A Century of Advocacy
Over the past century, early childhood advocates have addressed poverty, child labor, access to high-quality affordable day care, health, and nutritionall issues that affect children. Currently early childhood professionals and organizations are working to promote many issues that directly relate to or impact early childhood curriculum, including
- Federal, state, and local policies that reflect DAP
- Early Learning Standards aligned with curricula and assessment
- Comprehensive teacher professional development systems
- Program quality rating and improvement systems
- Public funding to support quality initiatives (Copple & Bredekamp, 2009)
Professional organizations often participate in or sponsor conferences or regular opportunities to meet for collaboration, networking, continued learning, and renewal of professional commitment. The list below provides information about a sampling of professional organizations (in addition to the NAEYC) that focus in particular on providing support for early childhood educators.
The Association for Childhood Education International (ACEI). ACEI was initially organized in 1892 as the International Kindergarten Union (IKU). Its current mission is “to promote and support the optimal education and development of children worldwide, and to influence the professional growth of educators and the efforts of others who are committed to the needs of children in a changing society.” ACEI resources include publications, conferences, and online training.
The National Association for Family Child Care (NAFCC). The mission of the NAFCC is to “promote quality child care by strengthening the profession of [in-home] family child care.” It does so by providing access to an accreditation system, training, conference and local membership activities as well as by advocating nationally for the needs of family child-care providers.
The National Child Care Association (NCCA). Founded in 1975, the NCCA is a professional trade association whose mission is to “promote the growth and safeguard the interest of quality early childhood care and education focusing on licensed, private providers of these services [child care centers].” NCCA resources include training and professional development opportunities through state and national conferences and activities, publications, a member buying club, and legislative advocacy.
The National Coalition for Campus Children’s Centers (NCCCC). “NCCCC supports research and activities affecting college and university early childhood education and service settings, family and work issues, and the field of early childhood education in general. NCCCC expresses this mission through its newsletters, publications, conferences and grants.” NCCCC members represent child-care and laboratory and demonstration programs located on college, university, and community college campuses across the country.
The National Head Start Association (NHSA). The mission of the NHSA is to “coalesce, inspire, and support the Head Start field as a leader in early childhood development and education.” NHSA provides networking, employment opportunity information, disaster relief, professional development and scholarships, and a radio station devoted to the interests of Head Start professionals.
The Southern Early Childhood Association (SECA) Since 1948, SECA has been committed to “improving the quality of care and education for young children and their families through advocacy and professional development.” SECA’s focus areas are the fourteen southern states; they provide publications and other print resources including position statements and policy briefs. SECA also works actively through national and local avenues to provide leadership and professional development opportunities.
Stop and Reflect
After reading the descriptions and mission statements of these groups, what do you think they have in common? How are they different? How would you, as a professional early childhood educator, decide which one(s) to join?