Policy and Advocacy in Early Childhood Teacher Education: Increasing Students' Advocacy Competence

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.