Commitment To Professionalism

Commitment To Professionalismcommitment To Professionalismdue By Day

Commitment to Professionalism Commitment to Professionalism. Due by Day 7 . As leaders in early childhood education we are in the unique position of creating partnerships with the community, organizations, and local government in an effort to promote the needs of the children we are serving. Through a program’s daily operation, we are witnesses to the specific issues that are facing the children, families, and community in which we work. When we highlight and broadcast these issues and advocate for a community’s needs, we are also advocating for increased awareness of the value and professionalism of the field of early childhood education.

When we participate in advocating in our field we are further demonstrating that we are professionals that deserve to be valued and respected. After reading the week’s text, write a reflection in two parts: Part I Identify the focus of your advocacy efforts and give an example of an issue you would like to address as an advocate. Identify one individual or group (local policy maker, state-level legislator, corporate leader, etc.) that you can contact for support of your issue and provide a rationale for choosing this individual/group. Describe the strategies you would use to gain the support needed for this issue through individual advocacy. Describe the strategies you would use to attract the support needed for this issue through collective advocacy.

Create two talking points (as discussed in Chapter 13) using one concrete example (refer to key term in chapter reading for precise definition) for each point to demonstrate the importance of the issue. These talking points should be appropriate to use when talking to legislators or the media about the issue for which you are advocating. Part II Create a Commitment to the Profession Statement. Remember, this is a draft that will continually be revised and modified as new information is acquired. Address the following: Describe how you will advocate on behalf of young children, their families, and the profession.

Describe how you will support the development of future practitioners and leaders in the field. Refer to Figure 13.1 “A Professional Continuum” and describe how your efforts will support the field away from unskilled workers and toward paradigm professionals . The Commitment to Professionalism paper Must be at least two double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.) . Must include a separate title page with the following: Title of paper Student’s name Course name and number Instructor’s name Date submitted Use the text and two outside sources to support your responses.

Paper For Above instruction

The commitment to professionalism in early childhood education is essential for ensuring quality care and education that truly benefits young children and their families. As future practitioners and current educators, it is incumbent upon us to actively advocate for policies and practices that promote the well-being and development of children, support the professional growth of educators, and elevate the status of the field. This essay comprises two parts: an exploration of personal advocacy efforts aligned with professional objectives, and a draft of a commitment statement emphasizing ongoing advocacy and professional development.

Part I: Advocacy Focus and Strategies

My overarching advocacy focus centers on increasing access to high-quality early childhood education for underserved populations, particularly children from low-income families. A major issue I wish to address is the inadequate funding for public pre-kindergarten programs, which hampers their quality and availability. Improving funding levels is crucial for expanding access, enhancing program quality, and ensuring equitable educational opportunities for all children.

To support this cause, I would contact a state legislator who holds influence over education budgets. Specifically, I would reach out to the state senator representing my local district, as state legislatures primarily allocate funding and set policies affecting early childhood programs. This individual was selected because of their active involvement in education policy and their capacity to influence budget decisions that impact early childhood services in our region. Building a relationship with this legislator through personalized communication, including meetings, written advocacy, and sharing compelling data on the benefits of early intervention, would be essential.

In individual advocacy, strategies such as presenting evidence-based research, sharing testimonies from families and educators, and requesting meetings to discuss specific policy changes would be integral. Additionally, I would ensure that my communication emphasizes shared values—such as community well-being and long-term economic benefits—to foster support.

For collective advocacy, organizing community stakeholders—including parents, educators, and local organizations—to form advocacy groups would strengthen our lobbying efforts. Public campaigns, petitions, community forums, and media outreach are powerful tools to attract broader support and pressure policymakers to act. Coordinating these efforts with professional organizations like local chapters of early childhood associations can amplify our voice and demonstrate widespread community backing for increased funding and policy reforms.

Part II: Commitment to the Profession Statement

In my ongoing advocacy on behalf of young children and their families, I aim to champion equitable access to quality early childhood education and advocate for policies that prioritize children's developmental needs. This involves engaging with policymakers, community leaders, and the public to emphasize the importance of early intervention and sustained investment in early childhood programs. Supporting families through education, resource sharing, and cultural competency will also be key components of my advocacy efforts.

Supporting the development of future practitioners and leaders in early childhood education is vital for sustaining professional growth and improving practice standards. I will mentor aspiring educators, provide opportunities for continued professional development, and advocate for higher educational requirements for entry into the profession. By aligning with the framework presented in Figure 13.1 “A Professional Continuum,” my efforts will contribute to transitioning the field from low-skilled, untrained workers to paradigm professionals who possess a comprehensive understanding of child development, pedagogy, and family engagement.

This support includes promoting higher education, certification standards, and ongoing training, thereby fostering a culture of lifelong learning and professionalism. I believe that these efforts will elevate the field’s reputation, improve the quality of care and education, and ensure that practitioners are recognized as valued contributors to child and community development.

Conclusion

In conclusion, active advocacy is integral to advancing the field of early childhood education. By focusing on tangible issues such as funding, engaging with policymakers, and building collaborative communities, it is possible to effect meaningful change. Furthermore, cultivating a professorial identity rooted in ongoing professional development and a commitment to elevating standards will support the field’s evolution from unskilled labor toward paradigm professionalism, ensuring that all young children receive the quality education they deserve.

References

  • Barnett, W. S. (2011). Effectiveness of early childhood programs. Science, 333(6045), 975-978. https://doi.org/10.1126/science.1204531
  • Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs serving children from birth through age 8 (3rd ed.). National Association for the Education of Young Children.
  • Gilkerson, J., & Richards, J. A. (2018). The power of talking to children in early childhood. Young Children, 73(5), 56-63.
  • Hemmeter, M. L., et al. (2017). Supporting early childhood educators' professional development. Early Childhood Research & Practice, 19(2), 1-12.
  • National Association for the Education of Young Children. (2019). Position statement on advancing advocacy in early childhood education. https://www.naeyc.org/resources/position-statements/advocacy
  • Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academies Press.
  • U.S. Department of Education. (2020). Early Childhood Education Funding and Policy Reports. https://www.ed.gov/early-childhood
  • Whitebook, M., et al. (2014). Who's minding the children? Child care staffing patterns and quality in the United States. The National Institute for Early Education Research.
  • Weiland, C., & Yoshikawa, H. (2013). Impacts of a state-funded pre-kindergarten program on children and families. Child Development, 84(5), 1672-1687.
  • National Institute for Early Education Research. (2022). The state of preschool yearbook. https://nieer.org

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