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Assignment One- Policy Critique and Advocacy Nathalie Torres Lopez

Part A- Early Childhood Policy

The Australian Government has formed a policy in relation to the early childhood issue,
Closing the Gap, agreed by both of the national and territory governments in a National
Partnership Agreement aiming to diminish the gap between indigenous and non-indigenous
children and families in relation to in developmental and health outcomes (COAG, 2009a).
The gap between indigenous and non-indigenous children has widened in relation to
humanity rates, health matters and retention rates of education. COAG (2009a) expresses
that the policy has set specific goals to address the high level disadvantage by giving
indigenous children the best start to life (p. 3). By reducing this large gap the government
has set its focus on halving the gap in death percentages for indigenous children below five
years of age within a period of ten years. Within five years there are aims to ensure that all
four-year-old indigenous children that are living in isolated districts have access to early
childhood teaching and within a ten-year aim to decrease the gap for indigenous students in
numeracy, reading and writing (COAG, 2009a). Each state and territory government have
further funding from the Australian government to achieve these targeted goals at a national
level. Present and future governments need to continuously dedicate to the long-term success
of this policy. Within this policy the state and territory governments will together contribute
in discussion with stakeholders to transform early years education by achieving the set
objectives. They will establish at least thirty five children and family centers in urban,
remote and regional area with a great amount indigenous individuals so that children are
born healthy, have support, care and access to an early childhood setting that will give them
the foundations in learning, which in the long run will achieve long-term contribution and
productivity gains for Australia (COAG, 2009a).

Part B- Policy impact on stakeholders

In the context of a policy there are numerous stakeholders, which play a vital role in being
directly (staff and relatives) or in-directly (public representatives or health and wellbeing
specialists) involved for the ruling of a policy (Waniganayake, 2012). When tackling the
national issue that Aboriginal and Torres Strait Islander children are the utmost
underprivileged individuals in Australia, the government had to plan and implement this
agreement in discussion with Indigenous communities and other stakeholders affected in the
procedure. Within this policy the main stakeholder is an Indigenous child aged zero to three
years. COAG (2009a) expresses that with the implementation of this policy indigenous
children will be born and remain healthy in their life, have the same wellbeing and
developmental results as non-indigenous children and have access to reasonable and
valuable education. Their living atmosphere is protected with their admission to children and
family centres, allowing them to obtain the necessary abilities for living and educational
development. Indigenous families are also important stakeholders within this policy, as it
will improve their use of early childhood education services, which will in turn enhance the
growth of their children. They will have access to appropriate and ethnically inclusive early
childhood and support facilities through children and family services and finance
Assignment One- Policy Critique and Advocacy Nathalie Torres Lopez

distribution for families to access and use maternal and child wellbeing facilities.
Fundamental to its accomplishment and success of the goals, widespread consultations were
taken across all stakeholders with the inclusion of Indigenous communities but not limited to
them by also including non-government organisations (COAG, 2009a). It is vital to allow
stakeholders to share their beliefs as various stakeholders have diverse ideas and it is
important to allow them to articulate their thoughts, concerns and issues and have a voice as
the policy is targeting and affecting their lives and futures.

Part C- Policy, Advocacy, Practice & Leadership

There is an immense association between policy and advocacy within early years as the two
interrelate using advocacy strategies. Central to the early years education and services are
policies. Policy is the outcome of the antagonism between interests, views and beliefs that
urges the political system (Bridgman & Davis, 2004). In contrast to a policy, Reid (2000)
articulates this notion that advocacy is a varied scope of individuals and shared actions on an
idea or policy. It is the idea of advancing the interests and needs of an individual or group of
people within an existing scaffold of positions. The action of advocating can involve a large
group of people that come together to protest for a cause or issue and can be used to
influence a policy. Early childhood advocators and stakeholders have opportunities to
promote policies that improve the development and the lives of young children. Within the
policy Closing the Gap early childhood professionals and experts advocate the unified
distribution of various amenities incorporating child and maternal wellbeing services,
gynaecological services, early education and childcare, family and parenting support
assistances. All of which will guarantee indigenous families and stakeholders within the
context of the policy obtain the best funding and support that they deserve to have a
prosperous life (COAG, 2009a).

