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 fantastic instructional 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 various necessary questions.
Should a find out about that determined a 2½-month obtain in tutorial capabilities 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 tutorial educating to make such minimal positive factors in tutorial performance—with little consideration of what different areas may have misplaced out due to the fact of the focal point on tutorial skills? Studies of Head Start applications that taught educational competencies to preschoolers in the 1960’s and 1970’s located that positive aspects made in tutorial overall performance over teens in greater play-based Head Start applications have been commonly long gone with the aid of 2d grade (i.e., “fade-out effect,” as cited in the article). Furthermore, lookup in many European countries, which do no longer begin formal studying coaching till age seven, indicates that beginning formal educating of studying in the past has little benefit.
Play-based early childhood packages are all-too-often misunderstood. Just having performed in a preschool is now 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 studying via play contributes to the many foundational abilities adolescents want for later faculty success, inclusive of self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and effective attitudes towards problem-solving. And, in the lengthy run, these foundational capabilities are tons greater vital for how youth will experience about and function later in college than the 2½ months acquire they may achieve from the early talent training acquired in preschool, as stated in the New York Times article.
Rather than debating over free play versus flashcards, possibly we have to be asking the greater questions:
- Why are years of research on the benefits of quality play in preschool programs so often ignored?
- Why is it assumed that academic skills are so important to emphasize in preschool rather than a focus on the development of the “whole child” and foundational skills that prepare children for school success in the later years?
- Why are play and getting to know so regularly 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 comprehensive toolkit will answer questions about charter schools and school 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 technique of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have numerous advantages for educating 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 fundamental questions or tackle controversial issues. But, most importantly, she is in opposition to public schooling and, instead, desires to privatize public education. DeVos has a tested records of helping efforts that discriminate in opposition to low-income communities and communities of color. At DEY, we help the equal probability of each younger infant for an wonderful education. We are specifically involved that DeVos will undermine the country wide and country efforts to promote general preschool public education.
For greater data about advocacy for terrific 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 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 consequences of our latest election attest, women’s ascent to energy 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 file highlights the issues of early childhood instructors about the influence of faculty reforms on low-income children. Authors Diane E. Levin and Judith L. Van Hoorn culled their information 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 young people below six years ancient 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 teens and 64 percentage for Hispanic youngsters. In a latest survey carried out by means of the Council of Chief State School Officers—which helped design the Common Core standards—teachers throughout the United States listed household stress, poverty, and mastering and psychological issues as the pinnacle boundaries to scholar 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 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 change 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 record numbers. Respect for the profession and morale are at an all-time low, as teachers have picked up the slack for a society that starves its schools and communities, and blames them for all its ills. But out of this malaise, a new activism has emerged, with great energy dedicated to defeating her.
Early childhood teachers—with some incredible exceptions—have been lacking from the action. The motives are complex. This is a personnel 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 grasp shared with the aid of 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 bothered via the poisonous stress frequent amongst their students. The most recent practitioners are involved about placing their careers at risk. Few have been willing to go on the file with their critique.
As I study via the report, I stored underlining the prices from the teachers, as if to make bigger them, to raise them off the page. They’re struggling to honor early childhood’s sturdy proof base, however they’re undermined with the aid 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 terrible have an impact on of reforms on children’s improvement and gaining knowledge of can’t be overstated. Practice has end up 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 great early education, as the character strengths, interests, and desires of teens get lost:
With this intense emphasis on what’s referred to as ‘rigorous academics,’ drills are emphasized. It’s a good deal tougher for my kids to end up self-regulated learners. Children have no time to examine to self-regulate by using selecting their very own 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 convey us into the school rooms studied by way of Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant statistics units to examine 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 analyzing is turning into section 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 give up of the year. The repercussions are severe:
It’s integral for each kindergarten infant to experience welcomed and included, to be section of the class. Instead, we’re setting apart the cream from the milk. From the beginning, we’re telling youngsters who are poor, ‘You’re deficient,’ rather of supporting them emerge as equipped and sense profitable and section 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 subsequently stop toddler poverty. To do this, we should first well known that a slender focal point on enhancing colleges will now not resolve the complicated troubles related with baby 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 start 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&. 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 adversarial to Mrs. DeVos’ affirmation as Secretary of Education. They will ask for your identify 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