Speaking up-speaking out: What does it take to prepare early childhood professionals to advocate for children and families?

The early childhood profession regards advocacy as a professional and ethical responsibility yet little is known about advocacy instructional practices in teacher education programs. This study surveyed selected early childhood teacher educators who currently prepare undergraduate preservice professionals in two- and four-year institutions throughout the United States to identify and evaluate the existing advocacy training practices in preservice education. The study was designed to: (a) determine what leaders in the field of early childhood believe constitutes appropriate advocacy training for preprofessionals, (b) describe the advocacy activities of teacher educators, (c) determine if there is a difference in the advocacy instructional practices of two- and four-year institutions, and (d) recommend a model for advocacy in preprofessional programs. The participants included 607 teacher educators who responded to a mailed questionnaire and 14 leaders of early childhood professional organizations who participated in telephone interviews. Participants represented 48 states and all geographic regions of the United States. Results indicate that teacher educators and leaders believe advocacy instruction is important in preparation programs. The most frequently included advocacy activities are professionalism and understanding the professional role. Advocacy skills and strategies focused on public policy were included the least. Findings show that teacher educators participate in a variety of advocacy activities although few participate in public policy activities. No statistically significant differences were found between two- and four-year institutions in advocacy instructional practices. Based on study data, the researcher developed the Brunson Model for Advocacy Instruction in order to provide the profession with a consistent and sequenced approach to advocacy instruction. Recommendations for future research include: investigation of effective strategies for teaching advocacy; a study of the developmental nature of advocacy; and a study of the Brunson Model for Advocacy Instruction to determine the model's effectiveness in preparing professionals who will have the ability to speak up and speak out for children and families.

Grantor dc:publisher

University of North Texas

Year dc:date

2002

Author dc:creator

• Brunson, Mary Nelle

Contributors dc:contributor

• Morrison, George S.
• Huffman, Jane B.
• Henson, Robin K.
• Kinnison, Lloyd

• Early childhood teachers -- Training of -- United States.
• Social advocacy -- United States.
• advocacy
• educators
• early childhood
• teacher preparation

Statement dc:rights

• Public
• Copyright
• Brunson, Mary Nelle
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 52031874
https://digital.library.unt.edu/ark:/67531/metadc3357/
ark: ark:/67531/metadc3357

OAI identifier oai:identifier

info:ark/67531/metadc3357