Reid (2001) conveys that advocacy strategies and activities can be the actions of influencing
public attitudes, teaching the public, understanding problems, resolutions in fundamental
movements, politicisation, program setting, scheming policies and strategy enactment.
Brown (2008) articulates that early childhood stakeholders must be verbal advocators for
polices, as it is the most effective manner to improve the development and education of
children. He discusses strategies in advocating for policies in early childhood by
incorporating stakeholders to associate with their proximate surroundings using word of
mouth to notify individuals about issues essential to an effective early childhood practice.
He conveys that using verbal and written communication encourages an environment of
educated advocators who can carry these issues to the greater society (Brown, 2008).
Advocators could also discuss with political and educational leaders to influence their views
of early childhood policies. In contrast Waniganayake (2012) states that advocacy involves
multiple tactics that comprise of interacting with stakeholders, raising public awareness,
working with the media, fundraising, meeting government politicians and starting a petition
in order to support and efficiently instrument a modification or confront an issue. However,
Reid (2001) states that in advocacy no single source of information suggests all the activities
Assignment One- Policy Critique and Advocacy Nathalie Torres Lopez

that groups use to influence the policy process and the activities a project uses to advocate
for a change. Within the Closing the Gap policy, COAG (2009a) expresses that the
strategies are focused on achieving the following goals: to provide analyses of investigation,
public online access to valuable materials, statistical gatherings of information, movements
through mainstream agendas, engagement and contribution of indigenous individuals, expert
attitudes and participating authorities of government. In implementing this policy the
collection of data and research was undertaken on Aboriginal and Torres Strait Islander
wellbeing and performance to support their notion that indigenous children and their
families need support in their early health and development (COAG, 2009a). It is crucial to
provide this valuable information to society through an online approach as they are educated
and gain knowledge on the disadvantages indigenous children and families face.
Fundamental to this policies success, they have agreed that indigenous consultative groups
that have thorough knowledge of the issue are to be involved in discussion surrounding all
stakeholders not only indigenous communities but also non-government organisations and
services. Actions towards personal interactions between indigenous and non-indigenous
individuals are aimed through mainstream programs that build relationship and partnerships,
which will engage them in greater society. The local government plays a role in contributing
to strategies by promoting a discourse on tackling indigenous disadvantage and providing
expert opinion of professionals of the issue (COAG, 2009a). It is essential that these key
strategies and practices be undertaken to ensure that they are taking the steps to meet the
Closing the Gap objectives.

Leading and advocating for a change is a core purpose for early years leadership, which are
committed to continuing the facility of the importance of early childhood practices. Rodd
(2012) explains that in todays society early childhood practices are centered on cooperative,
inclusive, reverent interactions grounded on reciprocity and exchanges between families,
educators, professionals and humanity individuals or groups. Nivala & Hujala (2002)
express this idea that leadership and transformations can only happen if there is a
collaboration and relationship between leaders and supporters in a social and shared context.
Supporting this base in early years practices encompasses resilient leaders with great
capabilities and veracity who lead and advocate the issues and challenges in these practices;
comprising of principles that are inclusive, proficient and integrated. Capable leadership is
highlighted as a key role in early childhood practices as there is a great shifting background
and socio-political need in the community that have an impact upon practices and policy
which determine the implementation and development of early years facilities (Dunlop,
2008). Leaders that have the thorough knowledge of policy frameworks can impact families
to future policies. Kagan & Bowman (1997) articulate that there are leadership
specialisations in early childhood involving advocacy and policy leadership. This idea
surrounding that there are various styles of leadership in different context involving
community, pedagogical, administrative, advocacy and conceptual/policy leadership (Kagan
& Hallmark, 2001). In this sector policy leadership influences the significance of early
childhood leadership involving policy purposes. On the other hand Kagan & Hallmark
(2001) indicate the advocacy leadership, draw civic and community devotion to
apprehensions about wellbeing, care and impartiality impacting young children and their
Assignment One- Policy Critique and Advocacy Nathalie Torres Lopez

