Messages for Families

According to Kieff (2009), advocacy may start out when we recognized a child’s needs being neglected (p.22).  And I would agree with that perspective, because the first time I met a child who would not speak, but used tears as her communication, I wanted to speak for her, but most of all I wanted to hear her speak.  At that time, I recognized my drive to protect and nourish a needy child and it motivated me to advocate.

That was only one child and it is noted as being on a micro level advocacy. But, in my effort to help the child I spoke with the grandmother and learned that the child had been in the room when her mother was killed. And for the next three years spent mostly in her grandmother’s company, and the grandmother was illiterate. My advocacy grew to encompass the grandmother, she needed to learn to read for herself and her granddaughter’s future. Where was the organization that steps in after such a toxic stressful life changing event? Who helps a little girl after witnessing something so horrific that it is okay to use her words? This situation in hindsight shows me the value of caring about the small things which are usually apart of the larger picture. According to Kieff (2009):” Advocacy grows to a macro (social) level when teachers expand their focus to include children and their families….” (p.26).

This incident did not transform me into a community leader on early childhood issues. Because, I did not pursue resolution for all the other little girls and boys whom had experienced toxic stress in their lives with their families. It would take commitment, direction, networking, research, and information to name a few of the basic elements to become leader of the community (Sharma, n.d.).

The resources needed to move from community unto a state leader on early childhood issues are somewhat extensive, funding, volunteers, influence, information, ways to disseminate the information, and a coalition with policy makers, legislators, and the media (Sharma, n.d.). The power of persuasion would be a skill needed to mobilize others, the issue must be important to the future, and information of the issue is mandatory (Sharma, n.d.).

My advice to someone who was interested in being a leader as an advocate would be to make sure to have the stamina for the long haul, of gathering resources, sharing information, making impeccable presentations, and having solutions as a start. Keeping an open mind to receive and use better ideas to obtain the goal, being an attentive listener, and a great communicator, because bringing people together to agree on an issue’s importance is a constant battle.

Personal Advocacy Reflection

I thought long and hard about who had impacted my life or of someone else life with support, resources, and information. And, then I remembered a card and gift I received from a parent at Christmas where she thanked me for helping her family and her pursuit of a career. The Gaines twin girls are in the toddler one’s class and they have free childcare instead of paying $190.00 a week.

The mother came into the center with a smile inquiring about child care, but after finding out the fee of $380.00 a week she admitted she could not afford it.  She is a student on campus, and I had recently heard about a grant that would help students with child care, but it was not active. I told her about it and put her on my waiting list for two of my grant funded programs. I invited her to stop by anytime or call to check on the status of the new grant. Well, she did that continuously and would always ask if it was alright her stopping by so much. I assured her it was, I told her about United Way how they had helped certain students in college by paying tuition for a semester, and about the Children and Parent Services (CAPS). She came by to tell me she did not qualify for caps and she had not heard anything back from United Way. I asked her had she approached her advisor, and I told her to make an appointment to see Dr. Jeffers who had also helped a student through United Way for a semester. This went on for some months, and I had spoken to the FSS, and the assistant director who also was over the Quality Rated Subsidy Grant. Early Head Start and Quality Rated were both full and they did not seem concerned. I talked to the Director about her, and how she was doing all she could, and we needed to find a way to help her. My director met the young lady and I continued to bring her to mind until finally, we had open space for two in the grant. The mother was ecstatic and told me how much she appreciated my help.

I am tenacious, it took months before I was able to help her. But I stayed positive and I told her we would find a way. Being an advocate, we must be in for the long run, because we might never see the change we are aspiring towards. Seeking out many sources is listed as a skill of an advocate because sometimes all you hear is “no”. When I was helping her through all those months, I did not think of myself as an advocate, but it was to help someone who could not help. I have helped parents before in ways when they could not, and I think that is what advocates do. Writing this week’s entry has opened my eyes to my need to help children and their families. I think this is a natural response that all of us in this field have when children are involved. According to Kieff (2009), we are to:” Be persistent. Systemic change takes time” (p.68).

Advocacy Action Overview

In the “Advocacy Training Guide” in Module 1: What is Advocacy? Sharma(n.d.) explained what it takes to be an advocate, and having people who support your cause, and “making persuasive presentations” are essential. I am an advocate for free early childhood care for America, just as we have public schools for Americans.

I have done some research about universal early childhood care and there are countries who agree, and their results from this service have advanced their countries to believe that all children deserve a head start. According to Mongeau (2010-2018), it is time to rethink how we look at early childhood education. In the article “Time to change how we think about early education, international study finds”, Mongeau (2010-2018) that there are several countries who have changed how they look at universal care; Australia, England, Finland, Hong Kong, Korea, and Singapore. I am sure you have heard about Finland from me in previous blogs and discussions on how Finland’s educational system puts America to shame. These countries are taking the responsibility of educating their young children, some start at three, and others from infancy (Mongeau, 2010-2018).

I believe that once we have early childhood education available for all children, we can focus more on our profession. Today every child I turn away from our center who cannot afford the tuition is a thorn in my heart.  Because a parent wanted to give their child a head start in a high-quality facility and they were denied, I always wonder what will happen to that family. I know that universal early childhood care will not be problem free, because our public schools are not, nevertheless it will be better than nothing. It will give our children an equal opportunity to have universal free early childhood education. Perhaps, it will also help early childhood educators with fair compensation, because if we value our children ‘s education it is possible to value their teachers.

Please investigate Finland’s educational system, and if you have time to read the article “Time to change how we think about early education”. The more we talk about universal care for early childhood, the more people will be informed and hopefully care.

References

Mongeau, L. (2010-2018). Time to change how we think about early education,   

    international study finds. The Hechinger Report. Retrieved from     https://hechingerreport.org/time-to-change-how-we-think-about-early-education- international-study-finds/

Sharma, R.R. (n.d.). An introduction to advocacy: Training guide.

      Washington, DC: The Academy for Educational Development, SARA Project

       Module 1, “What is Advocacy?”