Policy and Advocacy in Early Childhood Teacher Education: Increasing Students' Advocacy Competence.
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| Title: | Policy and Advocacy in Early Childhood Teacher Education: Increasing Students' Advocacy Competence. |
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| Authors: | Hollingsworth, Heidi L.1 (AUTHOR) hhollingsworth@elon.edu, Knight-McKenna, Mary1 (AUTHOR) |
| Source: | Journal of Research in Childhood Education. 2026, Vol. 40 Issue 3, p437-451. 15p. |
| Subject Terms: | *Education advocacy, *Teacher education, *Student development, *Government policy, *Early childhood teachers, Social policy, Pressure groups, Professional competence |
| Abstract: | Advocacy is considered a professional and ethical responsibility of teachers, yet policy and advocacy concepts and processes are often missing from early childhood teacher preparation programs. This study investigated student growth during a policy and advocacy course with an embedded advocacy project. Data were collected to determine the extent to which the course and project deepened students' knowledge, skills, experience, and commitment toward adopting an active role in advocating for equitable child and family policies. These variables were assessed via surveys prior to and following students' completion of the advocacy project. In addition, we analyzed students' written reflections about their advocacy project work. Student knowledge and competence ratings were significantly higher following the advocacy project. However, pre-post experience and commitment ratings did not differ significantly. Statements of intent to advocate were rated high both before and after the project. In reflections, students described their progression toward confidence in taking on the role of advocate, with four themes emerging from the data: (1) Being nervous and overwhelmed, (2) Valuing aspects of the project, (3) Gaining knowledge and skills, and (4) Relating to the advocacy role. We discuss implications for teacher preparation, especially that which aims to build candidates' capacity for advocacy. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 195177469 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Policy and Advocacy in Early Childhood Teacher Education: Increasing Students' Advocacy Competence. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hollingsworth%2C+Heidi+L%2E%22">Hollingsworth, Heidi L.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> hhollingsworth@elon.edu</i><br /><searchLink fieldCode="AR" term="%22Knight-McKenna%2C+Mary%22">Knight-McKenna, Mary</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+in+Childhood+Education%22">Journal of Research in Childhood Education</searchLink>. 2026, Vol. 40 Issue 3, p437-451. 15p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Education+advocacy%22">Education advocacy</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+development%22">Student development</searchLink><br />*<searchLink fieldCode="DE" term="%22Government+policy%22">Government policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+childhood+teachers%22">Early childhood teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Social+policy%22">Social policy</searchLink><br /><searchLink fieldCode="DE" term="%22Pressure+groups%22">Pressure groups</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Advocacy is considered a professional and ethical responsibility of teachers, yet policy and advocacy concepts and processes are often missing from early childhood teacher preparation programs. This study investigated student growth during a policy and advocacy course with an embedded advocacy project. Data were collected to determine the extent to which the course and project deepened students' knowledge, skills, experience, and commitment toward adopting an active role in advocating for equitable child and family policies. These variables were assessed via surveys prior to and following students' completion of the advocacy project. In addition, we analyzed students' written reflections about their advocacy project work. Student knowledge and competence ratings were significantly higher following the advocacy project. However, pre-post experience and commitment ratings did not differ significantly. Statements of intent to advocate were rated high both before and after the project. In reflections, students described their progression toward confidence in taking on the role of advocate, with four themes emerging from the data: (1) Being nervous and overwhelmed, (2) Valuing aspects of the project, (3) Gaining knowledge and skills, and (4) Relating to the advocacy role. We discuss implications for teacher preparation, especially that which aims to build candidates' capacity for advocacy. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Research in Childhood Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=195177469 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/02568543.2025.2463479 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 15 StartPage: 437 Subjects: – SubjectFull: Education advocacy Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Student development Type: general – SubjectFull: Government policy Type: general – SubjectFull: Early childhood teachers Type: general – SubjectFull: Social policy Type: general – SubjectFull: Pressure groups Type: general – SubjectFull: Professional competence Type: general Titles: – TitleFull: Policy and Advocacy in Early Childhood Teacher Education: Increasing Students' Advocacy Competence. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hollingsworth, Heidi L. – PersonEntity: Name: NameFull: Knight-McKenna, Mary IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 02568543 Numbering: – Type: volume Value: 40 – Type: issue Value: 3 Titles: – TitleFull: Journal of Research in Childhood Education Type: main |
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