Informed Advocacy In Early Childhood Care And Education

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.

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."

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.

This go-to guide for educators helping children who have experienced trauma and Adverse Childhood Experiences (ACEs) provides accessible information paired with practical, adaptable strategies.

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.

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.