy: Utilizing research findings and data to inform policy discussions and demonstrate the effectiveness of early childhood education programs. This involves presenting compelling evidence to policymakers and the public to support the case for increased investment and policy changes.
Utilizing Media and Communication Strategies: Leveraging media outlets to share stories, highlight the impact of early childhood education, and engage the public in conversations around this critical issue.
5. The Future of Advocacy for Early Childhood Education:
The ongoing advocacy for early childhood education must remain focused on the long-term goal of ensuring that all children have access to high-quality, affordable, and equitable early learning experiences. This requires sustained effort, collaboration among stakeholders, and a commitment to evidence-based policy-making. Continuing to highlight the economic and social returns on investment will be crucial in securing adequate funding and resources.
Conclusion:
Advocacy for early childhood education is not merely a social cause; it is an investment in our collective future. The overwhelming evidence of the long-term benefits, both social and economic, makes a powerful case for increased funding, policy reform, and community engagement. By employing effective strategies and building strong coalitions, we can create a brighter future for all children through accessible and high-quality early childhood education.
FAQs:
1. What is the difference between daycare and early childhood education? Daycare primarily focuses on childcare, while early childhood education emphasizes structured learning experiences designed to promote cognitive, social, and emotional development.
2. How can I get involved in advocacy for early childhood education in my community? Contact local organizations like NAEYC, participate in community events, contact your elected officials, and volunteer at local preschools or childcare centers.
3. What are the key policy changes needed to improve early childhood education? Increased funding, higher teacher salaries, improved quality standards, and expanded access for underserved communities are crucial.
4. What are the long-term benefits of high-quality early childhood education? Improved academic achievement, higher earning potential, reduced crime rates, and better overall health are documented long-term outcomes.
5. How can I advocate for early childhood education at the national level? Contact your senators and representatives, support organizations that lobby for early childhood education, and participate in national advocacy campaigns.
6. What role do parents play in advocacy for early childhood education? Parents can advocate by sharing their stories, participating in community events, contacting policymakers, and supporting local early learning programs.
7. What are the challenges in providing equitable access to early childhood education? Funding disparities, geographical limitations, and cultural barriers contribute to inequities in access.
8. How can we measure the effectiveness of early childhood education programs? Standardized assessments, longitudinal studies, and qualitative data collection methods are used to measure program effectiveness.
9. What is the role of teacher training in high-quality early childhood education? Well-trained teachers with appropriate qualifications are essential for providing high-quality early learning experiences.
Related Articles:
1. The Economic Impact of Early Childhood Education: This article provides a detailed analysis of the economic returns on investment in early childhood education, highlighting the long-term cost savings and revenue generation.
2. Equity in Early Childhood Education: Addressing Disparities in Access: This article examines the challenges of inequitable access to high-quality early learning programs and proposes solutions to promote equity.
3. Effective Advocacy Strategies for Early Childhood Education: This article offers practical advice and techniques for effective advocacy, focusing on policy advocacy, community engagement, and building coalitions.
4. The Role of Parental Involvement in Early Childhood Education: This article explores the critical role of parental engagement in supporting children's learning and development during the early years.
5. Teacher Training and Professional Development in Early Childhood Education: This article focuses on the importance of high-quality teacher training and professional development in ensuring effective early learning experiences.
6. Measuring the Effectiveness of Early Childhood Education Programs: This article discusses various methods for evaluating the impact of early childhood education programs and identifying best practices.
7. The Impact of Early Childhood Education on Social-Emotional Development: This article focuses specifically on the positive effects of high-quality early learning programs on children's social-emotional skills.
8. Advocacy for Universal Pre-Kindergarten: A National Perspective: This article examines the arguments for universal pre-kindergarten programs and the policy implications.
9. Building Community Partnerships to Support Early Childhood Education: This article explores the importance of collaboration between schools, families, and community organizations in supporting early childhood education.
