WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY
Read Wendy Locker’s insightful article, as published in the Stamford Advocate, at http://www.stamfordadvocate.com/news/article/Wendy-Lecker-Nothing-abstract-about-the-lessons-11208722.php
WHY PLAY IS VITAL IN PRESCHOOL: DEY’S RESPONSE TO THE NEW YORK TIMES REPORT SUPPORTING FLASH CARDS OVER FREE PLAY
DEY Senior Advisor and Wheelock College professor, Dr. Diane Levin, writes DEY’s response:
At Defending the Early Years (DEY; www.deyproject.org) we work to promote excellent academic exercise in early childhood. Dana Goldstein’s May thirtieth article, “ Free Play or Flashcards? New Study Nods to More Rigorous Preschools” (NY Times, 5/30/17) now not solely left us puzzled however raised various vital questions.
Should a study that found a 2½-month gain in academic skills when taught in preschool influence early childhood policy and practice? How can one argue for giving up big chunks of playtime for academic teaching to make such minimal gains in academic performance—with little consideration of what other areas might have lost out because of the focus on academic skills? Studies of Head Start programs that taught academic skills to preschoolers in the 1960’s and 1970’s found that gains made in academic performance over children in more play-based Head Start programs were generally gone by second grade (i.e., “fade-out effect,” as mentioned in the article). Furthermore, research in many European countries, which do not start formal reading instruction until age seven, shows that starting formal teaching of reading earlier has little benefit.
Play-based early childhood programs are all-too-often misunderstood. Just having played in a preschool is not enough, as all play is not the same. When a child dabbles from one activity to another, tries out one material and then the next, and/or does the same activity day-after-day, this is not quality play or, necessarily, even play. And, even when a child does become more fully engaged in an activity that develops over time and is meaningful play, teachers have a vital role in facilitating the play to help the child take it further. The teacher also makes decisions about how to integrate more formal early literacy and math skills into the play—for instance, by helping a child dictate stories about his painting and pointing out some of the keywords and letters involved, etc. The teacher can then help the child “read” the story at a class meeting. With block building, the teacher and child might discuss shapes, as she tries to find the right shape for her structure.
This variety of intentional teacher-facilitated mastering thru play contributes to the many foundational capabilities adolescents want for later college success, together with self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and superb attitudes towards problem-solving. And, in the lengthy run, these foundational competencies are a great deal extra vital for how young people will experience about and function later in faculty than the 2½ months acquire they would possibly attain from the early ability education acquired in preschool, as said in the New York Times article.
Rather than debating over free play versus flashcards, possibly we ought to be asking the greater questions:
- Why are years of lookup on the advantages of first-class play in preschool packages so regularly ignored?
- Why is it assumed that educational competencies are so essential to emphasize in preschool instead than a center of attention on the improvement of the “whole child” and foundational capabilities that put together teens for college success in the later years?
- Why are play and learning so often treated as if they are dichotomous, as they seem to be in this report?
NETWORK FOR PUBLIC EDUCATION RELEASES ITS NPE TOOLKIT: SCHOOL PRIVATIZATION EXPLAINED
This complete toolkit will reply questions about constitution faculties and college privatization.
HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL
Secondary training is now borrowing thoughts from early childhood. Published April 7, 2017, in The Hechinger Report, read the full article here.
KINDERGARTEN READINESS ASSESSMENTS
DON’T USE KINDERGARTEN READINESS ASSESSMENTS FOR ACCOUNTABILITY
More than 40 states either have or are in the process of developing Kindergarten Readiness Assessments (KRA), a tool to measure children’s readiness for kindergarten. While KRAs have several benefits for teaching and learning, the results can also be used inappropriately, according to a recent Ounce of Prevention Fund report, “Uses and Misuses of Kindergarten Readiness Assessments. ”
Read the entire article here.
STOP HUMILIATING TEACHERS
“Stop Humiliating Teachers” by David Denby was published in the Feb. 11, 2017 issue of The New Yorker.
DEY ISSUES A STATEMENT OPPOSING BETSY DEVOS’ NOMINATION FOR SECRETARY OF EDUCATION
DEY is issuing a assertion in opposition to the nomination of Betsy DeVos for Secretary of Education.
DeVos confirmed in her hearing testimony on January seventeenth that she is profoundly unqualified to serve as Secretary of Education. She used to be unable to reply simple questions or tackle controversial issues. But, most importantly, she is towards public schooling and, instead, wishes to privatize public education. DeVos has a confirmed records of aiding efforts that discriminate in opposition to low-income communities and communities of color. At DEY, we aid the equal chance of each and every younger baby for an awesome education. We are in particular worried that DeVos will undermine the countrywide and kingdom efforts to promote time-honored preschool public education.
