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 splendid 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) no longer solely left us puzzled however raised quite a few essential questions.
Should a learn about that located a 2½-month achieve in tutorial abilities when taught in preschool have an impact on early childhood coverage and practice? How can one argue for giving up large chunks of playtime for tutorial instructing to make such minimal positive factors in tutorial performance—with little consideration of what different areas would possibly have misplaced out due to the fact of the center of attention on educational skills? Studies of Head Start packages that taught tutorial competencies to preschoolers in the 1960’s and 1970’s determined that positive factors made in tutorial overall performance over youngsters in extra play-based Head Start packages have been normally long past by using 2nd grade (i.e., “fade-out effect,” as referred to in the article). Furthermore, lookup in many European countries, which do no longer begin formal analyzing training till age seven, indicates that beginning formal instructing of studying in the past 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 baby dabbles from one pastime to another, tries out one cloth and then the next, and/or does the equal pastime day-after-day, this is now not exceptional play or, necessarily, even play. And, even when a baby does grow to be extra completely engaged in an pastime that develops over time and is significant play, instructors have a essential function in facilitating the play to assist the infant take it further. The instructor additionally makes selections about how to combine extra formal early literacy and math capabilities into the play—for instance, by using assisting a baby dictate memories about his portray and pointing out some of the key phrases and letters involved, etc. The instructor can then assist the baby “read” the story at a classification meeting. With block building, the trainer and baby would possibly talk about shapes, as she tries to locate the proper form for her structure.
This type of intentional teacher-facilitated getting to know via play contributes to the many foundational competencies youngsters 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 fantastic attitudes towards problem-solving. And, in the lengthy run, these foundational competencies are a great deal extra vital for how kids will experience about and function later in college than the 2½ months obtain they would possibly achieve from the early ability preparation obtained in preschool, as said in the New York Times article.
Rather than debating over free play versus flashcards, perhaps we should be asking the bigger questions:
- Why are years of research on the benefits of quality play in preschool programs so often ignored?
- Why is it assumed that educational abilities are so essential to emphasize in preschool as a substitute than a center of attention on the improvement of the “whole child” and foundational competencies that put together teenagers for college success in the later years?
- Why are play and mastering 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 schooling 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 either have or are in the system of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have countless advantages for educating and learning, the outcomes 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 using David Denby used to be posted in the Feb. 11, 2017 difficulty of The New Yorker.
DEY ISSUES A STATEMENT OPPOSING BETSY DEVOS’ NOMINATION FOR SECRETARY OF EDUCATION
DEY is issuing a declaration in opposition to the nomination of Betsy DeVos for Secretary of Education.
DeVos showed in her hearing testimony on January 17th that she is profoundly unqualified to serve as Secretary of Education. She was unable to answer basic questions or address controversial issues. But, most importantly, she is against public education and, instead, wants to privatize public education. DeVos has a proven history of supporting efforts that discriminate against low-income communities and communities of color. At DEY, we support the equal opportunity of every young child for an excellent education. We are especially concerned that DeVos will undermine the national and state efforts to promote universal preschool public education.
For greater data about advocacy for fantastic 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 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 have 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 consequences of our current election attest, women’s ascent to energy 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 report highlights the concerns of early childhood teachers about the impact of school reforms on low-income children. Authors Diane E. Levin and Judith L. Van Hoorn culled their data 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 set up in research. According to the National Center for Children in Poverty, forty seven percentage of youngsters below six years historical lived in low-income families near or under the poverty line in 2014. The degree rises to almost 70 percentage for Black and Native-American youngsters and sixty four percentage for Hispanic youngsters. In a current survey performed by using 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 issues as the pinnacle obstacles 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 with the aid of humans with true intentions however frequently 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 exchange 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 career 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 splendid power committed to defeating her.
Early childhood teachers—with some splendid exceptions—have been lacking from the action. The motives are complex. This is a body of workers that has lengthy been marginalized, their work devalued, and information ignored. “It’s simply babysitting,” New Jersey’s governor, Chris Christie, stated some years ago, of his state’s prekindergarten program—a appreciation shared by using many, and internalized by way of these in the field. Salaries for educators working in community-based packages are substantially much less than these of their colleagues in the public schools. Many are residing in poverty, and troubled via the poisonous stress frequent amongst their students. The most recent practitioners are concerned about placing their careers at risk. Few have been inclined to go on the document with their critique.
As I examine via the report, I saved underlining the rates from the teachers, as if to make bigger them, to elevate them off the page. They’re struggling to honor early childhood’s strong proof base, however they’re undermined with the aid of a lack of enterprise and autonomy:
The believe in my know-how and judgment as a trainer is gone. So are the play and getting to know facilities in my classroom. Everything is supposed to be structured for a particular lesson and rigidly timed to healthy into a specific, tight, preapproved schedule.
The bad have an effect on of reforms on children’s improvement and getting to know can’t be overstated. Practice has turn out to be greater 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 splendid early education, as the man or woman strengths, interests, and wants of adolescents get lost:
With this excessive emphasis on what’s referred to as ‘rigorous academics,’ drills are emphasized. It’s tons tougher for my teenagers to emerge as self-regulated learners. Children have no time to research to self-regulate by way of deciding on their personal activities, taking part in ongoing tasks with their classmates, or enjoying creatively. They have to take a seat longer, however their interest 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 practise 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 youngsters are being requested to grasp analyzing by way of the stop of the year. The repercussions are severe:
It’s essential for every kindergarten child to feel welcomed and included, to be part of the class. Instead, we’re separating the cream from the milk. From the beginning, we’re telling kids who are poor, ‘You’re deficient,’ instead of helping them become competent and feel successful and part 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 marketing campaign and encouraging educators and other involved residents to contact their Senator. Find a pattern 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 option is to call 202-225-3121 and be connected with any congressional member, both Senators and Members of the House of Representatives. Tell the staffer who answers that you are opposed to Mrs. DeVos’ confirmation as Secretary of Education. They will ask for your name and zip code and tally your call as a “yay” or “nay.”
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