| advocacy for early childhood education: Informed Advocacy in Early Childhood Care and Education Judith E. Kieff, 2009 In Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families the author outlines six contexts for advocacy in the field of early childhood education -- individual child and family, advocacy for the profession, program-based advocacy, private-sector advocacy, political activism, and advocacy in the global arena. This practical guide describes the critical need for advocacy in the field of early care and extols the ethical responsibilities of all early child educators, as outlined in the Code of Ethical Conduct (NAEYC 2005). Organized into three parts, the text begins with advocacy in the field of early childhood education, discusses how to develop an advocacy agenda, and concludes with becoming an advocate for life. Additionally, a wide range of advocacy activities are addressed, including: choosing effective strategies, networking, advocating for program changes from within, navigating and being effective in the political process, working with the private sector to bring about positive changes for children, developing and managing an advocacy agenda, and working with the media. |
| advocacy for early childhood education: Child Advocacy and Early Childhood Education Policies in the Caribbean Ilene R. Berson, Michael J. Berson, 2015-10-01 This volume explores early childhood education policies and practices in the Caribbean. Early childhood development has gained increasing importance as part of national agendas to achieve social and economic goals. Regional guidelines and action plans have been developed, but progress across nations varies. Chapters in the book analyze child policies and issues, critically examine progress on alignment between policies and practices, and propose recommendations for advocacy and implementation that may advance the early childhood development agenda throughout the Caribbean. The book includes the perspectives of early childhood practitioners, policymakers, caregivers, representatives from family agencies as well as other key stakeholders in the education of young children. Across these diverse viewpoints is a shared commitment to children’s well being and the necessity of an integrated response that captures the challenges and opportunities of early childhood development services and initiatives that are framed based on contextual relevance and cultural appropriateness. Part One includes chapters that advocate for national policies throughout the Caribbean to support young children. Chapters in Part Two call for quality early childhood programming that is based on the tenets of developmentally appropriate practice. Part Three considers the pedagogical dilemmas that arise in math and literacy when schools negate purposeful and engaging early childhood curriculum. Part Four presents various perspectives on child protection and the necessary infrastructure of policies and practices to ensure cognitive, social, and physical development of young children in the Caribbean. This important resource promotes critical discourse on the current status of children and efforts that have been developed to effectively advocate for the rights of the young. |
| advocacy for early childhood education: Informed Advocacy in Early Childhood Care and Education Judith Kieff, 2015-10-08 In Informed Advocacy in Early Childhood Care and Education: Making a Difference for Young Children and Families the author outlines six contexts for advocacy in the field of early childhood education -- individual child and family, advocacy for the profession, program-based advocacy, private-sector advocacy, political activism, and advocacy in the global arena. This practical guide describes the critical need for advocacy in the field of early care and extols the ethical responsibilities of all early child educators, as outlined in the Code of Ethical Conduct (NAEYC 2005). Organized into three parts, the text begins with advocacy in the field of early childhood education, discusses how to develop an advocacy agenda, and concludes with becoming an advocate for life.Additionally, a wide range of advocacy activities are addressed, including: choosing effective strategies, networking, advocating for program changes from within, navigating and being effective in the political process, working with the private sector to bring about positive changes for children, developing and managing an advocacy agenda, and working with the media. |
| advocacy for early childhood education: Advocacy for Early Childhood Educators Colleen Schmit, 2020-04-07 Become a better advocate—for your students, for your coworkers, and for yourself—with the valuable strategies in this accessible guidebook. Written with a candid and humorous style, this tool kit reinforces why effective early childhood education matters and the positive impact an effective advocate can have on a child’s classroom experience. Chapters explore how to explain and support best practices, build relationships with students and families, speak up for English language learners and students with exceptionalities, reduce coworker conflict and negativity, and reach out for the help you need. Equipping readers with practical takeaways and everyday examples of what advocacy in early childhood education actually looks like, Advocacy for Early Childhood Educators is perfect for teachers, coaches, and anyone seeking effective strategies to become a relentless advocate for their students, for each other, and for themselves. |
| advocacy for early childhood education: Speaking Out Stacie G. Goffin, Joan Lombardi, 1988 A GUIDE FOR THOSE WHO WANT CHANGES IN EDUCATION-INCLUDES RESOURCES FOR ADVOCATES. |
| advocacy for early childhood education: Issues and Advocacy in Early Education Mary A. Jensen, Zelda W. Chevalier, 1990 |
| advocacy for early childhood education: What If Everybody Understood Child Development? Rae Pica, 2015-04-01 Understand the connection between how kids grow and how they learn After 35 years as an education consultant, Rae Pica knows the importance of understanding the natural course of child development. In this collection, she keeps kids front and center as she provides thought-provoking commentary and actionable insights on topics such as the Common Core, the self-esteem movement, and standardized testing. Sure to inspire discussion, this pocket-size powerhouse of educational philosophy includes 29 short essays on topics critical to best practice in child development and education Opinions of experts supported by research and anecdotal evidence Real-life stories shared by teachers and parents References to related articles and interviews with experts |
| advocacy for early childhood education: Advocates in Action Adele Robinson, Deborah Roderick Stark, 2002 This guide offers practical advice on influencing policy and practice to the benefit of young children and the early childhood community--Cover. |
