Action plan 5: advocating for children and families in your community | EDUC 1006 – Child, Family, and Community Relationships | Walden University


Action Plan 5: Advocating for Children and Families in Your Community

As you have learned in this course, societal factors and issues impact young children and their families. Both as a student of child development and in your future role as a professional who works with young children and their families, you have a responsibility to take an advocacy role in addressing these issues with the goal of improving conditions that affect children’s healthy development and learning.

Action Plan Professional Scenario: You have been challenged by a mentor you respect and admire to demonstrate your commitment to young children, their families, and the field of early childhood. Your mentor asks you to think about the many factors and issues that affect children’s healthy development and learning and choose one that you care about personally, examine the issue in your state, and then identify advocacy strategies you can use to champion this cause.

Before you develop your Action Plan, consider:

· What you need to know to understand the issue you choose

· What ideas and advice from experts will be effective in addressing the issue

· What you can do as an advocate to support young children, their families, and/or the field of early childhood

Follow these steps to create your Action Plan:

1. What You Need to Know: Learning About an Issue of Concern

There are many issues of concern to those who care about the rights and needs of young children and their families. Below are two issues and related articles/Web sites, including sources for finding information specific to your state. Select the issue that is of greater interest to you. Then as you read, take notes to help you summarize the issue and how it impacts children, families, and communities in your state.

As an alternative, you are also free to choose a different issue that you are passionate about and develop your Action Plan around that topic of concern. Include your sources for all information on the issue that you use in creating your plan.

· Issue 1: Providing High-Quality Child Care for All Children

Quality Child Care Helps Parents Work and Children Learn (PDF)

Child Care Basics (PDF)

State Fact Sheets on Early Childhood Development, Children’s Defense Fund
(Click on your state: All data relevant)

· Issue 2: Children Living in Poverty

Defining Poverty and Why it Matters for Children. (PDF)

Kids Count Data Center: Data by State
(Click on your state: View “Economic Well-Being” indicator, and click on “Poverty” indicator)

2. Ideas and Advice: Checking Resources for Advocacy Strategies

Review pages 440-446 in your text and access any or all of the Web site below to identify advocacy strategies. Take notes on ideas that would be effective in addressing your issue of concern and that you personally could carry out.

National Association for the Education of Young Children. (2017). Effective advocacy resources.

Retrieved from

Build Your Advocacy Skills

Tools and Resources

3. Taking Action: Advocating for the Issue You Chose

Combine the knowledge you have gained and strategies you have gathered to take action! Complete your Action Plan in three parts:

· Part I: Identify the Issue: Explain in your own words how this issue is affecting children, families, and communities in your state.

· Part II: Identify Your Strategies: List three strategies you believe would be effective in advocating for the issue you chose. For each strategy, include the specifics of how you would carry it out.

· Part III: Identify the Potential Impact: For each strategy, explain its potential impact on young children and families in your community. Set a goal for implementing each strategy.

As you create your plan:

· Choose ideas for which you have the skill and influence to implement now or would have as an early childhood professional.

· Write explanations of issues and strategies in your own words, to create a model that you could use in talking with others about the topic and encouraging others to be advocates, too.

Assignment length: 2–3 pages

Children response to art | Education homework help

 Attached Files:

TITLE: Children’s Response to Art

Introduction: Observation of Feelings

This assignment fulfills:

  • Module Outcome 3:Discuss the observation of the creative process in an early childhood classroom.
  • Course Outcome 3:Explain the importance of actively participate in the art of attending and receiving.
  • General Education Competency: You will have to use critical thinking to analyze problems and make logical decisions.

The Assignment

Describing how a child does what helps us understand a child’s feelings. Observing art activities allows a unique insight into every child, for no two children work with materials in the same way. Observe a child during an art activity. In the following section, complete each of the applicable items you observed. Give a brief statement for each applicable item. Be sure to identify where you did your observation.


Grading Criteria:

Give a brief statement for each applicable item (2-3 sentences each) – 50 points

Give a brief summary of your visit and what the creative art activity was about (4-5 sentences) – 40 points

Spelling and grammar – 10 points

This assignment is due by Sunday, February 3rd @11:59 pm.

Tolerance and children | Education homework help

 With all of the different influences and dynamics of society, it is important to  teach children acceptance and tolerance of others.  Erik Erickson’s psychosocial theory of child development illustrates stages in which children learn to coexist with others including trust and mistrust, shame and doubt, initiative vs guilt and industry vs inferiority (Oswalt, 2019).  The social interactions and experiences that a child encounters during these stages will often set the tone on how they view differences among their caregivers and peer groups.  Explain the advantages and disadvantages of promoting social tolerance among children under the age of 10.  In your initial post, you must present a balanced argument for both positions (for example, you cannot favor advantages over disadvantages or visa versa). 200 words

My argument is preschool should be mandatory for children


Unit 6 DB: Forming Arguments

As you write your argument essay, what have you found to be the most important element in crafting that argument?  How has crafting this argument essay changed your views on what forming an argument really means?  Discuss how society may view forming an argument in comparison to how you are forming this argument.

In response to your classmates, review what your peers had to say about forming their argument.  What feedback can you give them on the idea of forming an argument and the important element they discussed when crafting their own arguments?

