Advocacy Action Plan “Exploring Language and Literacy Development in Early Childhood Education “ Angel Winslow EDSD 7085: Inspired Leadership, Informed Advocacy, and Improved Policy Module 4 Assignment 2 Date Due: November 9, 2022 Exploring Language and Literacy Development in Early Childhood Education The advocacy program entails putting forward early literacy development in children as a critical area for advancing education. It is essential that children acquire language skills right from the young age so as to prepare them for lifelong learning and achievements. The advocacy requires participation of stakeholders of early literacy development that include families, parents, caregivers, educators, and policy makers in the area of early childhood education. Organization such as NAEYC ensure that teachers are properly trained to spearhead the acquisition of literacy and language skills in children. Center for Early Literacy Learning recommends that teachers and educators should use evidence-based practices to promote literacy skills in young learners. 2 Advocating for language and literacy development in early childhood learners Supporting literacy development for learners in early education setting Working with stakeholders that include caregivers, family members, parents, educators and caregivers in literacy development Advance the reading writing skills of young learners NAEYC ensures that teachers and educators are well trained to guide young learners in meeting literacy needs Center for Early Literacy Learning recommends use of evidence-based practices Regulations and Policies associated with the topic The common core state standards ensure uniformity in learning expectations in all the states in the United States of America. Common core standards for English and literacy the standards and expectations that language learners are expected to achieve. This standard apply to the advocacy issue because language learning starts at an early age. The third-grade reading law is a regulation that was adopted by many states across the country to ensure that young learners are able to read before they can be promoted to fourth grade. The third-grade reading law apply to the advocacy topic since reading is one of the essentials elements necessary for literacy development. No Child Left Behind of 2002 is a law that seeks to promote literacy by providing guidelines for administering literacy tests. Race to the Top is one of the laws that provided the groundwork for the establishment of common core standards. Every Student Succeeds Act of 2015 is a law that guided the adoption of Common Core Standards as a policy area in literacy and learning development. The law led to the adoption of the policy called Literacy Education for All, Results for the Nation (LEARN) which promotes literacy education in the country (Castillo, 2020). 3 The third-grade reading legislation No Child Left Behind of (2002) Race to the Top (20.

1. Advocacy Action Plan
“Exploring Language and Literacy Development in Early
Childhood Education “
Angel Winslow
EDSD 7085: Inspired Leadership, Informed Advocacy, and
Improved Policy
Module 4 Assignment 2
Date Due: November 9, 2022
Exploring Language and Literacy Development in Early
Childhood Education
The advocacy program entails putting forward early literacy
development in children as a critical area for advancing
education. It is essential that children acquire language skills
right from the young age so as to prepare them for lifelong
learning and achievements. The advocacy requires participation
of stakeholders of early literacy development that include
families, parents, caregivers, educators, and policy makers in
the area of early childhood education. Organization such as
NAEYC ensure that teachers are properly trained to spearhead
the acquisition of literacy and language skills in children.
Center for Early Literacy Learning recommends that teachers
and educators should use evidence-based practices to promote
literacy skills in young learners.
2

2. Advocating for language and literacy development in early
childhood learners
Supporting literacy development for learners in early education
setting
Working with stakeholders that include caregivers, family
members, parents, educators and caregivers in literacy
development
Advance the reading writing skills of young learners
NAEYC ensures that teachers and educators are well trained to
guide young learners in meeting literacy needs
Center for Early Literacy Learning recommends use of
evidence-based practices
Regulations and Policies associated with the topic
The common core state standards ensure uniformity in learning
expectations in all the states in the United States of America.
Common core standards for English and literacy the standards
and expectations that language learners are expected to achieve.
This standard apply to the advocacy issue because language
learning starts at an early age. The third-grade reading law is a
regulation that was adopted by many states across the country to

3. ensure that young learners are able to read before they can be
promoted to fourth grade. The third-grade reading law apply to
the advocacy topic since reading is one of the essentials
elements necessary for literacy development. No Child Left
Behind of 2002 is a law that seeks to promote literacy by
providing guidelines for administering literacy tests. Race to
the Top is one of the laws that provided the groundwork for the
establishment of common core standards. Every Student
Succeeds Act of 2015 is a law that guided the adoption of
Common Core Standards as a policy area in literacy and
learning development. The law led to the adoption of the policy
called Literacy Education for All, Results for the Nation
(LEARN) which promotes literacy education in the country
(Castillo, 2020).
3
The third-grade reading legislation
No Child Left Behind of (2002)
Race to the Top (2009)
Every Student Succeeds Act (2015)
Literacy Education for All, Results for the Nation (LEARN)
Ethical Factors that Shape Understanding of the Topic