| advocacy for early childhood education: Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (Fully Revised and Updated) Naeyc, 2021-08 The long-awaited new edition of NAEYC's book Developmentally Appropriate Practice in Early Childhood Programs is here, fully revised and updated! Since the first edition in 1987, it has been an essential resource for the early childhood education field. Early childhood educators have a professional responsibility to plan and implement intentional, developmentally appropriate learning experiences that promote the social and emotional development, physical development and health, cognitive development, and general learning competencies of each child served. But what is developmentally appropriate practice (DAP)? DAP is a framework designed to promote young children's optimal learning and development through a strengths-based approach to joyful, engaged learning. As educators make decisions to support each child's learning and development, they consider what they know about (1) commonality in children's development and learning, (2) each child as an individual (within the context of their family and community), and (3) everything discernible about the social and cultural contexts for each child, each educator, and the program as a whole. This latest edition of the book is fully revised to underscore the critical role social and cultural contexts play in child development and learning, including new research about implicit bias and teachers' own context and consideration of advances in neuroscience. Educators implement developmentally appropriate practice by recognizing the many assets all young children bring to the early learning program as individuals and as members of families and communities. They also develop an awareness of their own context. Building on each child's strengths, educators design and implement learning settings to help each child achieve their full potential across all domains of development and across all content areas. |
| advocacy for early childhood education: Issues, Advocacy, and Leadership in Early Education Mary A. Jensen, Mary Anne Zeitler Hannibal, 2000 This book meets the needs of today's early childhood teachers, administrators, and community leaders who are seeking to become better acquainted with critical issues in early education and to develop their own advocacy and leadership skills. It provides the tools and knowledge necessary for early childhood professionals to advocate for and address the implications of child-related policies. KEY TOPICS: The book's articles and activities involve readers in an investigation of and reflection on issues and advocacy action. Readers are presented with various viewpoints that engage their critical thinking skills and expand their advocacy abilities, both inside and outside their immediate professional settings. Incorporated into the chapters are cases and vignettes, discussion questions, advocacy and leadership activities, advocacy strategy guidelines, fact sheets, and suggestions for additional resources and further readings. MARKET: For anyone interested in policy or issues in Early Childhood Education. |
| advocacy for early childhood education: Advancing Equity and Embracing Diversity in Early Childhood Education: Elevating Voices and Actions Iliana Alanís, 2021-06-29 Examines systemic issues contributing to inequities in early childhood, with ways faculty, teachers, administrators, and policymakers can work to disrupt them. |
| advocacy for early childhood education: Six Steps to Successful Child Advocacy Amy Conley Wright, Kenneth J. Jaffe, 2013-11-26 Six Steps to Successful Child Advocacy: Changing the World for Children (by Amy Conley Wright and Kenneth J. Jaffe) offers an interdisciplinary approach to child advocacy, nurturing key skills through a proven six-step process that has been used to train child advocates and create social change around the world. The approach is applicable for micro-advocacy for one child, mezzo-advocacy for a community or group of children, and macro-advocacy at a regional, national, or international level. This practical text offers skill-building activities and includes timely topics such as how to use social media for advocacy. Case studies of advocacy campaigns highlight applied approaches to advocacy across a range of issues, including child welfare, disability, early childhood, and education. Words of wisdom from noted child advocates from the U.S. and around the world, including a foreword from Dr. Jane Goodall, illustrate key concepts. Readers are guided through the process of developing a plan and tools for a real-life child advocacy campaign. |
| advocacy for early childhood education: Fostering a Child's Recovery Terry Philpot, Mike Thomas, 2009-01-15 The overwhelming majority of children and young people in care today are fostered, but for some this only increases their problems through untreated trauma, ill-judged placements, poorly supported foster carers and multiple moves. This practical and evidence-based book outlines the principles of family placement on the basis of planning and evidence, and explores the qualities, skills and insights that create positive placement outcomes. Fostering a Child's Recovery shows how the key to good fostering is well-trained and skilled foster carers who form part of a team of professionals who surround the child. This book will benefit all professionals and parents involved in providing recovery for traumatized children and young people in ensuring successful placements. |
| advocacy for early childhood education: Doing the Right Thing for Children Maurice Sykes, 2014-09-09 The dynamic and respected Maurice Sykes's call to leadership within the early childhood community to do right by children |
| advocacy for early childhood education: Child and Family Advocacy Anne McDonald Culp, 2013-06-25 Current statistics on child abuse, neglect, poverty, and hunger shock the conscience—doubly so as societal structures set up to assist families are failing them. More than ever, the responsibility of the helping professions extends from aiding individuals and families to securing social justice for the larger community. With this duty in clear sight, the contributors to Child and Family Advocacy assert that advocacy is neither a dying art nor a lost cause but a vital platform for improving children's lives beyond the scope of clinical practice. This uniquely practical reference builds an ethical foundation that defines advocacy as a professional competency and identifies skills that clinicians and researchers can use in advocating at the local, state and federal levels. Models of the advocacy process coupled with first-person narratives demonstrate how professionals across disciplines can lobby for change. Among the topics discussed: Promoting children's mental health: collaboration and public understanding. Health reform as a bridge to health equity. Preventing child maltreatment: early intervention and public education Changing juvenile justice practice and policy. A multi-level framework for local policy development and implementation. When evidence and values collide: preventing sexually transmitted infections. Lessons from the legislative history of federal special education law. Child and Family Advocacy is an essential resource for researchers, professionals and graduate students in clinical child and school psychology, family studies, public health, developmental psychology, social work and social policy. |