Discussion b: children bring their own cultural selves into the | EDUC 6357 – Diversity, Development, and Learning | Walden University

 As you have been learning, children enter the classroom with – among many characteristics – their own individualized communication style and ways of learning. Some children are very comfortable waiting to speak until they are called upon, whereas other children are accustomed to yelling out questions. Some children enjoy reading while an adult (or peer) reads out loud, while other children engage in some type of physical movement when reading, such as pacing throughout the room. What is critically important to recognize is that no matter how different (or possibly upsetting) a communication style or mode of learning may be for you – all children should be made to feel that their authentic cultural selves belong. Their future success in school and life profoundly relies on if and how their cultural selves, their very identities, are honored, or disrespected, in the classroom and society.

Review the following scenario about Toni and respond to the following prompts:

Toni is a four-year-old girl attending an all-day preschool. All of her preschool teachers and the Site Supervisor refer to Toni as a “force of nature” while simultaneously smiling nervously and shaking their head in dismay. Toni has been sent home more than any other child in the center for not following instructions and not listening to her teachers.

When Toni enters the preschool, whether others are engaged in an activity or talking with the teacher, Toni greets each and every person in a similar way. She begins her greeting by saying “Good morning” followed by the person’s first name and a novel rhyme or rap that incorporates their name, the day, and an article of clothing they are currently wearing. This often interrupts the flow of the morning routine, especially when she arrives late. She greets everyone in the preschool before starting her first activity. During circle time, Toni is continually in motion, and walks around the community circle, and at times throughout the center while humming the entire time. Since her humming seems to distract some children, the teachers have allowed her to walk, but they have all mentioned they find it distracting. When asked questions about the circle time story that has been read by her teachers, Toni always replies with the correct answers. When asked about Toni’s progress in the classroom, one of the teachers, who work with her the most, mentioned Toni is a “very bright girl, but needs to learn how to control her outbursts and sit quietly.” She added, “I am fairly certain she has Attention Deficit Disorder (ADD).

At lunch time, Toni regularly counts how many of her peers are present for lunch, and similar to her morning greets creates rhymes and raps that incorporate her peers’ names, what they are eating, and something they did prior to lunch. After lunch she is regularly singing songs in a language she refers to as “Toni-Italiano,” which is in fact a mixture of German, Spanish, and Italian words. Her peers who giggle and bang on the tables as she is singing seem to enjoy the lunchtime rap and post-lunch song. The teachers, however, have continually asked her to sit quietly and wait for her meal or to stop bothering her peers. She rarely complies to their requests.

By Day 4

Post in response to the following prompts, using a strengths-based approach:

  • An analysis of Toni’s communication styles, i.e., consider how she seems to communicate and how these styles might serve as a strength.
  • An analysis of Toni’s modes of learning. Consider how she seems to learn best and how these ways of learning might serve as a strength.
  • How Toni might be viewed in a classroom where she is expected to sit in a chair, raise her hand, and remain quiet.
  • How an educator might reconfigure her or his classroom/interactions/attitudes to honor and build on Toni’s strengths.

Assignment 1: communicating effectively with children | EDUC 6358 – Strategies for Working With Diverse Children | Walden University


As you have explored this week, affirming communication focuses on respect for children and involves both speaking and listening. In this Application Assignment, you will more closely examine ways in which to communicate effectively with children in order to foster nurturing relationships, cooperation, and feelings of worth.

In preparation for this assignment:

Reflect on the articles in this week’s Required Resources, “The Nature of Teacher Talk during Small Group Activities” and “Stepping Back to Listen to Jeff: Conversations with a 2-Year-Old.” In each, the authors offer guidelines for facilitating affirming communication with children. Re-read the articles and identify three important principles you gleaned to guide you in fostering positive communication between you and the children with whom you work or may work with in the future.

Now, think about the media segment demonstration which features Lisa Kolbeck engaging two very quiet young children in conversation as they play. How well does Ms. Kolbeck exemplify these principles in her communication and interaction with the children in the media segment? It may be helpful to replay the media segment with these principles in mind and take note of specific comments that she makes or behavior that she engages in while she converses with the children. What additional kinds of interactions, communications, and sensitivities does she exhibit that help to draw children out and show respect for them as individuals?

Next, consider the article “Communicating with Babies” which discusses ways in which to appropriately communicate with infants. As you know, children of different ages communicate in different ways. Caring adults communicate in ways that relate to the age and interests of the child. Do the three guiding principles you identified earlier in this assignment hold up when working with infants as well? How so? If not, why not?

Finally, think about your own experiences in talking with and listening to young children. What additional insights might you have for facilitating affirming communication from your professional and/or personal perspective? What methods have you used to enhance positive communication with children to help them develop confidence, feelings of self-worth, and positive, respectful relationships with others? How do you know that these methods have been effective?

For this assignment submit:

  • A brief summary of the three guiding principles that you believe are most essential to facilitating affirming communication with young children. Be sure to support your comments with specific references to the Required Resources.
  • An evaluation of the ways in which these principles are exemplified by the teacher, Lisa Kolbeck in the video program titled, “Strategies for Working With Diverse Children: Communicating With Young Children.”
  • An explanation of how these principles apply to communicating with infants.
  • Insights with regard to your own professional and/or personal experiences as they relate to communicating effectively with young children and ways you believe you have benefited from this learning experience.

Assignment length: 2 pages minimum