4. One major key factor is the consideration of the NAEYC ethical
ideas that guide the conduct of teachers and educators who work
with young learners. NAEYC ethical core values require
teachers to appreciate children as a vital stage of human life and
support their development (Helm, & Katz, 2011). The advocacy
program that seeks to promote literacy development appreciates
children’s literacy capabilities and strengths. Professional
responsibility to children is an ethical factor that professionals
to do all that is necessary that offer the best professional
services to children especially in the field of education.
Advocacy program is one of the initiatives of achieving this
responsibility. The other ethical factor is promoting the values
of care, respect, fairness and honesty . This ensures that all
children that deserve to participate in the program are given the
opportunity without any form of discrimination.
4
Application of NAEYC ethical standards in early childhood
education
Professional responsibility to children
Acting in the best interest of young learners
Promoting the ethical values of care, fairness, respect, and
honesty
Promoting learning and developmental for societal benefit

5. Policies that inform the Advocacy Topic
Literacy Education for All, Results for the Nation (LEARN)
Common Core State Standards that apply to English and
Literacy
State Report Card on reading math, and science
National Assessment of Educational Progress (NAEP)
Policies are had been written by the department of education
The policies that shape the advocacy topic all aim to promote
literacy development in children. The Common Core State
Standards seek to establish a common platform for assessment
in reading and math. The National Assessment Educational
Progress (NAEP) has the congressional mandate through the
National Center for Statistics (NCES) to perform national
assessment for comprehension and reading skills across the
nation. It provides a national framework for reading assessment.
The processes for changing these policies require the
intervention of the Congress through the intervention of the
department of education (Castillo, 2020).
5
Policy Recommendations
A growing body of evidence indicates that learning experiences
are associated with emotional and social well-being, reduction
in deviant behaviors, and general ergonomics. For early
childhood education programs to achieve language and literacy

6. development- which are the keys to learning and other academic
development all children should be enrolled in institutions with
strong literacy support. The teaching methodology used should
be practical and full of fun. Abstract lessons make learning
blurred for children. The early education programs should
incorporate parents and families as much as possible to ensure
continuity in learning beyond school. Learners with difficulties
should be identified and offered the necessary support to enable
them grasp the new concepts being taught (Office of Head Start,
2018). Assessment and evaluation for children in early
education programs should be multimodal and take into account
different aspects of development as opposed to focusing on one
single area. The program for early language and literacy
development needs to acknowledge that children learn best
through observation and therefore the program should be visual,
interactive and fun-filled.
6
All children should be enrolled in ECE programs with strong
literacy programs
Curricula used in ECE should be evidence-based and integrated
with other learning domains
Assessment and evaluation of early literacy should be
administered in multiple forms
Early childhood programs should involve parents and families
in their programs
Students should be offered adequate support to grasp new skills

7. and schemas
Stakeholders
Parents who have children in early childhood education setting
Families who support children in early childhood education
Caregivers in early childhood education setting
Educators and teachers in early childhood education setting
Policy makers in the field of education
The advocacy program will work with parents who have
children in early childhood education setting. The parents and
families will occupy a significant position in the advocacy
program. Their support for the advocacy will significantly
contribute to its success. Other than parents, families, and
caregivers; The advocacy program will involve teachers,
educators and policy makers in education.
7
Organizations Connected to Advocacy Effort
NAEYC and CEL are some of the organizations that are
connected to the early childhood literacy program. They support
educators and young learners for the purpose of promoting and
developing literacy skills in early childhood education setting.
8
National Association for the Education of Young Children
(NAEYC)

8. Center for Early Literacy Learning (CELL)
The two institutions promote early literacy learning
The institutions are connected to the literacy development in
early childhood education
National Association for the Education of Young Children
(NAEYC)
NAEYC is funded by the members, federal government, state
government, members and parents. The organization has the
advocacy messages for promoting education quality, promoting
networking among education professionals and teachers and
ensure that teachers can work together. Teachers, parents, and
family members are some of its target audience (Helm, & Katz,
2011).
9
NAEYC is funded by the by the federal government, members,
parents and well-wishers
NAEYC interacts with educators and other education
stakeholders to collect data to identify problem areas