| advocacy for early childhood education: Anti-Bias Education for Young Children and Ourselves Louise Derman-Sparks, Julie Olsen Edwards, 2020-04-07 Anti-bias education begins with you! Become a skilled anti-bias teacher with this practical guidance to confronting and eliminating barriers. |
| advocacy for early childhood education: Wrightslaw Peter W. D. Wright, Pamela Darr Wright, 2002 Aimed at parents of and advocates for special needs children, explains how to develop a relationship with a school, monitor a child's progress, understand relevant legislation, and document correspondence and conversations. |
| advocacy for early childhood education: Child Advocacy for Early Childhood Educators Beatrice Schneller Fennimore, 1989-01-01 |
| advocacy for early childhood education: From Survive to Thrive Debbie LeeKeenan, Iris Chin Ponte, 2018 Theory meets practical tips in this guide for leaders of early childhood programs |
| advocacy for early childhood education: Rethinking Early Childhood Education Ann Pelo, 2008 Rethinking Early Childhood Education is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents.Early childhood is when we develop our core dispositions -- the habits of thinking that shape how we live. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education.An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs. |
| advocacy for early childhood education: Early Childhood Education Harry Morgan, 2011 Harry Morgan lays the foundations of what early childhood education is by integrating the history of the field with the philosophy and theories behind this discipline. With lucid and engaging prose, Morgan delineates the beginnings of early childhood education and how it has become an important field of study in education today. In this updated edition, a new chapter about critical race theory and its implications on early childhood education has been included. |
| advocacy for early childhood education: Academic Advocacy for Gifted Children Barbara Jackson Gilman, 2008 Formerly titled Empowering Gifted Minds: Educational Advocacy That Works, this book is the definitive manual on gifted advocacy for gifted students. The author tells parents and teachers how to document a child's abilities to provide reasonable educational options year by year. |
| advocacy for early childhood education: Special Education Advocacy Ruth Colker, Julie K. Waterstone, 2011 Professors Colker and Waterstone, and the eight contributors to discrete chapters of Special Education Advocacy, have collaborated to try to provide students and lawyers with the basic tools they need to be effective advocates in educational cases involving children with disabilities. Special Education Advocacy is designed to enhance the knowledge and skills of special education advocates. By using examples and simulations based on real cases, the authors and contributors hope to illuminate the major principles that are important to successful advocacy on behalf of children with disabilities. A comprehensive Teacher's Manual is available to professors. |
| advocacy for early childhood education: Challenging Democracy in Early Childhood Education Valerie Margrain, Annica Löfdahl Hultman, 2019-07-15 This book explores how concepts and values of contemporary democracy are variously understood and applied in diverse cultural contexts, with a focus on children and childhood and diversity. Drawing on a range of methodological approaches relevant to early childhood education, it discusses young children's engagement and voice. The book identifies existing practices, strengths, theories and considerations in democracy in early childhood education and childhood, highlighting the democratic participation of children in cultural contexts. Further, it illustrates how democracy can be evident in early childhood practices and interactions across a range of curriculum contexts and perspectives, and considers ways of advancing and sustaining practices with positive transformational opportunities to benefit children and wider ecological systems. It offers readers insights into what democracy and citizenship look like in lived experience, and the issues affecting practice and encouraging reflection and advocacy. |
| advocacy for early childhood education: Diversities in Early Childhood Education Celia Genishi, A. Lin Goodwin, 2012-08-06 This collection, edited by leaders in the field of early childhood and multicultural education, is a valuable resource for those studying and working with young children. Chapters emphasize the relationship between theory, research, and practice, and provide illustrations of equitable and inclusive practices that move us toward social justice in the critical field of early childhood education. Drawing from the current literature on ability, class, culture, ethnicity, gender, languages, race, and sexual orientation, the book presents a forward-looking account of how diversity could improve the educational experience of children from birth to grade three. |
| advocacy for early childhood education: EBOOK: Leadership in Early Childhood Jillian Rodd, 2013-01-16 Leadership in Early Childhood is a practical resource for early childhood practitioners who want to understand how to create successful childcare and early education settings. Leadership in the early years has moved on in the way it is organised, and this fourth edition has been fully revised and updated to reflect the changes affecting leaders in early childhood. This rapid change in the field over the past few years includes moves to professionalise the workforce generally, and this edition recognizes the implications of these developments and revisits some of the concepts and messages. Praised for its excellent overview of early years leadership, accessible writing style and clear links between theory and practice, the fourth edition also includes: Thorough discussion of the leader’s role in moving towards leading/best practice. Reconceptualised coverage of team building to consider working collaboratively as a team at service level, multi disciplinary teams and integrated service provision through multi agency working. A chapter which considers the essential characteristics of leadership in terms of personal qualities, skills and timing related to effective leadership. |
