WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY
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.thedeyproject.com) 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) now not solely left us puzzled however raised numerous necessary questions.
Should a learn about that discovered a 2½-month achieve in educational abilities when taught in preschool have an effect on early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for educational instructing to make such minimal features in educational 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 educational competencies to preschoolers in the 1960’s and 1970’s determined that features made in educational overall performance over youngsters in greater play-based Head Start packages have been normally long past by using 2nd grade (i.e., “fade-out effect,” as cited in the article). Furthermore, lookup in many European countries, which do now not begin formal analyzing practise till age seven, indicates that beginning formal instructing of studying until now 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 exercise to another, tries out one fabric and then the next, and/or does the equal undertaking day-after-day, this is no longer exceptional play or, necessarily, even play. And, even when a infant does turn out to be extra entirely engaged in an undertaking that develops over time and is significant play, instructors have a quintessential position in facilitating the play to assist the baby take it further. The instructor additionally makes selections about how to combine extra formal early literacy and math abilities into the play—for instance, with the aid of assisting a baby dictate testimonies about his portray and pointing out some of the key phrases and letters involved, etc. The trainer can then assist the toddler “read” the story at a classification meeting. With block building, the instructor and infant may talk about shapes, as she tries to locate the proper structure for her structure.
This form of intentional teacher-facilitated mastering via play contributes to the many foundational abilities young people want for later faculty success, which include self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and nice attitudes toward problem-solving. And, in the lengthy run, these foundational competencies are tons extra necessary for how teens will sense about and function later in faculty than the 2½ months acquire they may reap from the early talent training obtained in preschool, as said in the New York Times article.
Rather than debating over free play versus flashcards, possibly we have to be asking the higher questions:
- Why are years of lookup on the advantages of fine play in preschool applications so frequently ignored?
- Why is it assumed that tutorial competencies are so vital to emphasize in preschool alternatively than a focal point on the improvement of the “whole child” and foundational abilities that put together youngsters for faculty success in the later years?
- Why are play and studying so frequently dealt with 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” through David Denby was once posted in the Feb. 11, 2017 trouble of The New Yorker.
DEY ISSUES A STATEMENT OPPOSING BETSY DEVOS’ NOMINATION FOR SECRETARY OF EDUCATION
DEY is issuing a statement 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 towards public training and, instead, desires to privatize public education. DeVos has a validated records of assisting efforts that discriminate towards low-income communities and communities of color. At DEY, we guide the equal opportunity of each and every younger baby for an first-rate education. We are specially worried that DeVos will undermine the countrywide and country efforts to promote established preschool public education.
For more information about advocacy for appropriate public education, visit DEY’s website at www.thedeyproject.com.
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
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 campaign contributors from 2011 to 2016. But as the outcomes 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 earlier than the hearing, as opponents of DeVos signed petitions, referred to as their senators, and advised participants of the HELP committee to dump her, Defending the Early Years, a nonprofit business enterprise primarily 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 installed 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 teens 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 mastering and psychological troubles as the pinnacle obstacles 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 carried out with the aid of human beings with true intentions however frequently little formal knowledge of early child development.” Those with the information now face a “profound moral dilemma.” As top-down mandates dictate the educating and evaluation of slender tutorial 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 document 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 fantastic electricity 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 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 evidence base, however they’re undermined by using a lack of organisation 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 have an impact on of reforms on children’s improvement and studying 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 amazing early education, as the man or woman strengths, interests, and desires of kids 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 convey us into the school rooms studied via 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 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 vital for each kindergarten baby 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 youngsters who are poor, ‘You’re deficient,’ alternatively of supporting them emerge as ready and sense profitable and phase of their class. Then it’s ‘remedial this, remedial that.’ It’s discrimination.
The file concludes with a collection of recommendations—from the actual specialists in the room. The first calls for the withdrawal of present day early childhood requirements and mandates. Another urges the use of true assessment, based totally on observations of children, their development, and learning. Number ten addresses infant poverty, our countrywide stain:
Work at all ranges of society to reduce, and subsequently stop baby poverty. To do this, we should first well known that a slim focal point on enhancing colleges will now not clear up 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 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 marketing campaign and encouraging educators and different worried 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.”
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