9. The target audience are teachers, parents, caregivers, families,
and school administrators
NAEYC’s advocacy messages include improvement of the
quality of education, working together as educators, networking
to connect with professionals
NAEYC provides printed materials to members, relies on
funding from members and the federal government as some of
the resources
Center for Early Literacy Learning (CELL)
Center for Early Literacy Learning (CELL) offers technical
assistance and research to teachers and parents for the purpose
of promoting literacy development in early childhood education
and attending to children with special needs. The organization
is funded by the department of education. The target audience
for the organization include researchers, parents, teachers,
librarians, coaches, and trainers. CELL provide technical guides
and assistance to teachers and parents dealing with children
with special needs. Advocacy message to the audience include
research for literacy improvement, and protection of special
need learners (Dunst et al. 2013).
10
CELL is funded by the department of education
Cell uses data to identify the need for research and identify

10. problem areas in literacy
The target audience for CELL are parents, practitioners,
librarians, researchers, coaches and trainers.
The advocacy messages being delivered to the identified
audience are research for literacy, attending to literacy needs of
special learners and working with parents to promote literacy
activities
The resources include research materials, CELL practice guides
for teachers and parents, and support to for special need
learners
Advocacy Goals
In 6 months identify children in the community who need
literacy support
In 6 months identify the stakeholders to support and promote
the program
In 2 years procure the necessary reading and literacy materials
In 5 years achieve improvement in literacy performance for
learners in preschool to grade 3
The goals identified above are short- and long-term targets that
the advocacy program intends to achieve. The ultimate
achievement of this advocacy program will to be improved the
reading and writing skills of children who transition from grade
3 to fourth grade. This is the most common objective in most
states that is in accordance to the grade 3 reading requirement

11. policy. The steps to realize the goals will include working with
parents to identify literacy needs, raising funds to procure
literacy materials, and recruiting children into the literacy
program.
11
Monitoring the success of the Advocacy Program
Evaluation is one critical tool that is to determine whether a
program makes progress or note. Assessment reveal deviations
or gaps that can be corrected for better performance
(Tosuncuoglu, 2018). The advocacy program will use evaluation
and assessment tools to determine the progress made in terms of
quality. NAEYC ethical guidelines and professional standards
will be used as the gauge to assess the adherence to the required
ethical standards.
12
Quality in literacy development will be measured using grading
tools
Assessments tools will be used to determine improvement in
literacy performance
Reading and test will be performed
NAEYC ethical guidelines and ethical standards will be used as
a guide
Social justice will be evaluated based on the ability of the
advocacy program to promote equality and equity

12. References
Castillo, W. (2020). Do Elementary Students Reading
Motivation Levels Differ by Racial/Ethnic And/Or
Immigrant Background?. Journal of Latinos and Education,
1-12.
Dunst, Carl J., Andrea Valentine, Melinda Raab, and Deborah
W. Hamby. "Relationship between child participation in
everyday activities and early literacy and language
development." Center for Early Literacy Learning 6, no. 1
(2013): 1-16.
Helm, J. H., & Katz, L. G. National Association for the
Education of Young Children (NAEYC)(2011). Young
investigators: The project approach in the early years.
Tosuncuoglu, I. (2018). Importance of Assessment in ELT.
Journal of Education and Training Studies, 6(9), 163-167.
image1.jpeg
image6.jpeg
image7.jpeg
image8.jpeg
image9.jpeg
image10.jpeg
image11.jpeg
image2.png
image3.png
image4.png
image5.png
8085 Assignment 3: Project Reflection
As you grow as a leader, you will continue to explore and
develop your sense of responsibility to children, families, the
community, and the early childhood field. In this course, you

13. began your exploration of leadership with an introduction to
theory and skills. You also explored how personal and field-
based ethics and principles informed ongoing commitments to,
and interactions with, the field. In the context of advocacy and
social change, who we are as leaders and how we chose to move
the field forward can have a significant impact on where the
field is in the long and short term.
In the final week of this course, you are challenged to reflect on
your Advocacy Action Plan and consider how the plan you
developed reflects your ethics statement, your leadership
principles, and extends opportunities for positive social change
for children, families, your community/organization, and the
early childhood field.
To prepare:
Consider the advocacy action Plan you developed and
submitted. Reflect on the ethics and leadership principles
statement you developed during Module 2 Discussion 1, as well
as Module 3 Assignments 1 and 2. Consider the capacity of
leaders to act in ways that reflect and support social justice as
presented in the Learning Resources.
To complete this Assignment:
Develop a 3-page paper that addresses the following:
· How you will move forward as a leader in the field of early
childhood education in ways that support and reflect social
justice
· How your personal ethics vision for leadership will provide a
compass as you negotiate future challenges
· How your present conceptions of challenges in the field and
your advocacy passions ( refer to the exploring of language and
literacy skills in early childhood education) that can guide you
as you lead others and progress as a leader and professionalBy
Day 7 of Week 11
Submit your Assignment.