Based on my own experience, as well as on current thinking on the subject, advocacy in early childhood education is no single function. It is an enormous range of responsibilities and opportunities unlike those of other teachers. In basic terms, advocacy here is still very much dependent on an active sense of support; the teacher must be mindful of the evolving needs and circumstances of the children, and then employ their influences to make needed recommendations and changes. Advocacy in this arena is no “safe” course, simply because the teaching professional must act as something of an intermediary between the needs of the children and the larger social and political context (MacNaughton 294). We are the “go-betweens,” and the ages of the children add great weight to this duty. Older students develop their own voices; younger children usually cannot express, or sometimes even know, what they require to move forward in learning and growth. Then, this same advocacy must apply to our peers. Only when early education teachers share a commitment of the kind mentioned may mutual support benefit all. Put another way, advocacy is a complex and still very human structure, in which the needs of the children, the influences and potentials of the surrounding environment, and the competencies of the teachers combine to inspire a living process of betterment for the children. In the following, the mechanics of this process will be discussed, as I draw on both personal experience and the guidance of experts in the field.