Chapter 8: Championing Children and Families: Understanding Public Policy and Advocacy Strategies
Katie Steffes, MS, NBCT and Rachel Stilp, MSEd
Course Competency: Advocate for children and families
Learning Objectives
- Examine your role as an advocate
- Explore public policy that affects children and families
- Identify a range of advocacy strategies
8.1 Introduction
Advocacy is at the heart of meaningful social change. Whether it’s lobbying for educational reform, promoting equality and inclusivity in the classroom, or championing funding for public schools, educators are often unsung heroes in the realm of advocacy. As an early childhood educator, your influence extends beyond the classroom, reaching into the broader community and impacting the lives of children and families in profound ways. One of your most crucial responsibilities is serving as an advocate for the children and families with whom you work. Advocacy involves speaking up for those who may not have a voice in critical decisions that affect their lives, particularly in areas related to education, health, and well-being.
This chapter will guide you in understanding your role as a child and family advocate. You will explore the importance of public policy and how it shapes the experiences and opportunities available to children and families. By examining the relationship between public policy and early childhood education, you will gain insight into the broader context in which your advocacy efforts take place.
You will also explore various advocacy strategies to effectively support children and families in your community. By applying these strategies to address specific needs or issues, you will be equipped to advocate for the rights and needs of children and families, making a meaningful impact. Your advocacy will help create a more just and equitable society, where every child has the opportunity to thrive.
As an educator with a passion for advancing the profession and impacting students’ lives beyond the classroom, mastering these skills and strategies will empower you to be a driving force for the future of education, where individual voices can unite to enact profound and positive changes.
8.2 Your Role as an Advocate
Many early childhood educators may not think of themselves as advocates; however, early childhood teachers have many responsibilities that directly impact the everyday lives of children and families. Advocacy in early childhood education involves becoming knowledgeable and actively supporting policies, practices, and actions that promote the well-being of children and their families. As advocates, early childhood teachers strive for all children to have access to quality education, resources, and a safe environment. This role holds particular importance for children who may face risks due to factors like poverty, differing abilities, or family challenges. As advocates, early childhood educators need to have knowledge of child development, cultural responsiveness, and the establishment of partnerships with families and the community.
Culturally Responsive Child Development
Children in early childhood grow, change, and develop quickly over a span of eight years. Early childhood educators must have knowledge of how children develop and expertise in how to support all children to reach developmental milestones and goals. This requires not only a strong understanding of child development but also the ability to adapt strategies that align with each child’s unique needs, learning pace, and strengths. In addition, they foster inclusive environments that promote belonging for children and families with diverse needs. Early childhood educators weave family’s culture, prior experiences, and knowledge of child development together to provide a representative curriculum that supports the whole child.
These practices provide a strong foundation for effective advocacy. Educators become champions for the rights and needs of young children and their families, using their insights and understanding to inform policies and practices that support equitable access to high-quality early learning experiences. This commitment to inclusivity, cultural relevance, and whole-child development positions early childhood educators as essential advocates for all children.
Case Study
Ms. Nguyen, a passionate preschool teacher in a low-income neighborhood, noticed a significant disparity in the quality of early learning experiences available to children in her community. Many families struggled to afford high-quality childcare, and access to early intervention programs was limited.
Concerned about the long-term impact of these inequities, Ms. Nguyen decided to take action. She began by doing the following:
- Documenting the need: She meticulously documented the challenges faced by families in her community, including the lack of affordable childcare options, limited access to early intervention services, and the impact of poverty on children’s development.
- Building relationships: She collaborated with other educators, community leaders, and parents to raise awareness about the issue and build a coalition for change. She organized parent meetings, attended community forums, and connected with local policymakers.
- Advocating for policy change: Ms. Nguyen advocated for increased funding for early childhood education programs, particularly for low-income families. She wrote letters to local representatives, testified at public hearings, and participated in community campaigns to raise awareness about the importance of early childhood education.
- Providing support to families: In her classroom Ms. Nguyen provided families with resources and information about available community programs, such as food banks, health clinics, and early intervention services. She also organized workshops and parent education sessions to help families support their children’s development at home.
