notes from Amy

On December 2,
I had the opportunity to participate on a panel to discuss child care at the Edward M. Kennedy Institute for the United States Senate. Titled “Getting to the Point,” the discussion featured state and local leaders, advocates, and members of the business community talking about barriers to affordable, quality child care across Massachusetts and the effect this has on the industry and family security. You can watch the discussion here. You can see that the chamber was not quite full as we had our first significant snow in Boston and many of the 150 people that had RSVPed watched the live stream from home. Still, a smaller group of folks braved the elements to join in the discussion. In my remarks, I mentioned that back in the 90s, we used to have our Early Education and Care Conference on a Saturday at the State House and it was incredible to look out into the House Chamber and see the members’ seats filled with early educators from every corner of the state. I had the same feeling as I looked out in the replica of the US Senate.

This semester I am teaching Advocacy and Social Justice in Early Education and Care – part of a five course Leadership Certificate Program - at Quinsigamond Commuity College. The students watched the live stream of the event and afterwards we had a conference call to share reflections on both the panel and the NAEYC Advancing Equity in Early Childhood Education Position Statement. One student said that she felt connected – that as she watched the panel she realized that she knew me, she had met EEC Commissioner Aigner-Treworgy and she had met educator Theresa Loch in class. Another student said that she felt informed and another student talked about how important it was to have the voice of someone who was in the classroom every day as part of the discussion.

When asked by Lauren Kennedy, who moderated the discussion, “what it would take to get moonshot reform across the finish line?” I repsonded that we could do it if educators were required to take an advocacy and policy class! I have seen hundreds of early educators realize the power they have as they learn more about advocacy and how our systems work. I have seen them challenge themselves, contact elected officials, understand funding streams, and become even more passionate about their work. I remain inspired by the educators who come to work every day determined to support the children and families they serve.