ERIC Number: ED424914
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Effective Language for Discussing Early Childhood Education and Policy. Strategic Communication Working Papers.
Bales, Susan Nall; Lakoff, George; Grady, Joseph; Brandon, Richard N.
Policy catalysts such as welfare reform or research findings on the impact of day care provide new opportunities to frame the discussion surrounding early childhood education. This group of working papers examines effective language for discussing communication strategies for advocacy. The first paper, "Early Childhood Education and the Framing Wars" (Susan Bales), introduces the remaining papers, and maintains that children's advocates must be prepared to "do battle with" the dominant frames of news coverage and to reframe the coverage of child education and care to advance its identification as a public issue. The second paper, "Why Early Ed Benefits All of Us" (George Lakoff and Joseph Grady), identifies, explores, and explains various forms of childhood education. This paper also explains the dominant metaphorical streams associated with the issue, notes the pros and cons of these options, and suggests the best ways to reframe the issue to support progressive reform. The third paper, "Public Attitudes about Early Childhood Care and Education" (Richard Brandon), summarizes public support for early childhood education as reported in several survey and focus group studies, focusing on financial assistance, the importance of quality care, and the personal salience of early childhood education issues. The fourth paper, "Communication Strategies for Advocates of Early Childhood Education" (Full Circle Associates), reports the results of a focus group study to test African- and European-Americans' reactions to a series of metaphors, frameworks, and labels for early education for children from birth to age 6, focusing on parental roles and responsibility, quality and importance of early childhood education, quality assurance and terminology. (KB)
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Benton Foundation, Washington, DC.
Authoring Institution: Washington Univ., Seattle. Human Services Policy Center.