Through her dedication and perseverance, Ms. Nguyen successfully advocated for increased funding for early childhood education programs in her community. This resulted in the expansion of access to high-quality childcare, increased funding for early intervention services, and improved outcomes for young children in her neighborhood.
This scenario demonstrates how a dedicated early childhood educator can make a significant difference in the lives of young children by advocating for equitable access to high-quality early learning experiences.
Partnerships With Families
Effective advocacy involves working closely with families to create a supportive environment for children. This means empowering parents by providing them with the necessary information and resources to support their children’s learning and development at home. It also requires facilitating open communication, ensuring that parents and caregivers receive regular updates about their child’s progress, challenges, and successes. Additionally, connecting families with community resources, such as healthcare, early intervention services, and financial assistance, is essential for addressing their broader needs. By establishing strong partnerships and actively engaging families in the educational process, you strengthen the support system for each child, promoting their overall growth and well-being.
Case Study
Ms. Simmons, a preschool teacher, noticed that Eva Samuel, a 4-year-old in her class, was struggling with language development and social interactions. Eva’s mother, Carmen, had expressed concern about Eva’s speech delay but was unsure of how to address it. Ms. Simmons recognized that effective advocacy meant not only supporting Eva’s development in the classroom but also working closely with Carmen to empower her as an advocate for Eva’s needs at home and in the community.
Ms. Simmons initiated a conversation with Carmen during a parent-teacher conference, sharing observations about Eva’s progress and offering suggestions for language-building activities they could do at home. She also explained the importance of early intervention services and provided Carmen with information on how to access a free developmental screening through the local early childhood services program.
Beyond the classroom, Ms. Simmons worked to connect Carmen with additional resources. She shared information about local healthcare clinics offering free screenings and services for families in need, and she helped Carmen navigate the process of applying for financial assistance programs to ease some of their burdens. Ms. Simmons also arranged for regular check-ins with Carmen to provide ongoing updates on Eva’s progress, as well as to offer guidance and emotional support.
As a result, Carmen felt more empowered and involved in her daughter’s learning process. She began to implement simple language activities at home, which improved Eva’s communication skills. Through consistent communication and strong partnerships between home and school, Eva’s developmental progress was significantly supported, and Carmen felt more confident in advocating for her child’s needs.
Advocating Within the School and Community
Early childhood educators play a critical role in advocating for their students within both the school and the broader community. Teachers collaborate with community organizations that provide services to children and families. Community organizations that early childhood educators often collaborate with include a wide range of services and support systems designed to address various needs of children and families. See a list of community organizations in Table 8a that early childhood educators often partner with to meet the needs of their students.
| Community Organizations |
|---|
|
Early childhood educators also can engage in policy advocacy by participating in initiatives aimed at improving early childhood education policies at the local, state, or national level, driving positive changes that benefit students and the education system. By engaging in policy advocacy, they can drive meaningful changes that benefit not only the children in their classrooms but also the entire early childhood education system. Educators can get involved in several ways, as outlined in Table 8b, to promote policies that support the development and well-being of young children and their families.
| Advocacy Opportunities | Description |
|---|---|
| Join Professional Organizations | Many professional associations, such as the National Association for the Education of Young Children (NAEYC) or local early childhood organizations, provide resources and platforms for members to engage in advocacy. Through these organizations, educators can participate in training sessions, policy briefings, and advocacy campaigns. For example, NAEYC’s Advocacy Toolkit helps educators learn how to communicate with lawmakers about issues like funding for early childhood programs and quality standards. |
| Participate in Advocacy Days | Many states hold annual “Early Childhood Advocacy Days” where educators, parents, and community members come together to meet with legislators and discuss pressing issues in early childhood education. Educators can participate by sharing their personal experiences, explaining the needs of young children, and highlighting the impact of effective early education policies. This direct communication with policymakers is a powerful way to bring attention to the realities of the field. |
| Engage in Community or School Board Meetings | Local school boards and community councils often influence policies that affect early childhood education funding, programming, and regulations. By attending these meetings, early childhood educators can advocate for policies that ensure adequate resources, professional development opportunities, and fair wages for educators, which all contribute to high-quality care and education. |
