Advocacy Journal

Module 1

1. What is the source of your fire for child advocacy? It may be helpful to close your eyes and imagine the image, story, news, or other source that first sparked your interest in child advocacy.

I have a very clear image of what sparked my interest in child advocacy around free play in early childhood. I was a nanny for a family that, as is typical for this time, had their 4 and 5 year old children registered for at least one daily activity, limited outdoor time to only when the weather was “good,” filled their at-home time with worksheets and attempted to direct their play to “make it educational.” I watched these children become more and more exhausted throughout the week and felt guilty for following their parents guidelines. I voiced my concerns and unfortunately had to part with the family due a difference in beliefs around early childhood development. At this time, I didn’t have the vocabulary or external research to back up my thoughts. I simply had my experience of caring for young children and gut reactions around how this situation made me feel. I knew I needed to learn more.

2. What is the goal for your advocacy work? Is it something you can achieve in the short term, or is it a long-term goal?

My goal is to promote free play in early childhood, especially free play in natural settings. According to UNICEF, "Free play is when children have full freedom to play in whatever way they want" ("What is Free Play"). This is done by educating families and teachers as well as creating a space for children to freely play. Aspects are short term such as reaching families that I currently work with and requiring training around the benefits of play for my teachers. This allows them to promote free play for their students, educate their families and take that information into their personal and future work lives.

References:

UNICEF. "What is Free Play." UNICEF, www.unicef.org/parenting/child-care/what-is-free-play.

3. What is the context for your advocacy work -- the local, regional (state), national, or international level?

At this time my advocacy work is at a mezzo and macro level. I mostly advocate locally to western Washington and the communities that attend PNWK Forest School. Through social media however, I am able to reach a broader audience, though not in the same, face to face way that I prefer.

4. What types of challenges are you likely to encounter? What can you control about your advocacy work, and what will you have to let go of?

One large challenge is learning how to navigate cultural differences that make families push against the idea of how beneficial free play is. We serve a diverse community and knowing how to reach those with all backgrounds is vital. I can control the way that I approach families and share information. This matters for families who are not apart of my program as well as continued education through documentation for families who are apart of my program. I have to let go of wanting all families to see the benefits of free play in early childhood.

5. How will you persist in efforts towards your goal, despite inevitable challenges? What inspiration will keep you going?

I believe that research is the answer. Research around the benefits of free play as well as the benefits of time spent in nature continues to grow. I will persist as well as stay inspired through continuously educating myself with the research of others as well as working towards research of my own.

6. Do you prefer working alone or as part of a team? Where can you find others to collaborate on your advocacy goal?

I prefer working as part of a team. I believe that having multiple perspectives is invaluable in advocacy work. When we work together, we can combine our knowledge and skills to find better ways to research as well as communicate our work. It also helps us divide the work, making progress faster. One person cannot do it all.

7. What are your methods for self-care to avoid burnout?

My main method of self-care is finding time to be alone. I am an introvert in a traditionally extrovert role. Finding time to be by myself, especially in nature, such as going on solo hikes or walks on the beach is restorative for me. I also love to travel both alone as well as with my partner. Being exposed to new scenery and people inspires me to learn about other cultures and apply this information to my greater understanding of early childhood development.

Module 2

Goals (outcomes)

An increase in nature based free play for children in early childhood care and education settings.

Objectives

Objective 1:

Who: Early childhood care and educational providers such as teachers, caregiver and administrators
What: Implement nature-based play initiatives in early childhood care and educational settings, including designated outdoor play areas, nature-inspired toys and materials, and structured nature play activities.

Objective 2:

Who: Early childhood care and educational providers such as teachers, caregivers, administrators

What: Provide professional development and training opportunities for educators on the benefits of nature free play, incorporating nature into curriculum, and safety guidelines for outdoor play.

Objective 3:

Who: Parents and families of children in early childhood care and educational settings

What: Raise awareness about the importance of nature based free play and its benefits for children's development through informational sessions, workshops, and parent engagement activities.

Activities

Objective 1: Conduct a needs assessment to determine current nature based free play opportunities in local child care and educational settings.

Organize a volunteer day to clean and enhance existing outdoor play spaces, removing hazards and adding natural play features such as logs, rocks, sticks, dirt, etc.

Provide resources and guidance to educators on selecting nature-inspired tools and activities.

Develop guidelines for incorporating nature play into daily routines and curriculum, ensuring regular opportunities for children to engage in unstructured free play in natural settings.