| advocacy for early childhood education: The New Early Childhood Professional Valora Washington, Brenda Gadson, Kathryn L. Amel, 2015 For today’s early childhood educator, change is a non-negotiable reality. While the size, force, and direction of change can often seem overwhelming, this book shows the way toward overcoming these gigantic odds or “Goliaths.” The New Early Childhood Professional recounts some of the heroic stories and strategic approaches used by early childhood educators who participated in the CAYL Institute Fellowship programs. The authors share a specific framework with concrete steps to help educators become positive change makers in the field of early care and education. Complete with resources, tools, and questions for reflection, this handbook takes readers through four progressive paths toward becoming an architect of change: Analysis—When confronting seemingly insurmountable situations, instead of being overwhelmed, think and reflect about the situation and discover hidden insights. Advance—Better understand the nature of problems while also strengthening your vision and identity through planning and preparation. Act—Begin with everyday challenges and use what you know from every situation, in every interaction with a child, parent, peer, or administrator. Accelerate—Focus on what you want to change, gather allies, document, and communicate. “A talented leader is required to pull all the building blocks of quality together into a harmonious community. For this reason, The New Early Childhood Professional is a vital resource for both new and experienced early childhood leaders. . . . Readers, be prepared to be jolted out of your comfort zone. This book will challenge, inform, provoke, and inspire you.” —From the Foreword by Roger and Bonnie Neugebauer, publishers of Exchange Magazine “In this book, Washington, Gadson, and Amel lay out a proven, intentional, strategic, and clear approach to effect change collectively and individually. A definite must-read.” —Marta T. Rosa, Senior Executive Director, Department of Government and External Affairs, and Community Impact/Chief Diversity Officer “At a pivotal moment in early childhood education, the authors give us the tools to become agents of change on behalf of young children. This highly readable discussion leaves us with no more excuses.” —Jacqueline Jones, executive director of the Foundation for Child Development in New York |
| advocacy for early childhood education: High-Tech Tots Ilene R. Berson, Michael J. Berson, 2010-05-01 Young children are coming of age surrounded by information and communication technology (ICT). ICT is a prominent force in their lives, and working with ICT can stimulate students intellectually, incite their creativity, and challenge them to apply developmentally appropriate inquiry approaches that enhance their learning experiences. Digital technologies also allow children to expand their physical space and access many online social environments that transcend time and space. However, any focus on the efficiency and effectiveness of technology applications in the early childhood years cannot overlook the potential consequences of technological development on children with regard to their social functioning, interpersonal interactions, and global understanding. In addition to evaluating technology as a tool of instruction, we must focus on educational implications and ethical issues associated with their use. This book is the fifth in the Research in Global Child Advocacy Series. The volume examines theoretical assumptions as well as the application of innovative strategies that optimize the interface between young children and ICT from a global perspective. Despite divergent perspectives, the chapter authors share a commitment to explore the immersion of ICT into the lives of young children and consider the educational value of these tools as well as the developmental appropriateness of technological affordances. This volume brings together scholars and policymakers whose rich discourse delves into questions such as: How do communication technologies benefit young children’s social and cognitive development? What standards and technical specifications are needed to effectively safeguard young children engaged with ICT? How are young children introduced to ICT? What are the challenges and risks for young children online? What programs are effective in mediating risk? What are the educational applications for ICT in early childhood? Is social networking the new online playground” for young children? How can young children become competent users of digital technology and media? How can early childhood educators and families encourage positive usage and discourage negative social consequences associated with today’s technology? How can ICT enhance teaching and learning for young children? What ICT activities are developmentally appropriate for young children? In the book there are three primary areas of emphasis: (a) ICT as a teaching and learning tool across cultures and countries to promote the social and cognitive development of young children; (b) research on developmentally appropriate education on cybersafety and cybercitizenship; and (c) studies on the influence of digital technologies on young children, including exposure to inappropriate content and participation in online social networks. This resource offers readers a glimpse into the experience of children and the expertise of researchers and professionals who diligently work toward crafting a framework for action that reflects intercultural and cross-national initiatives. Given the role that electronic media plays in the lives of children as both an educational and entertainment tool, understanding the physical and social contexts, as well as the developmental issues, is critical to programs aiming to optimize the full potential of digital tools that support and enhance the experiences of young children. |
| advocacy for early childhood education: Changing the Game for Generation Alpha Valora Washington, 2021-02-02 “Generation Alpha” applies to children born between 2011 and 2025. They will be raised in smaller and constantly evolving families, digital natives, more tech-savvy than previous generations, globally-connected, diverse, and will live and interact with many more generations. Because of these differences, the next generation and the nation is transforming in ways that adults have never experienced before. Valora Washington invites you to consider how to advocate for and influence the trajectories of this next generation. Raising Generation Alpha Kids looks at how this generation of young children presents new opportunities and challenges, and supports and informs the two principal groups of adults in children’s lives—their families and early childhood educators. |
| advocacy for early childhood education: Handbook of Child Development and Early Education Oscar A. Barbarin, Barbara Hanna Wasik, 2011-06-23 How and what should young children be taught? What emphasis should be given to emotional learning? How do we involve families? Addressing these and other critical questions, this authoritative volume brings together developmentalists and early educators to discuss what an integrated, developmentally appropriate curriculum might look like across the preschool and early elementary years. State-of-the-science work is presented on brain development and the emergence of cognitive, socioemotional, language, and literacy skills in 3- to 8-year-olds. Drawing on experience in real-world classrooms, contributors describe novel, practical approaches to promoting school readiness, tailoring instruction to children’s learning needs, and improving the teaching of language arts, math, and science. |
