Cd 38 chapter 13 pp.ppt revised oct 2016

1. Chapter 13:
Contributing to the
Profession
Planning and Administering Early Childhood Programs
Tenth Edition
Nancy Freeman
Celia A. Decker
John R. Decker
Prepared by:
Nancy K. Freeman
Tere Holmes
Kris Curtis
Adapted by: Katy Kelley

2. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
13-2
Characteristics of Professions
Below are some of the attributes
regarding whether an occupation is
moving toward a profession:
•Having specialized knowledge
•Rigorous requirements for entry
•Follows standards of a practice
•Provides a vital service
•Guided by a code of ethics

3. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
13-3
Where does Early Care and
Education lie on the professional
continuum?
Specialized
Professions, such as
doctors, lawyers, etc.
Occupations
that typically
do not
require any
experience or
specialized
skills

4. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
13-4
NAEYC Code of Professional Ethics
•1st
adopted in 1989
•Revised in 1992, 1997, and 2005
•Reaffirmed and Updated, 2011
•Supplements extend the Code
–Adult Educators (2004)
–Program Administrators (2006)
○Reaffirmed and Updated, 2011

5. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
13-5
Becoming an advocate
• Individual advocacy
–Advocacy for specific children or families
–Sharing your informed views with individuals or
groups to raise their awareness about an issue
• Collective advocacy: Involves professionals
working together on half of a group of people.
–Public policy advocacy-Influence public policy &
practices
–Private-sector advocacy-Includes efforts to
make the workplace more family friendly (i.e.,
employer-sponsored child care)

6. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
13-6
What are the contents of an
advocate’s toolbox?
•Position statements of professional
organizations- A formalized stance on
issues related to it’s mission (i.e., NAEYC)
•Briefing papers-Typically describes the
problem and a proposed policy
•Talking points-Short & to the point, which
includes “sound bites” based on the position
•Key facts handouts-Basic facts regarding
the issue

7. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
What are the contents of an advocate’s
toolbox? (continued)
•Concrete examples to demonstrate the
importance of an issue & the
recommendations
•Action Alerts-Tools advocates use to
mobilize their support network (i.e., emails
to encourage a vote in support of a bill
under consideration)
13-7

8. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Video Clip-Be an Early Childhood
Advocate
13-8

9. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
The Ounce (overview)
Who We Are Since 1982, the Ounce of Prevention
Fund has persistently pursued a single goal: that all
American children—particularly those born into
poverty—have quality early childhood experiences in
the crucial first five years of life. - See more at:
http://www.theounce.org
Policy/Advocacy
The Ounce works to ensure that public policies and
adequate funding are in place to give vulnerable
children access to voluntary, high-quality early
childhood programs.
13-9

10. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Reflection
13-10
• When you hear the word advocate, what
comes to mind?
• How are you an early childhood advocate?

11. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
13-11
Important Considerations
•Some agencies or organizations do not permit
their employees to take a public stand on
controversial issues.
•Be certain you are following your employer’s
policies related to advocacy activities.
•If you can’t speak out publically you might
share information with friends and family –
they might become inspired advocates.

12. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
13-12
Helping others enter the profession
•Be a resource for potential early childhood
professionals
•Welcome student teachers, interns, etc.
•Be a Mentor
•Encourage emerging leaders

13. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Video Clip-Administration &
Supervision/Mentoring
13-13

14. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
13-14
Contribute to the profession by
welcoming research
• Research that has been approved by an appropriate
Institutional Review Board (IRB). This includes the
review of procedures to obtain consent and to ensure
privacy of participants
• Action Research-Which is sometimes called teacher
research (i.e., teachers explore practical questions
within their work to enhance practices)

15. Freeman/Decker/Decker, Planning and Administering Early Childhood Programs, 10e
© 2012, 2008, 2005, 2001, 1995 by Pearson Education, Inc. All Rights Reserved
Follow-up
• Review the entire module and then
complete the weekly
discussion/exercise (under
discussions).
• Please let me know if you have any
questions!
13-15