Three central convictions provide the main thesis of this lecture: (1) that children and those working with them are undervalued; (2) that the quality of education for the young child suffers because young children and those who work with them have no status; and (3) that young children need an articulate and empowered body of professionals to act as advocates on their behalf. The discussion of the undervaluation of children touches on the nature and importance of childhood, the position of young children today, the low status of those who work with children, the impact of early educational experience on the nation's development, and current policy for young children. The variable quality of educational provisions for young children is discussed in the context of the lack of an evidential base, research on quality, and research on early childhood educators. The need for advocates is addressed in the context of the politics of early childhood education, political advocacy, the domestication of the early years practitioner, and empowerment and transformation. An agenda for empowered early childhood groups is recommended. This agenda would allow the groups to discuss the realities of their situation and more fully understand why inequalities have developed and how these are perpetuated. Contains 21 references. (SM)