| advocacy for early childhood education: The Policies of Childcare and Early Childhood Education Katja Repo, Maarit Alasuutari, Kirsti Karila, Johanna Lammi-Taskula, 2020-01-31 This timely book reveals how policies of childcare and early childhood education influence children’s circumstances and the daily lives of families with children. Examining how these policies are approached, it focuses particularly on the issues and pitfalls related to equal access. |
| advocacy for early childhood education: Transforming the Financing of Early Care and Education National Academies of Sciences, Engineering, and Medicine, Health and Medicine Division, Division of Behavioral and Social Sciences and Education, Board on Children, Youth, and Families, Committee on Financing Early Care and Education with a Highly Qualified Workforce, 2018-07-17 High-quality early care and education for children from birth to kindergarten entry is critical to positive child development and has the potential to generate economic returns, which benefit not only children and their families but society at large. Despite the great promise of early care and education, it has been financed in such a way that high-quality early care and education have only been available to a fraction of the families needing and desiring it and does little to further develop the early-care-and-education (ECE) workforce. It is neither sustainable nor adequate to provide the quality of care and learning that children and families needâ€a shortfall that further perpetuates and drives inequality. Transforming the Financing of Early Care and Education outlines a framework for a funding strategy that will provide reliable, accessible high-quality early care and education for young children from birth to kindergarten entry, including a highly qualified and adequately compensated workforce that is consistent with the vision outlined in the 2015 report, Transforming the Workforce for Children Birth Through Age 8: A Unifying Foundation. The recommendations of this report are based on essential features of child development and early learning, and on principles for high-quality professional practice at the levels of individual practitioners, practice environments, leadership, systems, policies, and resource allocation. |
| advocacy for early childhood education: Friendly Intruders Carole Joffe, 2024-03-29 The governments of many industrialized societies have developed extensive childcare facilities and services to meet the needs of young children and their working parents, but no such program on a national scale has yet evolve in the United Staes. Some who oppose federal aid or control believe that mothers should remain at home with their preschool children rather than turn them over to childcare professionals--the friendly intruders of the titels--and that any other policy is a threat to the moral climate and stability of family life. However, since the demand for childcare services is very great, and since Congress has previously passed relevant legislation (which was vetoed by President Nixon), the issue of childcare will surely rise again soon. In this study, based upon direct observation of a local childcare program in California, the author examines several pof the practical policy issues concerning childcare which have not yet been resolved. Who will control such programs in the future, public school systems or others? Which agencies or institutions will certify the competence of childcare personnel? To what extent will parents contribute to the content of the programs provided for their young children? A major part of Professor Joffe's study is concerned with the emerging professionalism of early childhood educators. In a pattern now understood to be classic, such persons seek status and recognition through education, certification, and membership in professional associations. However, what happens when parents and professional disagree about values, behavioral norms, and the educational content of a nursery school program? Who is the expert in such a confrontation? The author observed profoundly different orientations to childcare not only between professionals and parents, but also among different groups of parents, especially along racial and class lines; how can professionals accommodate such differences? The author's conclusions emerge from careful study of day-by-day encounters between staff, parents and supervisors, giving to her book a sense of immediacy and well-focused understanding that is rarely achieved in academic studies. Parents, educators and policy analysts concerned with the subject will find it indispensable. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1977. |
| advocacy for early childhood education: Transforming the Workforce for Children Birth Through Age 8 National Research Council, Institute of Medicine, Board on Children, Youth, and Families, Committee on the Science of Children Birth to Age 8: Deepening and Broadening the Foundation for Success, 2015-07-23 Children are already learning at birth, and they develop and learn at a rapid pace in their early years. This provides a critical foundation for lifelong progress, and the adults who provide for the care and the education of young children bear a great responsibility for their health, development, and learning. Despite the fact that they share the same objective - to nurture young children and secure their future success - the various practitioners who contribute to the care and the education of children from birth through age 8 are not acknowledged as a workforce unified by the common knowledge and competencies needed to do their jobs well. Transforming the Workforce for Children Birth Through Age 8 explores the science of child development, particularly looking at implications for the professionals who work with children. This report examines the current capacities and practices of the workforce, the settings in which they work, the policies and infrastructure that set qualifications and provide professional learning, and the government agencies and other funders who support and oversee these systems. This book then makes recommendations to improve the quality of professional practice and the practice environment for care and education professionals. These detailed recommendations create a blueprint for action that builds on a unifying foundation of child development and early learning, shared knowledge and competencies for care and education professionals, and principles for effective professional learning. Young children thrive and learn best when they have secure, positive relationships with adults who are knowledgeable about how to support their development and learning and are responsive to their individual progress. Transforming the Workforce for Children Birth Through Age 8 offers guidance on system changes to improve the quality of professional practice, specific actions to improve professional learning systems and workforce development, and research to continue to build the knowledge base in ways that will directly advance and inform future actions. The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children. |