Objective 2:

Develop and deliver workshops on the benefits of nature free play, outdoor safety guidelines, and strategies for incorporating nature into early childhood education.

Objective 3:

Host informational sessions or workshops for parents, highlighting the benefits of nature play and providing practical tips for incorporating nature into their children's daily lives.

Organize nature-themed family events, such as nature walks and outdoor exploration to promote hands-on nature experiences.

Who

Conduct a needs assessment - Advocacy team, Educators

Research and compile existing resources - Advocacy team, Educators

Develop and deliver workshops -

Advocacy team, ECE schools and facilities, Educators, Childcare workers

Host informational sessions / workshops - Advocacy team, ECE schools and facilities, Educators, Families

Organize a volunteer day - Advocacy team, ECE schools and facilities, Volunteers

Time

Organize nature-themed family events - Advocacy team, ECE schools and facilities, Volunteers, Families, Educators

Conduct a needs assessment - 2 months

Research and compile existing resources - 1 month

Organize workshops and training - 3 months as well as ongoing needs

Host informational sessions or workshops - 1 month

Organize a volunteer day - 1 month as well as ongoing need

Organize nature-themed family events - 2 months

Performance Measures (milestones)

Number of early childhood care and educational settings that have implemented nature-based free play programs.

Percentage increase in time spent by children engaging in nature based free play.

Number of educators trained on nature-based curriculum and lesson plans.

Feedback surveys from educators, parents, and children regarding the impact of nature-based free play programs.

Number of informational sessions, workshops and family events conducted.

Cost / Funding Sources

- Installation of natural play features and materials: $0-1000

--- Ask for donations from local nursery's, topsoil and landscape businesses

- Venues and marketing materials: $0-500

--- Utilize free resources through community centers, libraries, etc.

- Collection of resources for educators: $0-500

--- Seek volunteers or school funding

- Outdoor gear for students and educators: $500+

--- Ask for donations and create a sliding scale fee for gear

- Educator and trainer time: unknown

--- Seek volunteer hours or school funding

Evaluation

- Regular check-ins and meetings to review progress and identify areas for improvement

- Make adjustments to plans as needed based on reviews

- Conduct surveys and interviews regularly and upon completion

- Gather feedback from educators, parents and children

- Gather lessons learned and evaluate changes that were made

Module 3

Informative Title:

Unstructured Outdoor Play in Early Childhood

Statement of the Problem:

The lack of unstructured outdoor play in early childhood settings poses a significant challenge, affecting young children and their development. According to research by the American Academy of Pediatrics (AAP), the decline in outdoor playtime has become prevalent across diverse communities, leading to adverse consequences on children's physical, cognitive, social, and emotional well-being (AAP, 2018). The problem is widespread, impacting children at home as well as in daycare centers, preschools, and schools.

Discussion of the Need for Change:

The need for change lies in the overwhelming evidence that unstructured outdoor play is crucial for children's healthy development. Numerous studies have demonstrated that outdoor play promotes physical fitness, enhances creativity and problem-solving skills, fosters social interactions, and reduces stress levels in young children. By limiting outdoor play, we are hindering children's ability to thrive and reach their full potential.

Description of Proposed Solutions:

To address the lack of unstructured outdoor play, I would like to focus on two potential solutions. First, early childhood programs and schools should incorporate dedicated outdoor playtime as a part of their daily schedules, ensuring children have regular access to outdoor play. This can be supported by providing training and resources for educators to utilize outdoor spaces. Second, I believe community collaboration is important. By partnering with local organizations and parents, we can promote the benefits of outdoor play in early childhood.

List of Organizations and Key Individuals in Support of these Solutions:

National Association for the Education of Young Children (NAEYC) - NAEYC supports the integration of outdoor play in early childhood education and provides resources for educators.

Local Parent-Teacher Associations - PTAs can help by advocating for increased outdoor playtime.

Likely Outcomes:

If the proposed solutions are implemented, children affected will benefit greatly. With increased unstructured outdoor play, children will experience improved physical health, enhanced creativity, and stronger social skills. They will develop resilience, problem-solving abilities, and a love for nature that will positively impact their lifelong learning journey. However, failure to address this issue risks depriving our children of these developmental benefits and a future generation that is not connected to nature.

References

American Academy of Pediatrics. (2018). The Power of Play: A Pediatric Role in Enhancing Development in Young Children. https://pediatrics.aappublications.org/content/142/3/e20182058Links to an external site.