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.thedeyproject.com) we work to promote fantastic 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 a number of vital questions.
Should a find out about that discovered a 2½-month reap in educational capabilities when taught in preschool have an impact on early childhood coverage and practice? How can one argue for giving up huge chunks of playtime for educational educating to make such minimal positive aspects in tutorial performance—with little consideration of what different areas would possibly have misplaced out due to the fact of the focal point on tutorial skills? Studies of Head Start packages that taught educational capabilities to preschoolers in the 1960’s and 1970’s observed that features made in tutorial overall performance over youngsters in extra play-based Head Start packages have been commonly long gone via 2nd grade (i.e., “fade-out effect,” as noted in the article). Furthermore, lookup in many European countries, which do no longer begin formal analyzing preparation till age seven, suggests that beginning formal instructing of analyzing beforehand has little benefit.
Play-based early childhood applications are all-too-often misunderstood. Just having performed in a preschool is now not enough, as all play is not the same. When a infant dabbles from one undertaking to another, tries out one fabric and then the next, and/or does the identical recreation day-after-day, this is now not excellent play or, necessarily, even play. And, even when a toddler does emerge as extra utterly engaged in an pastime that develops over time and is significant play, instructors have a fundamental function in facilitating the play to assist the baby take it further. The trainer additionally makes selections about how to combine extra formal early literacy and math competencies into the play—for instance, with the aid of assisting a baby dictate tales about his portray and pointing out some of the key phrases and letters involved, etc. The instructor can then assist the toddler “read” the story at a category meeting. With block building, the instructor and toddler would possibly talk about shapes, as she tries to locate the proper structure for her structure.
This variety of intentional teacher-facilitated getting to know via play contributes to the many foundational capabilities adolescents want for later college success, which include self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and nice attitudes towards problem-solving. And, in the lengthy run, these foundational capabilities are a good deal extra essential for how youth will sense about and function later in faculty than the 2½ months acquire they may gain from the early ability coaching acquired in preschool, as suggested in the New York Times article.
Rather than debating over free play versus flashcards, possibly we must be asking the greater questions:
- Why are years of lookup on the advantages of fine play in preschool packages so frequently 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 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 colleges and college privatization.
HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL
Secondary education is now borrowing ideas 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 developing Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have quite a few 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 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 extra statistics about advocacy for splendid public education, go to DEY’s internet site 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
(originally published on Jan. 19, 2017)
A former preschool trainer carried the torch for democracy at the affirmation listening to for Betsy DeVos, Donal Trump’s nominee for Secretary of Education. “The Senate have to to be a rubber stamp, Patty Murray said. We owe it t the American human beings to put households and youth first, no longer billionaires.”
Those have been war 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 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 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 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 under the poverty line in 2014. The degree rises to almost 70 percentage for Black and Native-American teens and sixty four percentage for Hispanic youngsters. In a latest 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 studying 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 point out in the report’s introduction, “recent reforms…have been developed and implemented by people with good intentions but often little formal knowledge of early child development.” Those with the information now face a “profound moral dilemma.” As top-down mandates dictate the instructing and evaluation of slim educational competencies at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” as a substitute 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 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 super strength committed to defeating her.
Early childhood teachers—with some outstanding exceptions—have been lacking from the action. The motives are complex. This is a personnel that has lengthy been marginalized, their work devalued, and know-how 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 way of many, and internalized via these in the field. Salaries for educators working in community-based applications are substantially much less than these of their colleagues in the public schools. Many are residing in poverty, and stricken with the aid of the poisonous stress frequent amongst their students. The most modern practitioners are concerned about inserting their careers at risk. Few have been inclined to go on the report 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 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 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 intense emphasis on what’s known as ‘rigorous academics,’ drills are emphasized. It’s a lot tougher for my young people to end up self-regulated learners. Children have no time to examine to self-regulate by way of selecting their very own activities, taking part in ongoing initiatives with their classmates, or taking part in creatively. They have to sit down 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 education 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 predicted talent set of 5-year-olds, and the stress has extended, in some cases, to prekindergarten, the place teens are being requested to grasp analyzing through the quit of the year. The repercussions are severe:
It’s necessary for each and every kindergarten infant to experience welcomed and included, to be section 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 a substitute of assisting them end up in a position and experience profitable and section of their class. Then it’s ‘remedial this, remedial that.’ It’s discrimination.
The file concludes with a collection of recommendations—from the actual professionals in the room. The first calls for the withdrawal of contemporary early childhood requirements and mandates. Another urges the use of actual assessment, based totally on observations of children, their development, and learning. Number ten addresses toddler poverty, our country wide stain:
Work at all ranges of society to reduce, and finally quit baby poverty. To do this, we ought to first renowned that a slender center of attention on enhancing faculties will now not remedy the complicated issues related with infant 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 worries 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.”
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