Connections features begin each chapter and links the reader with the content of the chapter through brief questions about their background knowledge and experience.
Profile of an Advocate vignettes describe the advocacy efforts of an early childhood professional and provide a context for the information and skills developed throughout the chapter.
Resources for Success. Each chapter ends with a summary, a list of relevant terms, suggestions for further reading, and links to advocacy resources to support a reader's understanding and application of chapter content to daily practice. Questions for reflection and/or class discussion are provided as well as suggestions for action-based projects that relate to the chapters content.
Part One, Developing Advocacy Knowledge and Skills: Taking Action in the Field of Early Childhood - lays out a definition and rationale for advocacy as a job responsibility of all early childhood professionals and describes multiple contexts for advocacy action including:
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description of the critical need for advocacy in the field and an analysis of the C ode of Ethical Conduct and Statement of Commitment providing an initial rationale for seeing advocacy as an ethical responsibility.
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describes six specific contexts for advocacy include advocacy for the individual child and family, advocacy for the profession, program-based advocacy, private-sector advocacy, polƒ%
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