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 splendid 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) now not solely left us puzzled however raised various essential questions.
Should a learn about that located a 2½-month reap in educational competencies when taught in preschool impact early childhood coverage and practice? How can one argue for giving up huge chunks of playtime for educational instructing to make such minimal beneficial properties 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 good points made in tutorial overall performance over youngsters in greater play-based Head Start packages had 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 now not start formal studying guidance till age seven, suggests that beginning formal instructing of studying beforehand has little benefit.
Play-based early childhood applications are all-too-often misunderstood. Just having performed in a preschool is no longer enough, as all play is not the same. When a baby dabbles from one undertaking to another, tries out one fabric and then the next, and/or does the equal pastime day-after-day, this is no longer exceptional play or, necessarily, even play. And, even when a infant does end up extra wholly engaged in an pastime that develops over time and is significant play, instructors have a imperative position in facilitating the play to assist the toddler take it further. The instructor additionally makes choices about how to combine extra formal early literacy and math competencies into the play—for instance, by using supporting a toddler 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 type meeting. With block building, the instructor and infant may talk about shapes, as she tries to discover the proper structure for her structure.
This kind of intentional teacher-facilitated learning through play contributes to the many foundational skills children need for later school success, including self-regulation, social skills, creativity, original thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and positive attitudes toward problem-solving. And, in the long run, these foundational skills are much more important for how children will feel about and perform later in school than the 2½ months gain they might obtain from the early skill instruction received in preschool, as reported in the New York Times article.
Rather than debating over free play versus flashcards, perhaps we should be asking the bigger questions:
- Why are years of research on the benefits of quality play in preschool programs so often ignored?
- Why is it assumed that educational capabilities are so essential to emphasize in preschool as a substitute than a focal point on the improvement of the “whole child” and foundational competencies that put together kids for faculty success in the later years?
- Why are play and mastering so regularly 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 colleges and college privatization.
HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL
Secondary schooling 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 manner of growing 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 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 statement 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 greater facts about advocacy for excellent 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 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 adolescents first, now 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 earlier than the hearing, as opponents of DeVos signed petitions, known as their senators, and urged individuals of the HELP committee to dump her, Defending the Early Years, a nonprofit agency based totally in Boston, released “Teachers Speak Out.” The record highlights the worries of early childhood instructors about the have an effect on 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 installed in research. According to the National Center for Children in Poverty, forty seven percentage of teenagers below 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 adolescents and sixty four percentage for Hispanic youngsters. In a current survey carried out 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 getting to know and psychological issues as the pinnacle obstacles to pupil 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 educational capabilities at youthful and youthful ages, early childhood educators are pressured 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 report 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 colleges and communities, and blames them for all its ills. But out of this malaise, a new activism has emerged, with exquisite 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 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 have confidence in my information and judgment as a instructor is gone. So are the play and gaining knowledge of facilities in my classroom. Everything is supposed to be structured for a particular lesson and rigidly timed to healthy 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 referred to as ‘rigorous academics,’ drills are emphasized. It’s tons more difficult for my youngsters to emerge as self-regulated learners. Children have no time to examine to self-regulate through selecting their very own activities, collaborating 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 deliver us into the school rooms studied with the aid of Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant statistics units to compare 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 section of the anticipated ability set of 5-year-olds, and the stress has extended, in some cases, to prekindergarten, the place adolescents are being requested to grasp studying via the stop 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 file concludes with a sequence of recommendations—from the actual professionals in the room. The first calls for the withdrawal of modern-day early childhood requirements and mandates. Another urges the use of genuine assessment, based totally on observations of children, their development, and learning. Number ten addresses toddler poverty, our country wide stain:
Work at all degrees of society to reduce, and subsequently stop baby poverty. To do this, we should first well known that a slender center of attention on enhancing colleges will no longer resolve the complicated issues related with toddler poverty.
Breaking the silence used to be in no way so sweet. Now it’s time, as John Lewis says, to get in precise 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&. 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 adverse 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.”
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