Advocacy Action Plan & Presentation

Part 1. Advocacy Issue, Position, Protective Factor, and Resources

NAEYC Standard 2a

Issue Title: Child Poverty

State: Florida

Statistics: Florida has approximately 819,256 children under 18 living in poverty, which accounts for 19.7% of the child population. Among these impoverished children, 285,014 are under age 6, representing 21.4% of that age group. Furthermore, approximately 339,849 children under 18 fall under the extremely poor category, constituting 8.2% of the child population. Also, 126,656 children are under 6 among this extremely poor group, making up 9.5% of that age group (Child Defense Fund, 2020). These statistics highlight the significant challenges faced by children in Florida living in poverty.

B. advocacy position.

I chose to advocate for change in child poverty in Florida because it is a pressing problem that demands immediate attention and action. As a concerned citizen, I strongly believe advocating for change is vital for well-being and future of our state's children. Childhood poverty is economic state of family with inadequate economic resources to provide children with basic life necessities. Childhood poverty effects are far-reaching and long-lasting. Poverty for children is linked to physical and mental health problems, poor school performance, and lower self-esteem. The consequences highlight how poverty negatively impacts children's capacity to live up to their full potential (Menestrel & Duncan, 2019). Children's poverty is generally associated with worse outcomes throughout adulthood, like poorer health, higher rates of unemployment, lower wages, and increased welfare dependence.

Child poverty goes beyond economic implications burdening children emotionally. Living in poverty induces children's fear, anxiety, and stress, with long-lasting impacts. Emotional stress can cause negative behaviours like violence, substance abuse, and criminal activity, perpetuating the cycle of poverty. The uncertainty and instability of impoverished conditions create heightened fear and anxiety. Limited access to education, healthcare, and social interaction hinders development, causing hopelessness. Children may resort to aggression, substance abuse, or criminal activities as coping mechanisms (Government of Canada, 2021).

Child poverty also has significant implications for the family unit. Parents or guardians are also affected, increasing their financial burden. Financial strain induces stress impacting parental mental health and household dynamics (Ho et al., 2022). Therefore, advocating for change will ensure impoverished children have the resources and support needed to thrive. Addressing child poverty requires a comprehensive approach and breaking intergenerational cycle through education and social empowerment.

NAEYC Standard 4a

Protective Factors

Protective Factor: Concrete support in times of need

Child poverty in Florida can be connected to the protective factor of "concrete support in times of need." (Center for the Study of Social Policy, 2018) Child poverty reflects families' inadequate economic resources in providing basic necessities. Poor families often lack access to essential resources like adequate housing, healthcare, and nutrition. Inadequate financial support puts immense strain on parents or guardians, increasing their financial burden. Advocating for change and addressing child poverty offers concrete support to needy families. The support may offer access to financial assistance programs, job training, affordable housing, and healthcare services. The protective factor of concrete support strengthens the family unit. It fosters more secure and loving environment for children to grow by ensuring access to needed resources and assistance in difficult times.

D. References.

Centre for the Study of Social Policy. (2018). Protective Factors Framework | Center for the Study of Social Policy. Centre for the Study of Social Policy. https://cssp.org/our-work/projects/protective-factors-framework/

Child Defense Fund. (2020). The State of America's Children ® 2020. https://www.childrensdefense.org/wp-content/uploads/2020/02/The-State-Of-Americas-Children-2020.pdf

Government of Canada. (2021, December 13). Understanding Systems: The 2021 report of the National Advisory Council on Poverty. Www.canada.ca. https://www.canada.ca/en/employment-social-development/programs/poverty-reduction/national-advisory-council/reports/2021-annual.html

Ho, L. L. K., Li, W. H. C., Cheung, A. T., Luo, Y., Xia, W., & Chung, J. O. K. (2022). Impact of Poverty on Parent–Child Relationships, Parental Stress, and Parenting Practices. Frontiers in Public Health, 10. https://doi.org/10.3389/fpubh.2022.849408

Menestrel, S. L., & Duncan, G. (2019). Consequences of Child Poverty. In www.ncbi.nlm.nih.gov. National Academies Press (US). https://www.ncbi.nlm.nih.gov/books/NBK547371/

Part 2. Application

Due Unit 5

NAEYC Standard 6a

A. Application: One Sociological Theory

Briefly explain how you can use one sociological theory to support your advocacy issue.

Choose from Bronfenbrenner’s Bioecological theory, Vygotsky’s sociocultural theory, or Family systems theory.

NAEYC Standard 6b

B. Application: Two Fundamental Course Concepts

1. NAEYC Code of Ethical Conduct

Utilize the NAEYC Code of Ethical Conduct and Statement of Commitment. Identify and briefly explain how one ideal or principle supports your advocacy issue. (Only one ideal or principle is required. You can choose more than one.)

2. NAEYC Building Family and Community Relationships Standard

Using key elements 2a and 2b, briefly explain the necessity of establishing family and community relationships to effectively address your advocacy issue.

· Key Element 2a. Knowing about and understanding diverse family and community characteristics.

· Key Element 2b. Supporting and engaging families and communities through respectful, reciprocal relationships.

NAEYC Standard 6e

C. Present a plan for action.

How would you address this issue to improve conditions for families with young children?

Utilize at least two evidence-based programs, approaches, strategies and/or tools from course resources. (e.g., Help Me Grow, a checklist from Beyond the Bake Sale, an article, a video)

1.

2.

NAEYC Standard 2b

D. ACTION TEAM! (Read and review concept in Beyond the Bake Sale)

Demonstrate how this action plan supports families as their children’s first and most important teachers and advocates!

Identify who will help you create and implement this plan. At minimum, your Action Team must include the Center/Program Director, the Lead Teacher/Educator and one or more Family Representatives.

Remember: Families must be involved in the creation and implementation of the plan!!

E. Write references for all Part 2 resources in APA Format.

The following references are required.

1. Sociological Theory

2. NAEYC Code of Ethical Conduct

3. NAEYC Standard: Building Family and Community Partnerships Key Element(s)

4. Course Resource 1

5. Course Resource 2

6. Action Team ( Beyond the Bake Sale)

Additional Resources