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 excellent 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) now not solely left us puzzled however raised countless vital questions.
Should a learn about that located a 2½-month attain 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 educational instructing to make such minimal good points in tutorial performance—with little consideration of what different areas would possibly have misplaced out due to the fact of the focal point on educational skills? Studies of Head Start applications that taught tutorial competencies to preschoolers in the 1960’s and 1970’s observed that beneficial properties made in educational overall performance over youth in extra play-based Head Start applications have been normally long gone through 2nd grade (i.e., “fade-out effect,” as stated in the article). Furthermore, lookup in many European countries, which do no longer begin formal studying practise till age seven, indicates that beginning formal educating of studying previously 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 baby dabbles from one pastime to another, tries out one fabric and then the next, and/or does the equal endeavor day-after-day, this is no longer satisfactory play or, necessarily, even play. And, even when a toddler does turn out to be greater entirely engaged in an endeavor that develops over time and is significant play, instructors have a integral position in facilitating the play to assist the infant take it further. The trainer additionally makes choices about how to combine extra formal early literacy and math capabilities into the play—for instance, with the aid of assisting a infant dictate memories about his portray and pointing out some of the key phrases and letters involved, etc. The instructor can then assist the infant “read” the story at a classification meeting. With block building, the trainer and toddler would possibly talk about shapes, as she tries to locate the proper structure for her structure.
This type of intentional teacher-facilitated mastering thru play contributes to the many foundational capabilities kids want for later college success, which includes self-regulation, social skills, creativity, authentic thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and high-quality attitudes towards problem-solving. And, in the lengthy run, these foundational competencies are a lot greater vital for how kids will experience about and operate later in college than the 2½ months achieve they may achieve from the early talent education obtained in preschool, as said 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 tutorial capabilities are so necessary to emphasize in preschool alternatively than a focal point on the improvement of the “whole child” and foundational competencies that put together adolescents for college 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 faculties 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 various 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 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 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 used to be unable to reply simple questions or tackle controversial issues. But, most importantly, she is in opposition to public schooling and, instead, wishes to privatize public education. DeVos has a verified records of helping efforts that discriminate towards low-income communities and communities of color. At DEY, we help the equal probability of each and every younger infant for an terrific education. We are mainly involved that DeVos will undermine the country wide and kingdom efforts to promote ordinary preschool public education.
For greater statistics about advocacy for splendid 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 were fighting words from the mild-mannered senator from Washington State, and senior Democrat on the Health, Education, Labor, and Pensions committee. Especially with Microsoft and Amazon among her top campaign contributors from 2011 to 2016. But as the results of our recent election attest, women’s ascent to power is convoluted. The pacts we make can be Faustian: these days, a former Microsoft executive runs Washington’s department 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 worries of early childhood instructors about the affect of college 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 set up in research. According to the National Center for Children in Poverty, forty seven percentage of youth underneath six years ancient lived in low-income families near or under the poverty line in 2014. The stage rises to almost 70 percentage for Black and Native-American youth and sixty four percentage for Hispanic youngsters. In a latest survey performed by way 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 gaining knowledge of and psychological troubles as the pinnacle boundaries 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 carried out by way of humans with proper intentions however regularly 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 tutorial capabilities at youthful and youthful ages, early childhood educators are compelled to do the “least harm,” instead than the “most good.”
In an alternate 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 superb exceptions—have been lacking from the action. The motives are complex. This is a staff that has lengthy been marginalized, their work devalued, and understanding ignored. “It’s simply babysitting,” New Jersey’s governor, Chris Christie, stated some years ago, of his state’s prekindergarten program—a grasp shared through many, and internalized by using these in the field. Salaries for educators working in community-based packages are extensively much less than these of their colleagues in the public schools. Many are residing in poverty, and stricken via the poisonous stress frequent amongst their students. The most up-to-date practitioners are involved about placing 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 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 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 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 quintessential for each kindergarten toddler to experience welcomed and included, to be phase 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 come to be equipped and experience 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 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 once in no way so sweet. Now it’s time, as John Lewis says, to get in accurate 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 marketing campaign and encouraging educators and different 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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