| advocacy for early childhood education: Participatory Methodologies to Elevate Children's Voice and Agency Ilene R. Berson, Michael J. Berson, Colette Gray, 2019-03-01 This volume of the Research in Global Child Advocacy Series explores participatory methodologies and tools that involve children in research. Perspectives on the role of children have transitioned from viewing children as objects of research, to children as subjects of research, to acknowledgement of children as competent contributors and agents throughout the inquiry process. Researchers continue to explore approaches that honor the capacity of children, drawing on diverse methodologies to elevate children’s voices and actively engage them in the production of knowledge. Nonetheless, despite these developments, questions over the extent to which children can be free of adult filters and influence merits sustained scholarly attention. The book includes chapters that critically examine methodological approaches that empower children in the research process. Contributions include empirical or practitioner pieces that operate from an empowerment paradigm and demonstrate the agenic capacity of children to contribute their perspectives and voices to our understanding of childhood and children’s lives. The text also features conceptual pieces that challenge existing theoretical frameworks, critique research paradigms, and analyze dilemmas or tensions related to ethics, policy and power relations in the research process. |
| advocacy for early childhood education: Don't Look Away Iheoma Iruka, Stephanie Curenton, Tonia Durden, Kerry-Ann Escayg, 2020 Every day, 250 children are suspended from school. Many are children of color, deprived of opportunities to experience learning at the same rate and quality as white children. Many families don't feel heard or respected in their child's schools. Don't Look Away: Embracing Anti-Bias Classrooms leads early childhood professionals to explore and address issues of bias, equity, low expectations, and family engagement to ensure culturally responsive experiences. Importantly, this book will challenge you to consider your perceptions and thought processes: Identify your own unconscious biases-we all have them! Recognize and minimize bias in the classroom, school, and community Connect with children and their families Help close the opportunity gap for children from marginalized communities This book offers strategies, tools, and information to help you create a culturally responsive and equitable learning environment. |
| advocacy for early childhood education: Learning Stories Margaret Carr, Wendy Lee, 2012-03-19 Margaret Carr′s seminal work on Learning Stories was first published by SAGE in 2001, and this widely acclaimed approach to assessment has since gained a huge international following. In this new full-colour book, the authors outline the philosophy behind Learning Stories and refer to the latest findings from the research projects they have led with teachers on learning dispositions and learning power, to argue that Learning Stories can construct learner identities in early childhood settings and schools. By making the connection between sociocultural approaches to pedagogy and assessment, and narrative inquiry, this book contextualizes Learning Stories as a philosophical approach to education, learning and pedagogy. Chapters explore how Learning Stories: - help make connections with families - support the inclusion of children and family voices - tell us stories about babies - allow children to dictate their own stories - can be used to revisit children′s learning journeys - can contribute to teaching and learning wisdom This ground-breaking book expands on the concept of Learning Stories and includes examples from practice in both New Zealand and the UK. It outlines the philosophy behind this pedagogical tool for documenting how learning identities are constructed and shows, through research evidence, why the early years is such a critical time in the formation of learning dispositions. Margaret Carr is a Professor of Education at the University of Waikato, New Zealand. Wendy Lee is Director of the Educational Leadership Project, New Zealand. |
| advocacy for early childhood education: California Early Childhood Educator Competencies California. Department of Education, California. Children and Families Commission, 2012 |
| advocacy for early childhood education: Funds of Knowledge Norma Gonzalez, Luis C. Moll, Cathy Amanti, 2006-04-21 The concept of funds of knowledge is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents how to do school although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education. |
| advocacy for early childhood education: Early Childhood Governance Sharon Lynn Kagan, Rebecca E. Gomez, 2015-03-06 Nothing provided |
Early Childhood Advocacy Toolkit - Start Early
This advocacy toolkit is designed to help parents, student groups, practitioners, and other advocates get involved in the public policy-making process by educating key audiences about, …
EARLY CHILDHOOD EDUCATION: Open-source advocacy …
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Jan 9, 2025 · First Things First has created this Early Childhood Advocacy Guide to help individuals and organizations effectively engage in advocacy efforts that support early …
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Because early childhood professionals need to be the lead voice on what policies are needed to promote our goal of a well-financed, high quality system of early childhood education for all …
A WORLD READY TO LEARN - UNICEF
Advocacy brief Prioritizing quality early childhood education | 15 This sort of interim strategy ensures that education professionals will become increasingly skilled over time as a result of …
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describe the characteristics of quality early learning environments and provide compelling statistics about what happens when states invest in early childhood education programs. We …
Advocacy Workbook for ECE FINAL
Chapter One: What is Advocacy? The Advocacy Workbook for Early Childhood Education provides a host of tools, and templates for ECE advocates at the country, regional and global …
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Share your advocacy message with the people most impacted by Early Education policies—the teachers and families who take part in childcare each day. Encourage each other to get …
Early Childhood Advocacy for Beginners | Part I - National …
May 2, 2018 · By talking about the importance of early childhood education and getting the average citizen–not just politicians–to understand how important it is there is the possibility for …
Early Childhood Advocacy Toolkit - Right from the Start
The goal of early childhood advocacy is to improve the lives of children and families by educating legislators and policymakers about the importance of supporting our youngest children.
