Educating Young Children Volume 1 - Summer 2025 | Page 74

Profession-Wide Advocacy for“ Big P” Policies

Early childhood professionals in all roles can impact“ big P” policy development to address issues that affect educator well-being. Teacher preparation programs, professional organizations, early childhood leaders, and educators can support advocacy efforts in some of the following ways:

› Technical and community colleges, CDA programs, and universities can integrate coursework about how educators and programs can address teachers’ physical, mental, social, and spiritual health and the effects of persistent work-related stress on educators.

› Professional organizations can develop and support policy agendas informed by input from members and key stakeholders. For example, NAEYC establishes public policy agendas on issues such as equitable access to compensation and benefits.

› Licensing professionals, professional development providers, organization leaders, and so on can ensure that early learning programs and educators are aware of resources and organizations that provide information about local, state, and national policies and advocacy opportunities to encourage investments in the workforce and in educator well-being.

› Program leaders and early childhood educators can develop clear and concise narrative accounts of professional experiences and short“ elevator messages.” They can also engage in advocacy efforts by contacting legislators and spread awareness about policy-related workforce needs through social media.

For more information about joining efforts related to policy and advocacy, visit NAEYC. org / get-involved / advocate.