The process of teaching children is a partnership between parents and children in which all parties work to create the best conditions and achieve success. Educators can help create a deep and permanent bond with students and their families and can “actively build positive relations” with them (Evans et al., 2017). That is why teachers should advocate for pupils and their best interests. This can be done through teachers understanding students’ personalities and not discounting the problems they face. In addition, educators can help by trying to solve problems and difficulties undergone by students, help them socialize, and discuss outside the classroom various aspects of human experience. This attitude towards children influences their development and promotes a compassionate and fair attitude in their minds. Since GCU supports early childhood education concepts for teaching the learners therefore educators can easily build good relations with their students through the application of the skills and critical thinking acquired through the GCU program.
Educators who have a deep connection with the student and family can help and advocate for children in many ways, educationally, legislatively, and administratively. Teachers have a real chance to make a difference in people’s lives by giving them the opportunity to learn about a social program or creating awareness about concrete and common early childhood issues (Sprute & Gilpatrick, 2021). These actions can influence children and their parents and provide common good for them, ensuring further study success.
Thus, the advocacy role of early childhood educators is significant and consists in understanding children and their problems, voicing them, and discussing and suggesting possible solutions. This professional disposition encourages compassion and understanding in an educational environment (Thomas, 2017). Educators must be trained to advocate for children because such practices remove barriers to learning, help children achieve success, and influence their character development (Thomas, 2017). The teacher’s behavior affects pupils’ outlook on life and values and is an ethical guide for them.
Thomas, U. (Ed.). (2017). Advocacy in Academia and the Role of Teacher Preparation Programs. IGI Global.
Sprute, K. M. D., & Gilpatrick, M. (2021). Becoming one faculty in pursuit of Student Success. Handbook of Research on Inclusive Development for Remote Adjunct Faculty in Higher Education, 16–30. Web.
Evans, S., Steele, J., Robertson, S., & Dyer, T. (2017). Personalizing post titles in the online classroom: A best practice? Journal of Educators Online, 14(2). Web.