| A child's early life experiences can determine the trajectory for future learning and life. Research shows that a child at birth develops the capacity for learning, behavior, and success (Shonkoff & Phillips 2000; Kirp 2007; Zigler, Marsland, & Lord 2009). The importance of quality preschool education has become a strategy for educational reform and part of public policy conversations nationally (Goffin & Washington 2007; Stone 2006; U.S. Department of Education 2009). Corporate leaders who value the long-term contributions that quality preschool can make for later life outcomes, and to the future of the work force are also engaged in policy conversations nationally (Barnett 1994, 1995; Goffin & Washington 2007).;This study explores selected early educators active participation in public policy forums, and inquires to what extent this participation influences these educators to purse their own professional education. The engagement of early educators in state level public forums and professional development activities is considered one of the means to accomplish quality improvement efforts.;More specifically, this document examines the process of engagement of early educators in public policy through public forums, advocacy on their own behalf, and for children and families. Using interpretive participatory research, this study was carried out in a critical hermeneutic tradition. The two research categories listed below provide the boundaries for this inquiry: (1) Communicative Action: in this context includes engagement strategies to provide opportunities for open discourse on quality improvements of preschool services, professional development, and educational attainment. (2) Public sphere: is the process by which policy makers consider the qualifications and abilities of adults who care and are responsibility for the learning and development of others' children in public policy formation.;Conversation partners reflected on how they engaged in communicative action with others to influence public policy for early education, improve the quality of services to children, and the educational attainment of adults working with children and families. As indicated above, exploring communicative action in the public sphere in California served to frame a discourse on improving quality of early education and served as foundational categories for this study. Critical hermeneutic philosopher Jurgen Habermas provides the historical and theoretical framework for this investigation. A critical hermeneutical approach is used in this research to explore the various interpretations shared during research conversations to allow the possibility for meaningful action to take place. As a means to engage adults with the specific early education community of California, this research began in conversation with university faculty, service administrators, and advocates. This study also explores and informs how communicative action and public sphere can contribute to the improvement of the quality of services to children and families and increase the educational attainment of adults working with young children in California. |
