Policy and Advocacy in Early Childhood Teacher Education: Progression Toward Advocacy Competence

• In Event: Looking Back to Move Forward: Professional Dialogues for Change

Abstract

This study investigated student growth during a policy and advocacy course with an embedded advocacy project. Data were collected to determine the extent to which the advocacy project broadened students’ knowledge base, skill set, and attitudes toward adopting an active role in advocating for equitable child and family policies. Students’ self-reported knowledge, skills, experience, and commitment were assessed prior to and following their completion of the advocacy project along with analysis of students’ written reflections about their work. Findings indicated that students’ knowledge and competence for advocacy increased, but experience and commitment did not. Written reflections showed students’ developmental progression as they gained competency for advocacy. Implications for early childhood teacher education are discussed.

Authors

• Heidi Hollingsworth, Elon University
  Presenting Author

• Mary Knight-Mckenna, Elon University
  Presenting Author

• Portia M. Wade, Elon University
  Presenting Author