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Council for Professional Recognition           November/December 2009        Vol. 26, No. 11
tips  Stepping Up Our Child Advocacy
Being an effective teacher of young children is a wonderful way to affect the lives of children, but there are thousands of children in our country and around the world who are hungry, homeless, unhealthy, or have been harshly treated. Children are unable to defend themselves, so we must take it upon ourselves to act in their behalf. This is part of the mission of becoming an effective early childhood educator.

Stand up for good programs and services for children and families
As early childhood advocates, we can act in our local areas, nationally, and even internationally. Here are some ways that advocacy for children can be effective.
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Act on the Behalf of Children . . .  reading
  • Write letters to support stronger child care legislation, programs to strengthen families’ self-sufficiency.
  • Become active in child advocacy groups.
  • Remember early childhood begins at birth. Do something to stay in touch with issues affecting the welfare of babies and toddlers.
  • Help parents become child advocates.
  • Stay informed about public policy through the e-mail updates from early childhood educational organizations, such as the National Association for the Education of Young Children (NAEYC) and the National Head Start Association (NHSA), and their websites.
  • Vote in every election.
  • Speak up on behalf of developmentally appropriate practice: tell others, buy only appropriate materials, challenge others to learn more about how young children develop and learn.
  • Build an appreciation for diversity in the groups you are already involved in: civic, church or synagogue, volunteer organizations, community service.
  • Volunteer for Week of the Young Child activities.
  • Support groups participating in strategies to improve compensation of early childhood  professionals.
  • Set up a network of supportive colleagues to phone for help.
  • Work with your school board or kindergarten teacher’s association to ease the transition for children entering public school.
  • Advocate for appropriate services for children with disabilities.
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Adapted from Essentials for Child Development Associates Working with Young Children, 2nd Edition, pp. 424-425.
Council for Professional Recognition, 2460 16th Street NW, Washington, DC 20009-3547
On the Web: www.cdacouncil.org | Telephone: 800-424-4310 | Email: newsletter@cdacouncil.org
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