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To organize and advocate for early childhood and adult education teachers and programs, it’s helpful to take note of the most pertinent NEA Resolutions and Policies regarding employee …
Advocacy Toolkit: Early Childhood Professionals
advocacy messages with data, background, and other key facts about the challenges early educators, families, employers, and communities face. These facts and data will help you craft …
EARLY CHILDHOOD ADVOCACY TOOLKIT - Start Early
One goal of early childhood advocacy is to improve the lives of children and families by influencing the opinions and activities of legislators and policymakers. To carry out their …
Advocacy Toolkit for EARLY CHILDHOOD - Raising Wisconsin
Early childhood educators are critical yet are paid far too little. Nearly half of Wisconsin’s early childhood educators have some form of higher education but earn an average of $11 to $13 an …
Public Policy Advocacy for Early Childhood - ZERO TO THREE
Identifying and advocating for policy improvements that will benefit young children and their families is a key but often overlooked function of community collaborative groups focused on …
Advocacy Strategy Tool - startearly.org
This tool is designed to support early childhood program leaders develop a customized policy advocacy plan to form the backbone of an advocacy and awareness effort.
Advocating for Excellence in the Early Care and Education of
Share your advocacy message with the people most impacted by Early Education policies—the teachers and families who take part in childcare each day. Encourage each other to get …
Advocacy for Early Childhood Educators - api.pageplace.de
Become a better advocate—for your students, for your coworkers, and for yourself—with the valuable strategies in this accessible guidebook. Written with a candid and humorous style, this …
Lessons from Global Advocacy Partnerships and National …
What Can the Early Childhood Field Learn from Leading Advocacy Initiatives? Lessons from Global Advocacy Partnerships and National Early Childhood Campaigns independent …
Early Childhood Advocacy Day - Start Early
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early childhood educators promote early learning through their relationships— with children, families, and colleagues—that are embedded in a broader societal context of inequities in which …
Professional Standards and Competencies for Early Childhood …
“Standards for Early Childhood Professional Preparation” and expands the intent of the standards and competencies to allow their application across the early childhood field, including …
“We Are NOT OK” - NAEYC
greatly exceed what families can afford, and absent robust, sustained public investment, early childhood education is instead subsidized by prohibitively low educator wages and prohibitively …
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Early childhood faculty may be important partners in the transition of recent education program graduates into their first teaching positions, through new teacher induction programs .
Growing the Demand for Quality - NAEYC
Early Learning Advocacy Based in part on their understanding of the need for increased public funding, educators and parents are both willing to “get involved in the political process and …
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Liability Insurance and Early Childhood Education 1/8 The infusion of federal funding for child care during the height of the pandemic helped programs cover rising fixed costs, support higher …
Strong, Powerful Voices for Children - NAEYC
NAEYC’s Advocacy in 2020 In 2020, NAEYC stood alongside early childhood educators and our national and state partners and Affiliates, fighting for respect, resources, support, and justice. …
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the position that policy makers, the early childhood profession, and other stakeholders in young children’s lives have a shared responsibility to • construct comprehensive systems of curriculum, …
NAEYC Survey Shows Child Care Crisis Worsening After …
Education of Young Children (NAEYC) of more than 10,000 early childhood educators across the country reveals an early childhood education system in crisis because of expired federal …
Early Childhood Inclusion - NAEYC
2 Early Childhood Inclusion Definition of Early Childhood Inclusion Early childhood inclusion embodies the values, policies, and practices that support the right of every infant and young …