For greater data about advocacy for splendid public education, go to DEY’s internet site at www.deyproject.org.
ECE POLICY MATTERS’ SUSAN OCHSHORN DISCUSSES BETSY DE VOS NOMINATION AND DEY’S LATEST REPORT, “TEACHERS SPEAK OUT”
THE POWER OF THEIR VOICES: EARLY CHILDHOOD TEACHERS TALK SCHOOL REFORM
(originally published on Jan. 19, 2017)
A former preschool trainer carried the torch for democracy at the affirmation hearing for Betsy DeVos, Donal Trump’s nominee for Secretary of Education. “The Senate must to be a rubber stamp, Patty Murray said. We owe it t the American humans to put households and teens first, no longer billionaires.”
Those had been combat phrases from the mild-mannered senator from Washington State, and senior Democrat on the Health, Education, Labor, and Pensions committee. Especially with Microsoft and Amazon amongst her pinnacle marketing campaign contributors from 2011 to 2016. But as the outcomes of our current election attest, women’s ascent to strength is convoluted. The pacts we make can be Faustian: these days, a former Microsoft government runs Washington’s branch of early learning.
In the week before the hearing, as opponents of DeVos signed petitions, called their senators, and entreated members of the HELP committee to dump her, Defending the Early Years, a nonprofit organization based in Boston, released “Teachers Speak Out.” The document highlights the issues of early childhood instructors about the have an effect on of faculty reforms on low-income children. Authors Diane E. Levin and Judith L. Van Hoorn culled their records from interviews with 34 educators in California, Florida, Illinois, Massachusetts, New Hampshire, New York, Vermont, and Washington, DC.
The link between socioeconomic status and academic achievement has been firmly hooked up in research. According to the National Center for Children in Poverty, forty seven percentage of kids underneath six years historic lived in low-income families near or beneath the poverty line in 2014. The stage rises to almost 70 percentage for Black and Native-American young people and sixty four percentage for Hispanic youngsters. In a current survey carried out through the Council of Chief State School Officers—which helped design the Common Core standards—teachers throughout the United States listed household stress, poverty, and getting to know and psychological troubles as the pinnacle limitations to pupil success.
Yet the mandates of the Common Core are exacerbating the problem. As Levin and Van Hoorn factor out in the report’s introduction, “recent reforms…have been developed and applied by using human beings with true intentions however frequently little formal knowledge of early child development.” Those with the understanding now face a “profound moral dilemma.” As top-down mandates dictate the instructing and evaluation of slender educational abilities at youthful and youthful ages, early childhood educators are compelled to do the “least harm,” as a substitute than the “most good.”
In an trade at the hearing, between DeVos and Todd Young, a Republican senator from Indiana, she crowed about our “great opportunity…to really empower [teachers] in a new way to do what they do best.” She horrifies educators. They’ve been leaving the field, exhausted and dispirited, in report numbers. Respect for the occupation and morale are at an all-time low, as instructors have picked up the slack for a society that starves its colleges and communities, and blames them for all its ills. But out of this malaise, a new activism has emerged, with fantastic strength devoted to defeating her.
Early childhood teachers—with some notable exceptions—have been missing from the action. The reasons are complex. This is a workforce that has long been marginalized, their work devalued, and expertise ignored. “It’s just babysitting,” New Jersey’s governor, Chris Christie, said some years ago, of his state’s prekindergarten program—a perception shared by many, and internalized by those in the field. Salaries for educators working in community-based programs are significantly less than those of their colleagues in the public schools. Many are living in poverty, and afflicted by the toxic stress common among their students. The newest practitioners are worried about putting their careers at risk. Few have been willing to go on the record with their critique.
As I read through the report, I kept underlining the quotes from the teachers, as if to amplify them, to lift them off the page. They’re struggling to honor early childhood’s robust evidence base, but they’re undermined by a lack of agency and autonomy:
The have confidence in my knowledge and judgment as a instructor is gone. So are the play and mastering facilities in my classroom. Everything is supposed to be structured for a particular lesson and rigidly timed to in shape into a specific, tight, preapproved schedule.
