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ECE 3002 AT2 Activism and Advocacy in Early Childhood. Victoria University. | 멜젠 | YouTubeToText
YouTube Transcript: ECE 3002 AT2 Activism and Advocacy in Early Childhood. Victoria University.
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Summary
Core Theme
Advocacy and activism in early childhood education involve speaking out and taking action to promote the rights and well-being of children, families, and educators, with teachers playing a crucial role as knowledgeable, ethical, and reflective practitioners.
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activism and advocacy in early childhood
presented by J first of all let's have a
look at the definitions of advocacy and
activism advocacy is defined as actions
that intentionally seek to influence
outcomes that are in the best interests
of children families Educators and
promote children's rights and social
justice Waki at to 2012 page 113 what I
understand about advocacy in the early
childhood context is speaking out on
behalf of children families and
Educators for their rights which is one
of the key functions expected of early
childhood leaders wanaki and huzar 2001
as cited in ABC and wanaki 2003 activism
is defined as advocacy that is political
where direct action such as a rally is
used to influence policy and legislation
wak 2012 page 113 the term advocacy and
activism can be used interchangeably but
I understand that advocacy involves
seeking to make changes when there is a
problem by speaking up to support others
who are not able to speak for themselves
within existing frames of reference such
as in early childhood settings whereas
activism involves closely with politics
and actions in public in public such
asak at told
2012 the imagy of the teacher here is a
mind map that has my personal view of
the teacher first of all teachers are
knowledgeable my view of the teacher is
online with bosi social cultural Theory
and reg approach teachers offer
assistance to ensure that children are
successful in their learning by
scaffolding children's knowledge through
interaction I believe that teachers are
co-learners alongside children
based on reg approach teachers are
viewed as OB listeners partners and
provocators teachers build on the prior
knowledge and beliefs of children by
providing the practical skills H graes
2021 teachers are professional and
ethically responsible teachers make
ethical decisions every day Guided by
the code of ethics in the code of ethics
the well-being of the children is
Paramount and therefore taking action in
the presence of unethical practice is an
essential professional responsibility
early childt of Australia 2016 page 1
teachers are inclusive empathetic and
embracing diversity teachers promot
inclusive education to all children
embracing diversity and accommodating
for All Children's Learning needs VI go
2023 teachers build relationships with
children and their families with
effective communication skills
relationships built through meaningful
communication Hughes and mnon 2003 page
226 having trusting relationships with
Children and Families is imperative to
high quality care and education of young
children lastly teachers critically
reflect on their practices teachers
regularly raise questions about their
practices to improve them and make
positive changes to support Children's
Learning New South Wales government 2022
teachers welcome learning and are open
to ongoing professional development to
expand their Professional Knowledge the
image of the teacher in relation to the
role of advocacy and activism first
teachers Advocate Children's Learning by
being knowledgeable about professional
practices and quality education in the
early child context second teachers
Advocate the rights of Children and
Families by being eth ically responsible
and acting in the best interest of
children their teachers understand that
all children have the right to education
and make sure that children are not
discriminated against on the basis of
gender age ability economic status
religion or culture fourth teachers
Advocate the rights of Children and
Families by developing respectful
relationships based on open
communication last teachers engage in
critical reflection ongoing professional
learning and support research that
builds their knowledge and that of
profession Early Childhood Australia
2016 page two how does the image of the
teacher influence my actions as an
advocate or activist recognizing myself
as a teacher with the potential to
advocate for children families
colleagues and the profession itself has
empowered me it has instilled a sense of
confidence and pride in the critical
role I play in early childhood education
this image of the teacher inspires me to
take active steps to challenge and
change the dominant discourse in early
childhood education it drives me to be a
proactive Advocate who not only seeks
improvements within the education system
system but also strives to empower
others to advocate for themselves these
perspectives encourages continuous
personal growth development and
reflection all aimed at enhancing the
quality of life for children families
and communities overall the image of the
teacher as an advocate and activist
motivates me to make a meaningful
difference building strong relationships
and Foster a positive impact in the
lives of those I educate and work with
now I see effective leadership as
inherently linked to advocacy a leader
must Champion the needs and rights of
children families and Educators actively
working to drive positive change and
challenge Injustice and unfairness
within the Early Childhood sector
leadership is not just about guiding
others but also about empowering them to
become leaders themselves this involves
fostering a supportive environment where
individuals feel confident to voice
their opinions continuous personal and
professional development is crucial
effective leaders are lifelong Learners
who reflect on their experiences and
seek out opportunities for growth and
Improvement my understanding of
leadership now places a greater emphasis
on promoting equity and inclusion the
female approach to power is based on
collaboration inclusion and consense
building wrad 1998 page 11 leaders must
ensure that all voices are heard and
that diverse perspectives are valued and
integrated into decision- making
processes here are my references and
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