WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY
Read Wendy Locker’s insightful article, as posted 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 appropriate educational practice in early childhood. Dana Goldstein’s May 30th article, “Free Play or Flashcards? New Study Nods to More Rigorous Preschools” (NY Times, 5/30/17) not only left us puzzled but raised several important questions.
Should a learn about that determined a 2½-month obtain in educational competencies when taught in preschool have an effect on early childhood coverage and practice? How can one argue for giving up large chunks of playtime for educational educating to make such minimal beneficial properties in tutorial performance—with little consideration of what different areas may have misplaced out due to the fact of the center of attention on educational skills? Studies of Head Start packages that taught tutorial abilities to preschoolers in the 1960’s and 1970’s observed that good points made in tutorial overall performance over teenagers in greater play-based Head Start applications have been commonly long gone by way of 2d grade (i.e., “fade-out effect,” as referred to in the article). Furthermore, lookup in many European countries, which do now not begin formal studying coaching till age seven, indicates that beginning formal educating of analyzing before 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 form of intentional teacher-facilitated gaining knowledge of thru play contributes to the many foundational abilities young people want for later college success, along with self-regulation, social skills, creativity, authentic 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 capabilities are tons extra essential for how kids will experience about and operate later in college than the 2½ months obtain they would possibly achieve from the early ability preparation acquired in preschool, as pronounced in the New York Times article.
Rather than debating over free play versus flashcards, possibly we must be asking the higher questions:
- Why are years of research on the benefits of quality play in preschool programs so often ignored?
- Why is it assumed that educational competencies are so vital to emphasize in preschool instead than a focal point on the improvement of the “whole child” and foundational capabilities that put together teenagers for college success in the later years?
- Why are play and studying so frequently handled 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 colleges and faculty 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 forty states both have or are in the method of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have a number of advantages for instructing and learning, the effects can additionally be used inappropriately, in accordance to a current 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 announcement in opposition to the nomination of Betsy DeVos for Secretary of Education.
DeVos confirmed in her listening to testimony on January seventeenth that she is profoundly unqualified to serve as Secretary of Education. She was once unable to reply primary questions or tackle controversial issues. But, most importantly, she is in opposition to public training and, instead, desires to privatize public education. DeVos has a verified records of aiding efforts that discriminate towards low-income communities and communities of color. At DEY, we aid the equal probability of each younger infant for an exquisite education. We are in particular worried that DeVos will undermine the countrywide and nation efforts to promote familiar preschool public education.
For more information about advocacy for appropriate public education, visit DEY’s website 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 teacher carried the torch for democracy at the confirmation hearing for Betsy DeVos, Donal Trump’s nominee for Secretary of Education. “The Senate should to be a rubber stamp, Patty Murray said. We owe it t the American people to put families and children first, not billionaires.”
Those had been battle 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 effects of our latest election attest, women’s ascent to electricity is convoluted. The pacts we make can be Faustian: these days, a former Microsoft govt 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 statistics 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 established in research. According to the National Center for Children in Poverty, 47 percent of children under six years old lived in low-income families near or below the poverty line in 2014. The level rises to nearly 70 percent for Black and Native-American children and 64 percent for Hispanic youngsters. In a recent survey conducted by the Council of Chief State School Officers—which helped design the Common Core standards—teachers across the United States listed family stress, poverty, and learning and psychological problems as the top barriers to student 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 carried out by means of humans with accurate intentions however regularly little formal knowledge of early child development.” Those with the expertise now face a “profound ethical dilemma.” As top-down mandates dictate the teaching and assessment of narrow academic skills at younger and younger ages, early childhood educators are forced to do the “least harm,” rather 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 file 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 faculties and communities, and blames them for all its ills. But out of this malaise, a new activism has emerged, with awesome power committed to defeating her.
Early childhood teachers—with some gorgeous exceptions—have been lacking from the action. The motives are complex. This is a team of workers that has lengthy been marginalized, their work devalued, and understanding ignored. “It’s just babysitting,” New Jersey’s governor, Chris Christie, stated some years ago, of his state’s prekindergarten program—a understanding shared with the aid of many, and internalized with the aid of these in the field. Salaries for educators working in community-based applications are drastically much less than these of their colleagues in the public schools. Many are residing in poverty, and stricken by way of the poisonous stress frequent amongst their students. The most recent practitioners are involved about inserting their careers at risk. Few have been inclined to go on the file with their critique.
As I study thru the report, I saved underlining the fees from the teachers, as if to enlarge them, to elevate them off the page. They’re struggling to honor early childhood’s sturdy proof base, however they’re undermined by means of a lack of business enterprise and autonomy:
The trust in my expertise and judgment as a teacher is gone. So are the play and learning centers in my classroom. Everything is supposed to be structured for a specific lesson and rigidly timed to fit into a specific, tight, preapproved schedule.
The bad affect of reforms on children’s improvement and studying can’t be overstated. Practice has come to be extra rote, and standardized, with much less time for deep relationships—among children, and between them and caring adults. We’re stealing the coronary heart of gorgeous early education, as the man or woman strengths, interests, and wishes of youth get lost:
With this intense emphasis on what’s known as ‘rigorous academics,’ drills are emphasized. It’s a lot tougher for my youngsters to grow to be self-regulated learners. Children have no time to study to self-regulate by way of selecting their personal activities, collaborating in ongoing tasks with their classmates, or taking part in creatively. They have to sit down longer, however their interest spans are shorter.
The authors carry us into the lecture rooms studied with the aid of Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant facts units to evaluate public school kindergarten classrooms between 1998 and 2010. More formal, directed instruction in reading, writing, and math, once the province of first grade, has trickled down into kindergarten. Close reading is becoming part of the expected skill set of 5-year-olds, and the pressure has extended, in some cases, to prekindergarten, where children are being asked to master reading by the end of the year. The repercussions are severe:
It’s imperative for each and every kindergarten infant to experience welcomed and included, to be phase of the class. Instead, we’re isolating the cream from the milk. From the beginning, we’re telling children who are poor, ‘You’re deficient,’ rather of supporting them come to be capable and sense 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 ranges of society to reduce, and finally quit baby poverty. To do this, we should first well known that a slim focal point on enhancing faculties will no longer resolve the complicated issues related with toddler 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 confirmation of Betsy DeVos as Secretary of Education begin on January 11, 2017. Many educators have grave concerns 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 antagonistic 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.”
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