The negative impact of reforms on children’s development and learning can’t be overstated. Practice has become more rote, and standardized, with less time for deep relationships—among children, and between them and caring adults. We’re stealing the heart of high-quality early education, as the individual strengths, interests, and needs of children get lost:
With this extreme emphasis on what’s called ‘rigorous academics,’ drills are emphasized. It’s much harder for my children to become self-regulated learners. Children have no time to learn to self-regulate by choosing their own activities, participating in ongoing projects with their classmates, or playing creatively. They have to sit longer, but their attention spans are shorter.
The authors bring us into the classrooms studied by Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally representative data sets to compare public school kindergarten classrooms between 1998 and 2010. More formal, directed guidance in reading, writing, and math, as soon as the province of first grade, has trickled down into kindergarten. Close studying is turning into phase of the anticipated ability set of 5-year-olds, and the stress has extended, in some cases, to prekindergarten, the place teenagers are being requested to grasp analyzing via the quit of the year. The repercussions are severe:
It’s fundamental for each and every kindergarten baby to experience welcomed and included, to be phase of the class. Instead, we’re keeping apart the cream from the milk. From the beginning, we’re telling children who are poor, ‘You’re deficient,’ as an alternative of assisting them turn out to be in a position and experience profitable and phase of their class. Then it’s ‘remedial this, remedial that.’ It’s discrimination.
The report concludes with a series of recommendations—from the real experts in the room. The first calls for the withdrawal of current early childhood standards and mandates. Another urges the use of authentic assessment, based on observations of children, their development, and learning. Number ten addresses child poverty, our national stain:
Work at all levels of society to reduce, and ultimately end child poverty. To do this, we must first acknowledge that a narrow focus on improving schools will not solve the complex problems associated with child poverty.
Breaking the silence was never so sweet. Now it’s time, as John Lewis says, to get in good trouble.
DEFENDING THE EARLY YEARS RELEASES ITS LATEST REPORT: “TEACHERS SPEAK OUT: HOW SCHOOL REFORMS ARE FAILING LOW-INCOME YOUNG CHILDREN”
NETWORK FOR PUBLIC EDUCATION MOUNTING A CAMPAIGN TO DEFEAT BETSY DEVOS AS SECRETARY OF EDUCATION
Senate hearings on the affirmation of Betsy DeVos as Secretary of Education commence on January 11, 2017. Many educators have grave issues about Mrs. DeVos. See “ A Sobering Look at What Betsy DeVos Did to Education in Michigan – and What She Might Do as Secretary of Education” from The Answer Sheet in The Washington Post and “Betsy DeVos and God’s Plan for Schools” in the Dec. 13, 2016 New York Times.
Network for Public Education is mounting a campaign and encouraging educators and other concerned citizens to contact their Senator. Find a sample letter and the addresses of all Senators at https://actionnetwork.org/letters/tell-your-senator-to-vote-no-for-betsy-devos?source=facebook& amp;. Or write your own letter, in your own words.
Another choice is to name 202-225-3121 and be related with any congressional member, each Senators and Members of the House of Representatives. Tell the staffer who solutions that you are hostile to Mrs. DeVos’ affirmation as Secretary of Education. They will ask for your title and zip code and tally your name as a “yay” or “nay.”
What Do We Say ? :
Things to Consider :
Tips & Advice
- Supplements should never be used in place of real food. Don’t underestimate what a nutrient-packed salad can do for you compared to a pill made in a factory.
- Vitamins and minerals are essential to helping your body develop and function as it should. While most people get all of what’s recommended by eating healthy, others need a little extra nutrient boost. That’s where supplements come in — providing you with the support your body needs to stay healthy.
- Read the label, including ingredients, drug interactions.
- Any supplement’s effectiveness and safety may depend on your individual situation and health, So make sure to contact a professional before consuming anything.
- Remember that the term “natural” doesn’t necessarily equal “safe.”, so make sure to do your own research on the ingredients of any consumables considering your health conditions
- Keep supplements stored properly and away from children.
- The information we provide is not intended to replace consultation with a qualified medical professional. We encourage you to inform your physician of changes you make to your lifestyle and discuss these with him or her. For questions or concerns about any medical conditions you may have, please contact your doctor.
- The website’s content is based upon collecting information from multiple sources and websites (inclduing the manufacturer), When searching for information regarding health issues always review the information carefully with your professional health care provider before using any of the protocols presented on this website and/or in the products listed here.
- Products / Services listed on this website have not been tested by the author or any individual who have contributed in collecting this information
- Statements on this website have not been evaluated by the Food and Drug Administration. Products are not intended to diagnose, treat, cure or prevent any disease. If you are pregnant, nursing, taking medication, or have a medical condition, consult your physician before consuming any supplement.
For more information about the product/service, you can contact the manufacturer at their Official Website