0:02 activism and advocacy in early childhood
0:05 presented by J first of all let's have a
0:07 look at the definitions of advocacy and
0:09 activism advocacy is defined as actions
0:11 that intentionally seek to influence
0:13 outcomes that are in the best interests
0:15 of children families Educators and
0:16 promote children's rights and social
0:21 justice Waki at to 2012 page 113 what I
0:23 understand about advocacy in the early
0:24 childhood context is speaking out on
0:26 behalf of children families and
0:27 Educators for their rights which is one
0:30 of the key functions expected of early
0:33 childhood leaders wanaki and huzar 2001
0:37 as cited in ABC and wanaki 2003 activism
0:39 is defined as advocacy that is political
0:41 where direct action such as a rally is
0:44 used to influence policy and legislation
0:49 wak 2012 page 113 the term advocacy and
0:51 activism can be used interchangeably but
0:53 I understand that advocacy involves
0:55 seeking to make changes when there is a
0:57 problem by speaking up to support others
0:58 who are not able to speak for themselves
1:01 within existing frames of reference such
1:03 as in early childhood settings whereas
1:06 activism involves closely with politics
1:08 and actions in public in public such
1:10 asak at told
1:13 2012 the imagy of the teacher here is a
1:15 mind map that has my personal view of
1:17 the teacher first of all teachers are
1:18 knowledgeable my view of the teacher is
1:20 online with bosi social cultural Theory
1:22 and reg approach teachers offer
1:24 assistance to ensure that children are
1:25 successful in their learning by
1:26 scaffolding children's knowledge through
1:28 interaction I believe that teachers are
1:30 co-learners alongside children
1:32 based on reg approach teachers are
1:34 viewed as OB listeners partners and
1:36 provocators teachers build on the prior
1:38 knowledge and beliefs of children by
1:40 providing the practical skills H graes
1:42 2021 teachers are professional and
1:44 ethically responsible teachers make
1:46 ethical decisions every day Guided by
1:48 the code of ethics in the code of ethics
1:50 the well-being of the children is
1:52 Paramount and therefore taking action in
1:54 the presence of unethical practice is an
1:56 essential professional responsibility
1:59 early childt of Australia 2016 page 1
2:01 teachers are inclusive empathetic and
2:03 embracing diversity teachers promot
2:06 inclusive education to all children
2:08 embracing diversity and accommodating
2:10 for All Children's Learning needs VI go
2:12 2023 teachers build relationships with
2:14 children and their families with
2:16 effective communication skills
2:18 relationships built through meaningful
2:21 communication Hughes and mnon 2003 page
2:24 226 having trusting relationships with
2:26 Children and Families is imperative to
2:28 high quality care and education of young
2:30 children lastly teachers critically
2:32 reflect on their practices teachers
2:34 regularly raise questions about their
2:36 practices to improve them and make
2:37 positive changes to support Children's
2:40 Learning New South Wales government 2022
2:42 teachers welcome learning and are open
2:43 to ongoing professional development to
2:46 expand their Professional Knowledge the
2:47 image of the teacher in relation to the
2:50 role of advocacy and activism first
2:51 teachers Advocate Children's Learning by
2:53 being knowledgeable about professional
2:55 practices and quality education in the
2:57 early child context second teachers
2:58 Advocate the rights of Children and
3:00 Families by being eth ically responsible
3:02 and acting in the best interest of
3:04 children their teachers understand that
3:06 all children have the right to education
3:08 and make sure that children are not
3:10 discriminated against on the basis of
3:12 gender age ability economic status
3:15 religion or culture fourth teachers
3:17 Advocate the rights of Children and
3:18 Families by developing respectful
3:20 relationships based on open
3:22 communication last teachers engage in
3:24 critical reflection ongoing professional
3:26 learning and support research that
3:27 builds their knowledge and that of
3:30 profession Early Childhood Australia
3:33 2016 page two how does the image of the
3:34 teacher influence my actions as an
3:37 advocate or activist recognizing myself
3:39 as a teacher with the potential to
3:40 advocate for children families
3:42 colleagues and the profession itself has
3:44 empowered me it has instilled a sense of
3:45 confidence and pride in the critical
3:48 role I play in early childhood education
3:50 this image of the teacher inspires me to
3:51 take active steps to challenge and
3:53 change the dominant discourse in early
3:56 childhood education it drives me to be a
3:58 proactive Advocate who not only seeks
3:59 improvements within the education system
4:01 system but also strives to empower
4:03 others to advocate for themselves these
4:05 perspectives encourages continuous
4:07 personal growth development and
4:09 reflection all aimed at enhancing the
4:10 quality of life for children families
4:12 and communities overall the image of the
4:15 teacher as an advocate and activist
4:17 motivates me to make a meaningful
4:19 difference building strong relationships
4:20 and Foster a positive impact in the
4:23 lives of those I educate and work with
4:25 now I see effective leadership as
4:27 inherently linked to advocacy a leader
4:29 must Champion the needs and rights of
4:31 children families and Educators actively
4:33 working to drive positive change and
4:35 challenge Injustice and unfairness
4:37 within the Early Childhood sector
4:38 leadership is not just about guiding
4:40 others but also about empowering them to
4:42 become leaders themselves this involves
4:44 fostering a supportive environment where
4:46 individuals feel confident to voice
4:48 their opinions continuous personal and
4:50 professional development is crucial
4:52 effective leaders are lifelong Learners
4:54 who reflect on their experiences and
4:56 seek out opportunities for growth and
4:58 Improvement my understanding of
5:00 leadership now places a greater emphasis
5:02 on promoting equity and inclusion the
5:04 female approach to power is based on
5:06 collaboration inclusion and consense
5:09 building wrad 1998 page 11 leaders must
5:11 ensure that all voices are heard and
5:13 that diverse perspectives are valued and
5:15 integrated into decision- making
5:18 processes here are my references and
