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WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY

6/10/2017

WHY PLAY IS VITAL IN PRESCHOOL: DEY’S RESPONSE TO THE NEW YORK TIMES REPORT SUPPORTING FLASH CARDS OVER FREE PLAY

6/6/2017

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 countless vital questions.

Should a find out about that determined a 2½-month reap in tutorial abilities when taught in preschool have an effect on early childhood coverage and practice? How can one argue for giving up large chunks of playtime for tutorial educating to make such minimal good points in educational 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 packages that taught tutorial competencies to preschoolers in the 1960’s and 1970’s determined that beneficial properties made in educational overall performance over young people in extra play-based Head Start packages have been typically 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 begin formal studying guidance till age seven, suggests that beginning formal educating of studying before 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 toddler dabbles from one recreation to another, tries out one fabric and then the next, and/or does the identical endeavor day-after-day, this is now not first-class play or, necessarily, even play.  And, even when a toddler does come to be greater utterly engaged in an pastime that develops over time and is significant play, instructors have a critical position in facilitating the play to assist the infant take it further.  The trainer additionally makes selections about how to combine greater formal early literacy and math capabilities into the play—for instance, by means of 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 trainer and toddler would possibly 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, possibly we ought to be asking the higher questions:

1. Why are years of research on the advantages of high-quality play in preschool applications so frequently ignored?
2. 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?
3. Why are play and gaining knowledge of 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

4/26/2017

This comprehensive toolkit will answer questions about charter schools and school privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

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

4/4/2017

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

2/22/2017

“Stop Humiliating Teachers” with the aid of David Denby was once posted in the Feb. 11, 2017 difficulty of The New Yorker.

DEY ISSUES A STATEMENT OPPOSING BETSY DEVOS’ NOMINATION FOR SECRETARY OF EDUCATION

1/27/2017

DEY is issuing a announcement 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 schooling and, instead, desires to privatize public education.  DeVos has a validated records of helping efforts that discriminate in opposition to low-income communities and communities of color.  At DEY, we guide the equal chance of each younger toddler for an awesome education.  We are specifically worried that DeVos will undermine the countrywide and kingdom efforts to promote accepted preschool public education. 
 
For extra facts about advocacy for gorgeous 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”

1/22/2017

THE POWER OF THEIR VOICES: EARLY CHILDHOOD TEACHERS TALK SCHOOL REFORM

(originally published on Jan. 19, 2017)

A former preschool instructor carried the torch for democracy at the affirmation listening to for Betsy DeVos, Donal Trump’s nominee for Secretary of Education.  “The Senate need to to be a rubber stamp, Patty Murray said.  We owe it t the American humans to put households and kids 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 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 beneath 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 current survey carried out 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 boundaries 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 via humans with properly 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 instructing and evaluation of slender educational 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 magnificent exceptions—have been lacking from the action. The motives are complex.  This is a body of workers that has lengthy been marginalized, their work devalued, and knowledge ignored.  “It’s simply babysitting,” New Jersey’s governor, Chris Christie, stated some years ago, of his state’s prekindergarten program—a appreciation shared with the aid of many, and internalized through these in the field.  Salaries for educators working in community-based applications are appreciably much less than these of their colleagues in the public schools.  Many are dwelling in poverty, and troubled through 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 file 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 faith in my knowledge and judgment as a trainer is gone.  So are the play and gaining knowledge of facilities in my classroom.  Everything is supposed to be structured for a precise lesson and rigidly timed to in shape 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 excessive emphasis on what’s known as ‘rigorous academics,’ drills are emphasized.  It’s a great deal tougher for my young people to turn out to be self-regulated learners.  Children have no time to study to self-regulate by using selecting their very own activities, taking part in ongoing tasks with their classmates, or enjoying creatively.  They have to take a seat 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 information units to evaluate 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 section of the predicted ability set of 5-year-olds, and the strain has extended, in some cases, to prekindergarten, the place adolescents are being requested to grasp analyzing by using the give up of the year. The repercussions are severe:

It’s vital for each and every kindergarten toddler to sense welcomed and included, to be section 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,’ rather of assisting them come to be ready and sense profitable and phase 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 modern-day 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 baby poverty, our countrywide 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 properly trouble.

DEFENDING THE EARLY YEARS RELEASES ITS LATEST REPORT: “TEACHERS SPEAK OUT: HOW SCHOOL REFORMS ARE FAILING LOW-INCOME YOUNG CHILDREN”

1/9/2017

NETWORK FOR PUBLIC EDUCATION MOUNTING A CAMPAIGN TO DEFEAT BETSY DEVOS AS SECRETARY OF EDUCATION

1/6/2017

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 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&. Or write your own letter, in your own words.

Another alternative 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 antagonistic to Mrs. DeVos’ confirmation as Secretary of Education.  They will ask for your identify and zip code and tally your name as a “yay” or “nay.”