relatives in the early years. Advocacy leaders are fervent about the characteristics of early
childhood learning and the entitlements of children by supporting societal integrity within
their practices. Waniganayake (2012) discusses this notion that there are stages in advocacy
that intended leaders think about when pursuing to impact or make a level of influence on a
change that affect childrens lives. Leaders commence by making a positive difference and
impact on a personal level (micro context) to the child and the family attending the setting
and then they going beyond by connecting at a center level with staff and families. Once
leaders have influenced individuals at a center level they can impact and express change to
bring about change at a communal level (macro context), impacting local services that will
benefit the lives of children and their families. Once leaders tackle advocating at a micro and
macro level they aim to take action directly to the govern legislation, policies and funding
that will support childrens needs and development in early childhood (Waniganayake,
2012). Good leadership in the early years educations have important skills that form
relationships, shared choices, empowerment of stakeholders and individuals to make a
change and advocate for a proposition within their practices (Nivala & Hujala, 2002).

References
Assignment One- Policy Critique and Advocacy Nathalie Torres Lopez

Bridgman, P. & Davis, G. (Eds.). (2004). The Australian policy handbook (3rd ed.). Crows Nest,
NSW: Allen & Unwin.

Brown, C. P. (2008). Advocating for policies to improve practice. YC Young Children, 63(4),
70. Retrieved from http://search.proquest.com/

Council of Australian Governments. (2009a). Closing the gap: National partnership agreement
on Indigenous early childhood development. Retrieved from www.coag.gov.au/

Dunlop, A. W. (2008). A literature review on leadership in the early years. Retrieved from
http://www.educationscotland.gov.uk/

Kagan, S. L., & Bowman, B. T. (1997). Leadership in Early Care and Education. NAEYC,
1509 16th Street, NW, Washington. Retrieved from http://eric.ed.gov/

Nivala, V, and Hujala, E (eds) (2002), Leadership in early childhood education, Cross-cultural
perspectives, Oulu, Finland: Department of Educational Sciences and Teacher Education,
Early Childhood Education. Retrieved from
http://herkules.oulu.fi/isbn9514268539/isbn9514268539.pdf

Reid, E. J. (Ed.). (2000). Structuring the inquiry into advocacy (pp. 1-7). Urban Institute.
Retrieved from http://boo.mi2.hr/

Reid, E. J. (2001). Understanding the Word Advocacy: Context and Use. In Nonprofit
Advocacy and the Policy Process: Structuring the Inquiry into Advocacy, Volume 1, ed.
Washington, DC: The Urban Institute, 1-7. Retrieved from
http://www.taxpolicycenter.org/

Rodd, J. (2012). Leadership in early childhood. McGraw-Hill Education (UK). Retrieved from
https://books.google.com.au/
Assignment One- Policy Critique and Advocacy Nathalie Torres Lopez

Waniganayake, M., Cheeseman, S., Fenech, M., Hadley, F., & Shepherd, W. (2012).
Leadership: Contexts and complexities in early childhood education. South
Melbourne, Australia: Oxford University Press.
Assignment One- Policy Critique and Advocacy Nathalie Torres Lopez
Appendix 1

Name:______________________________________________________________ Student No.__________________


EDFD314 EARLY CHILDHOOD EDUCATON 5 Early Childhood Leadership
Assignment 1: Policy Critique and Advocacy 40%