| Write Letters or Email Legislators | Contacting local, state, or national representatives through letters or emails is a direct way to advocate for policy changes. Educators can share insights on the importance of early childhood education and provide data or personal stories to support their recommendations. For example, an educator might write to advocate for increased funding for Head Start programs, explaining how the program has positively impacted children in their community. |
| Participate in Social Media Campaigns | Many advocacy organizations use social media to mobilize support and spread awareness about critical issues in early childhood education. Educators can participate by sharing posts, using hashtags, or even creating their own content to raise awareness. For example, sharing facts about the importance of early childhood development during campaigns like “Week of the Young Child” helps amplify the message to a broader audience. |
| Collaborate with Local Coalitions | Many communities have coalitions focused on early childhood issues that bring together educators, healthcare providers, families, and policymakers. Joining a coalition, such as a local Children’s Advocacy Network, allows educators to work with others who share their goals and to collectively push for policies that support families and young children, like increased access to affordable childcare or improvements in health and safety standards. |
| Testify at Legislative Hearings | In some cases, educators may have the opportunity to testify at state or local legislative hearings on issues related to early childhood education. This involvement allows educators to present firsthand knowledge and research on the impact of policies, such as the benefits of lower student-to-teacher ratios or the importance of developmentally appropriate curriculum standards. |
| Engage Families and Communities in Advocacy | Educators can involve families and communities in advocating for issues that affect them. Hosting information sessions, distributing flyers, or inviting parents to join advocacy initiatives helps build a unified voice. For instance, educators might organize a “Family Advocacy Night” to explain current policies under review and provide guidance on how families can support these efforts. |
By getting involved in these ways, early childhood educators contribute to the advancement of policies that uphold the quality and accessibility of early childhood education. Their voices, backed by daily experiences and understanding of young children’s needs, play a critical role in fostering lasting improvements in the education system.
8.3 Public Policy and Effects on Children and Families
Understanding public policy in early childhood education is essential because it directly impacts the resources, opportunities, and support systems available to young children and their families. Public policies shape the funding for early childhood programs, set standards for quality and safety, and define the qualifications and training required for educators. Knowledge of these policies allows teachers to advocate for better conditions, access to services, and equitable education. Furthermore, being informed about public policy helps educators engage in discussions and initiatives that can influence legislation, ensuring that the needs of children and families are met and that early childhood education programs are effective and inclusive.
Early childhood educators can become knowledgeable about public policy through several approaches:
1. Do Research: Become informed about resources that support the early childhood education community. Many of the resources are not only helpful for educators, but also families. A few resources are listed in the box listed below.
Important Resources for Early Childhood Educators
2. Joining Professional Organizations: Membership in organizations such as the National Association for the Education of Young Children (NAEYC), the National Association for Family Child Care, the Wisconsin Early Childhood Association, or the Wisconsin Family Child Care Association provides access to policy updates, resources, and advocacy tools. These organizations often lead efforts to influence policy at various levels.
3. Staying Informed on Current Events: Reading articles, reports, and news related to education policy, particularly on topics that impact early childhood, can keep educators up-to-date with local, state, and national developments.
4. Networking With Policy Experts and Advocates: Building relationships with colleagues, community leaders, and policy experts who work in early childhood advocacy can provide valuable insights and opportunities for involvement in policy discussions. Review the MyVote Wisconsin website to find out who the elected officials are in your area!
5. Engaging in Advocacy Initiatives: Participating in advocacy campaigns or initiatives aimed at shaping public policy allows educators to learn firsthand about the policy-making process and the key issues affecting early childhood education. See the Office of Child Care Initiatives to see current campaigns and initiatives.
6. Engage in Continuing Education: By furthering one’s education, educators develop a deeper understanding of the practices and policies that impact their profession, children, families, and community. With this information, early childhood educators will be more informed and feel empowered to advocate and take action to influence policy surrounding issues that matter most. See the Wisconsin Registry Professional Development Planning Page to start making your own plan.
8.4 Ethical Considerations
When students first consider ethics in early childhood education (ECE), they often think about big, dramatic issues, like child abuse or major legal violations, which may seem far removed from their daily work. However, the reality is that ethical dilemmas in ECE are present in nearly every aspect of a teacher’s role. Educators must recognize that ethics is not just about the rare, large-scale incidents but also about the day-to-day decisions and interactions that shape children’s experiences. These include situations like maintaining confidentiality, addressing behavioral challenges, supporting diverse family structures, and navigating relationships with colleagues.
