WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY
6/10/2017
Read Wendy Locker’s insightful article, as posted 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
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 gorgeous 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 vital questions.
Should a study that found a 2½-month gain in academic skills when taught in preschool influence early childhood policy and practice? How can one argue for giving up big chunks of playtime for academic teaching to make such minimal gains in academic performance—with little consideration of what other areas might have lost out because of the focus on academic skills? Studies of Head Start programs that taught academic skills to preschoolers in the 1960’s and 1970’s found that gains made in academic performance over children in more play-based Head Start programs were generally gone by second grade (i.e., “fade-out effect,” as mentioned in the article). Furthermore, research in many European countries, which do not start formal reading instruction until age seven, shows that starting formal teaching of reading earlier has little benefit.
Play-based early childhood programs are all-too-often misunderstood. Just having played in a preschool is not enough, as all play is not the same. When a infant dabbles from one pastime to another, tries out one fabric and then the next, and/or does the equal undertaking day-after-day, this is now not fine play or, necessarily, even play. And, even when a toddler does grow to be greater entirely engaged in an recreation that develops over time and is significant play, instructors have a essential function in facilitating the play to assist the toddler take it further. The instructor additionally makes selections about how to combine extra formal early literacy and math abilities into the play—for instance, with the aid of assisting a infant dictate testimonies about his portray and pointing out some of the key phrases and letters involved, etc. The trainer can then assist the baby “read” the story at a classification meeting. With block building, the instructor and baby 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 lookup on the advantages of best play in preschool applications so regularly ignored?
- Why is it assumed that educational capabilities are so vital to emphasize in preschool as an alternative than a focal point 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 regularly 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
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 training is now borrowing thoughts 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” via David Denby used to be posted in the Feb. 11, 2017 trouble 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 simple 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 verified records of assisting efforts that discriminate towards low-income communities and communities of color. At DEY, we aid the equal possibility of each younger toddler for an high-quality education. We are specially involved that DeVos will undermine the countrywide and kingdom efforts to promote generic 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”
1/22/2017
Senator Patty Murray (D, Washington), Cabinet nominee Betsy DeVos, 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 instructor carried the torch for democracy at the affirmation listening to for Betsy DeVos, Donal Trump’s nominee for Secretary of Education. “The Senate ought to to be a rubber stamp, Patty Murray said. We owe it t the American humans to put households and youngsters first, no longer 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 advised participants of the HELP committee to dump her, Defending the Early Years, a nonprofit employer primarily 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 hooked up in research. According to the National Center for Children in Poverty, forty seven percentage of adolescents underneath 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 adolescents and sixty four percentage for Hispanic youngsters. In a current survey carried out through 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 limitations 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 carried out by means of human beings with right intentions however frequently little formal knowledge of early child development.” Those with the expertise now face a “profound ethical dilemma.” As top-down mandates dictate the teaching and assessment of narrow academic skills at younger and younger ages, early childhood educators are forced to do the “least harm,” rather than the “most good.”
In an change 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 team of workers 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 appreciation shared by means of many, and internalized through these in the field. Salaries for educators working in community-based applications are considerably much less than these of their colleagues in the public schools. Many are dwelling in poverty, and stricken through the poisonous stress frequent amongst their students. The most recent practitioners are concerned about placing their careers at risk. Few have been inclined to go on the file with their critique.
As I study thru the report, I stored underlining the charges from the teachers, as if to make bigger them, to elevate them off the page. They’re struggling to honor early childhood’s sturdy proof base, however they’re undermined with the aid of a lack of employer and autonomy:
The have confidence in my knowledge and judgment as a trainer is gone. So are the play and mastering 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 terrible influence of reforms on children’s improvement and getting to know can’t be overstated. Practice has grow to be extra rote, and standardized, with much less time for deep relationships—among children, and between them and caring adults. We’re stealing the coronary heart of remarkable early education, as the character strengths, interests, and desires of kids get lost:
With this excessive emphasis on what’s referred to as ‘rigorous academics,’ drills are emphasized. It’s an awful lot more difficult for my young people to come to be self-regulated learners. Children have no time to study to self-regulate by means of deciding on their very own activities, taking part in ongoing initiatives with their classmates, or enjoying creatively. They have to take a seat 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 preparation in reading, writing, and math, as soon as the province of first grade, has trickled down into kindergarten. Close analyzing is turning into phase of the anticipated 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 means of the cease of the year. The repercussions are severe:
It’s indispensable for each and every kindergarten toddler 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,’ alternatively of supporting them turn out to be in a position and sense profitable and phase 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 present day early childhood requirements and mandates. Another urges the use of real 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 true trouble.
DEFENDING THE EARLY YEARS RELEASES ITS LATEST REPORT: “TEACHERS SPEAK OUT: HOW SCHOOL REFORMS ARE FAILING LOW-INCOME YOUNG CHILDREN”
1/9/2017
In the wake of federal and state education mandates, this report documents interviews with early childhood teachers across the country about how school reforms negatively affect low-income young children.
Authored by Diane E. Levin, Professor of Early Childhood Education, Wheelock College, and Judith L. Van Hoorn, Professor Emerita, University of the Pacific and published by Defending the Early Years, the report finds that the mandates disregard teachers’ knowledge of child development, culturally appropriate practice, and how to meet the diverse educational needs of poor children.
Find the full 16-page report here.
NETWORK FOR PUBLIC EDUCATION MOUNTING A CAMPAIGN TO DEFEAT BETSY DEVOS AS SECRETARY OF EDUCATION
1/6/2017
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 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 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 adversarial 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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