Criteria
Working(significantly(above( Working(well(above(standard(( Working(above(standard( Working(at(standard( Below(standard(or(not(
standard( addressed((
Analysis of policy document
Discussion of, and critical demonstrates highly sophisticated Analysis of policy document Analysis of policy document Analysis of policy document Analysis of policy document
analysis of impact of understandings of key concepts of demonstrates sophisticated demonstrates strong understandings of demonstrates appropriate does not demonstrate an
policy documents and their use in early understandings of kep concepts of key concepts of policy documents and understandings of key concepts of understanding of key concepts
selected policy policy documents and their use in
years education and care. policy documents and their use in early their use in early years education and of policy documents and lacks
early years education and care.
10% years education and care. care. insight into their use in early
Writing demonstrates a highly advanced
Writing demonstrates a limited years education and care.
ability to comprehend, analyse and Writing demonstrates an advanced ability Writing demonstrates a strong ability to
ability to comprehend, analyse and
synthesize relevant literature in relation to comprehend, analyse and synthesize comprehend, analyse and synthesize synthesize relevant literature in Writing does not demonstrate an
to the impact that policy related to early relevant literature in relation to the impact relevant literature in relation to the relation to the impact that policy highly ability to comprehend,
years education and care may have on that policy related to early years education impact that policy related to early years related to early years education and analyse and synthesize relevant
the lives of children and their families. and care may have on the lives of children education and care may have on the lives care may have on the lives of literature in relation to the impact
and their families. of children and their families. children and their families that policy related to early years
education and care may have on
the lives of children and their
families

Examination of the W ritin g d e m o n s tra te s a h ig h ly W ritin g d e m o n s tra te s a n a d v a n c e d W ritin g d e m o n s tra te s a n W r itin g d e m o n s tra te s a lim ite d W r itin g d o e s n o t d e m o n s tr a te
a d v a n c e d a b ility to c o n n e c t a b ility to c o n n e c t p o lic y a n d a b ility to c o n n e c t p o lic y a n d a b ility to c o n n e c t p o lic y a n d a n a b ility to c o n n e c t p o lic y
connection between policy
p o lic y a n d a d v o c a c y , in c lu d in g a d v o c a c y , in c lu d in g c le a r ly a r tic u la te a d v o c a c y , in c lu d in g c le a r ly a d v o c a c y , in c lu d in g c le a rly a n d a d v o c a c y , in c lu d in g
and advocacy
c le a rly a rtic u la te re c o m m e n d a tio n s fo r a d v o c a c y a rtic u la te re c o m m e n d a tio n s a r tic u la te re c o m m e n d a tio n s fo r c le a r ly a rtic u la te
10% re c o m m e n d a tio n s f o r a d v o c a c y s tra te g ie s . fo r a d v o c a c y s tra te g ie s . a d v o c a c y stra te g ie s. re c o m m e n d a tio n s fo r
s tra te g ie s . a d v o c a c y s tra te g ie s .

D e m o n s tr a te s h ig h ly s o p h is tic a te d D e m o n s tr a te s s o p h is tic a te d k n o w le d g e D e m o n s tra te s h ig h ly w e ll d e v e lo p e d D e m o n s tra te s lim ite d k n o w le d g e W r itin g d o e s n o t d e m o n s tra te


Consider ways in which k n o w le d g e a n d c o n s id e ra tio n in w h ic h
k n o w le d g e a n d c o n s id e ra tio n in a n d c o n s id e r a tio n in w h ic h e a r ly y e a r s a n d c o n s id e ra tio n in w h ic h e a r ly k n o w le d g e a n d c o n s id e ra tio n in
early years leadership e a r ly y e a r s le a d e rs h ip s h a p e s a p p ro a c h e s
w h ic h e a rly y e a rs le a d e rs h ip le a d e rs h ip s h a p e s a p p ro a c h e s to y e a rs le a d e rs h ip s h a p e s w h ic h e a rly y e a rs le a d e rs h ip
shapes approaches to to a d v o c a c y a n d p ra c tic e .
s h a p e s a p p ro a c h e s to a d v o c a c y a d v o c a c y a n d p ra c tic e . a p p ro a c h e s to a d v o c a c y a n d s h a p e s a p p ro a c h e s to a d v o c a c y
policy, advocacy and a n d p ra c tic e . p ra c tic e . a n d p ra c tic e .
practice.
15%

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