Early childhood educators face a range of ethical challenges that directly impact their practice during their everyday routines. For example, they must carefully manage confidentiality and privacy when sharing information about a child’s progress or personal situation with families, coworkers, or external professionals. This means being mindful of what is shared, with whom, and when. The balance between respecting family privacy while maintaining communication is often delicate, particularly when there are concerns about a child’s well-being or when parents have differing cultural perspectives on what information is appropriate to share.
Interactions with children are also an area where ethics come into play. Educators must guide children’s behavior in ways that are respectful, nonpunitive, and developmentally appropriate. They must ensure that their guidance is fair and consistent while also being mindful of each child’s unique temperament and culture. They must also foster a safe environment where children’s emotional needs are met, which includes supporting children from diverse backgrounds and ensuring inclusivity in classroom activities and interactions.
Relationships with colleagues and parents also raise ethical considerations. ECE educators are advocates not just for the children they work with but also for the families. They are often faced with the challenge of supporting families in need while maintaining professional boundaries. For example, they might encounter a situation where a parent is struggling financially, and they must decide how best to support that family without overstepping boundaries or making them feel uncomfortable.
Social media presents another ethical challenge that is becoming increasingly relevant in ECE. Educators need to be aware of how they represent themselves and their profession online. The way they interact with families and colleagues on social media platforms can influence their professional reputation and impact the trust families place in them. They must consider what is appropriate to share and how their online presence might affect their role as a child’s educator.
Ethical dilemmas also arise when early childhood educators work with diverse family structures. Understanding and respecting different cultural norms regarding parenting and family dynamics are essential but so is being prepared to navigate conversations about sensitive topics like custody arrangements, divorces, or family stress. They must approach these discussions with empathy, maintaining professional boundaries while still being supportive and respectful of families’ needs.
Each of these everyday scenarios presents ethical questions: How do we ensure we are respecting confidentiality while working with a team? How do we support families in a way that aligns with the values of our teaching practice? How do we guide children’s behavior in a way that is both respectful and effective? How do we use technology and social media responsibly to maintain professional integrity?
By understanding that ethics is embedded in every aspect of their role, ECE educators can develop the skills and awareness necessary to handle these everyday dilemmas thoughtfully and responsibly. According to the National Association for the Education of Young Children (NAEYC) Code of Ethics for Early Childhood Educators, Position Statement, early childhood educators are called upon to uphold their professional, ethical responsibilities to ensure equitable learning opportunities for all children. This means ensuring that decisions are always made with the child’s best interests in mind, while balancing their role as both educators and advocates, committed to fostering a supportive and inclusive learning environment for every child and family they serve.
Case Study
Ms. Davis is a highly respected and experienced preschool teacher at “Sunshine Academy.” She has a strong work ethic, excellent classroom management skills, and a deep commitment to her students. However, she has recently become concerned about the behavior of her colleague, Ms. Jones.
Ms. Jones, a newer teacher, frequently arrives late to work, leaving the classroom unsupervised and disrupting the daily routine. She often appears unprepared for the day, leaving activities incomplete and materials disorganized. Ms. Davis has observed Ms. Jones raising her voice at children and using harsh or inconsistent discipline techniques.
Ms. Davis is concerned about the impact of Ms. Jones’ behavior on the children, as well as the reputation of the school. She values her colleagues and wants to maintain a positive and supportive work environment. However, she is unsure how to address Ms. Jones’ behavior without jeopardizing their professional relationship.
Ethical Dilemmas
- Addressing a colleague’s performance: Ms. Davis must decide whether and how to address Ms. Jones’ concerning behavior.
- Maintaining confidentiality: Ms. Davis needs to be mindful of Ms. Jones’ privacy and professional reputation while also fulfilling her professional responsibilities.
- Protecting children’s well-being: Ms. Davis must prioritize the well-being of the children in Ms. Jones’ class, while also respecting Ms. Jones’ right to professional growth and development.
- Maintaining a positive work environment: Ms. Davis must navigate this situation while maintaining a positive and supportive work environment for all staff members.
Possible Courses of Action
- Informal conversation: Ms. Davis could initially try to address the issues informally by having a private and constructive conversation with Ms. Jones.
