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 suitable 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 various vital questions.
Should a find out about that discovered a 2½-month acquire in educational abilities 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 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 tutorial skills? Studies of Head Start applications that taught educational competencies to preschoolers in the 1960’s and 1970’s located that positive factors made in tutorial overall performance over young people in extra play-based Head Start packages have been usually long gone via 2d grade (i.e., “fade-out effect,” as noted in the article). Furthermore, lookup in many European countries, which do no longer begin formal studying education 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 infant dabbles from one exercise to another, tries out one cloth and then the next, and/or does the equal undertaking day-after-day, this is no longer excellent play or, necessarily, even play. And, even when a infant does grow to be extra utterly engaged in an recreation that develops over time and is significant play, instructors have a indispensable position in facilitating the play to assist the toddler take it further. The instructor additionally makes choices about how to combine greater formal early literacy and math competencies into the play—for instance, through helping a toddler 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 may talk about shapes, as she tries to locate the proper structure for her structure.
This variety of intentional teacher-facilitated mastering thru play contributes to the many foundational abilities young people want for later faculty success, consisting of self-regulation, social skills, creativity, authentic thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and wonderful attitudes towards problem-solving. And, in the lengthy run, these foundational competencies are a whole lot extra vital for how youngsters will sense about and function later in faculty than the 2½ months reap they may acquire from the early ability preparation obtained in preschool, as pronounced in the New York Times article.
Rather than debating over free play versus flashcards, possibly we must be asking the larger questions:
- Why are years of lookup on the advantages of high-quality play in preschool applications so regularly ignored?
- Why is it assumed that tutorial abilities are so essential to emphasize in preschool as an alternative than a center of attention on the improvement of the “whole child” and foundational abilities that put together kids for college success in the later years?
- Why are play and studying 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 comprehensive toolkit will reply questions about constitution faculties 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 manner of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have numerous advantages for instructing and learning, the effects can additionally be used inappropriately, in accordance to a latest 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 problem 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 fundamental questions or tackle controversial issues. But, most importantly, she is in opposition to public training and, instead, needs to privatize public education. DeVos has a validated records of aiding efforts that discriminate in opposition to low-income communities and communities of color. At DEY, we aid the equal probability of each younger infant for an fantastic education. We are mainly worried that DeVos will undermine the country wide and country efforts to promote widespread preschool public education.
For more information about advocacy for appropriate public education, visit DEY’s website 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 hostilities 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 outcomes of our current election attest, women’s ascent to electricity 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 document highlights the issues of early childhood instructors about the have an effect on 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 installed in research. According to the National Center for Children in Poverty, forty seven percentage of kids beneath six years historic lived in low-income families near or beneath the poverty line in 2014. The degree rises to almost 70 percentage for Black and Native-American young people and sixty four percentage for Hispanic youngsters. In a current survey performed with the aid 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 limitations 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 understanding now face a “profound moral dilemma.” As top-down mandates dictate the instructing and evaluation of slim tutorial abilities at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” as an alternative 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 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 team of workers 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 understanding shared by way of many, and internalized through these in the field. Salaries for educators working in community-based applications are drastically much less than these of their colleagues in the public schools. Many are residing in poverty, and bothered through the poisonous stress frequent amongst their students. The most recent practitioners are involved about inserting their careers at risk. Few have been inclined to go on the report with their critique.
As I study thru the report, I stored underlining the rates 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 via a lack of company 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 severe emphasis on what’s referred to as ‘rigorous academics,’ drills are emphasized. It’s a lot tougher for my teenagers to turn out to be self-regulated learners. Children have no time to analyze to self-regulate through deciding on their personal 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 convey us into the school rooms studied by using Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant facts units to examine public school kindergarten classrooms between 1998 and 2010. More formal, directed preparation 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 talent set of 5-year-olds, and the stress has extended, in some cases, to prekindergarten, the place youth are being requested to grasp studying via the give up 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 document concludes with a sequence of recommendations—from the actual specialists in the room. The first calls for the withdrawal of cutting-edge early childhood requirements and mandates. Another urges the use of proper assessment, primarily based on observations of children, their development, and learning. Number ten addresses toddler poverty, our country wide 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 used to be 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 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 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 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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