Drawing from an array of theoretical and experiential sources ranging from policy studies to ethnographies, this essay frames a number of public policy issues related to children, families, and early childhood education. These issues provide a brief genealogy of multiple contexts in which early childhood teacher education operates in the United States. Issues addressed include: welfare reform, “No Child Left Behind” legislation, the crimi‐nalization of children, language policies, and recently proposed changes in Head Start. The author draws from her teaching, research, and community organizing experiences to recommend ways to strengthen public policy awareness and advocacy engagement in the field of early childhood teacher education.
ASJC Scopus subject areas
- Social Sciences (miscellaneous)