- Seeking guidance from a supervisor: Ms. Davis could discuss her concerns with her director or administrator, seeking guidance on how to best address the situation.
- Documenting concerns: Ms. Davis should document all of her observations of Ms. Jones’ behavior, including dates, times, and specific examples.
- Prioritizing children’s needs: Ms. Davis should continue to prioritize the needs of the children in her own classroom and provide a supportive and nurturing learning environment for them.
This scenario explores a common ethical dilemma for early childhood educators, focusing on the challenges of addressing a colleague’s concerning behavior while maintaining a positive and supportive work environment. It highlights the importance of open communication, constructive feedback, and prioritizing the well-being of children while also respecting the rights and professional development of colleagues.
8.5 Skills and Competencies for Effective Advocacy
To be an effective advocate, early childhood educators need to develop a deep understanding of complex issues, listen and communicate, as well as engage and build relationships with stakeholders. Change takes time; therefore, patience and perseverance are needed.
Communication is essential for affecting change. According to Florida International University, these are five steps to drive social change:
- Know your facts: Identify an issue that matters to you and look at both sides of the argument. Gathering information from a variety of sources gives a multidimensional perspective and viewing the issue through many lenses. The information gathered should be from reputable sources.
- Listen to the people you want to help: Use active listening and ask questions to bring the story of those impacted to light. This will help others understand.
- Engage with others: Share the information and connect with a group of people from the community or from a professional organization like NAEYC or an affiliate to gain some traction on the issue. Social media can be an influential and powerful tool.
- Build relationships: By reaching out to community members and/or legislators by phone call or letter, you can help them be aware of the needs or issues to be addressed. They may not know of the urgency at hand.
- Don’t give up: Policy changes take time. It’s critical that advocates learn to manage stress and maintain personal well-being throughout the process.
8.6 Conclusion
The role of an early childhood teacher extends beyond teaching. Teachers advocate for children and families by identifying and addressing their needs, creating inclusive environments, partnering with families, and advocating within the broader community. Understanding these responsibilities and skills prepares future educators to make a significant impact on the lives of children and families.
Reflect
Discuss the following questions:
- How can early childhood teachers balance their responsibilities as educators with their role as advocates?
- What strategies can teachers use to build strong partnerships with families?
- How can teachers ensure they advocate effectively for children from diverse cultural backgrounds?
- What is an issue that you feel strongly about and believe needs greater attention and advocacy? Explain why this issue is important to you and how you envision advocating for change.
Learning Activities
8.7 References
Administration for Children and Families. (2025). Office of Child Care Initiatives. U.S. Department of Health & Human Services. https://www.acf.hhs.gov/occ/initiatives-0
Florida International University. (2021). Five steps to effective advocacy. https://news.fiu.edu/2021/five-steps-to-effective-advocacy
MyVote Wisconsin. (n.d.). My elected officials. https://myvote.wi.gov/en-us/My-Elected-Officials
National Association for the Education of Young Children. (n.d.). Build your advocacy skills. https://www.naeyc.org/our-work/public-policy-advocacy/build-your-advocacy-skills-and-knowledge
National Association for the Education of Young Children. (2024). Code of ethics for early childhood educators [PDF]. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/2024_code_of_ethics_for_early_childhood_educators_final_3.pdf
National Association for the Education of Young Children. (n.d.). National Association for the Education of Young Children. https://www.naeyc.org/
National Association for the Education of Young Children. (n.d.). Week of the young child activity resources. https://www.naeyc.org/events/woyc/plan-your-event
Wisconsin Early Childhood Association. (n.d.). WECA. https://wisconsinearlychildhood.org/
Wisconsin Family Child Care Association. (2025). Welcome to WFCCA! https://www.wisconsinfamilychildcare.org/
Wisconsin Registry. (n.d.). My Professional Development. https://wiregistry.org/individuals/my-professional-development/
Images:
Figure 8a: “Protest_IMG_4428_(5472061421)” by Yuri Keegstra from Milwaukee, USA is licensed under CC BY-SA 2.0
Figure 8b: Aitubo. (2025) Flux (v1.0) [Artificial intelligence system]. https://app.aitubo.ai/
