WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY
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.thedeyproject.com) we work to promote terrific 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) no longer solely left us puzzled however raised countless 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 child dabbles from one activity to another, tries out one material and then the next, and/or does the same activity day-after-day, this is not quality play or, necessarily, even play. And, even when a child does become more fully engaged in an activity that develops over time and is meaningful play, teachers have a vital role in facilitating the play to help the child take it further. The teacher also makes decisions about how to integrate more formal early literacy and math skills into the play—for instance, by helping a child dictate stories about his painting and pointing out some of the keywords and letters involved, etc. The teacher can then help the child “read” the story at a class meeting. With block building, the teacher and child might discuss shapes, as she tries to find the right shape for her structure.
This variety of intentional teacher-facilitated mastering via play contributes to the many foundational competencies youth want for later college success, inclusive of self-regulation, social skills, creativity, authentic thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and advantageous attitudes towards problem-solving. And, in the lengthy run, these foundational competencies are lots greater essential for how adolescents will experience about and operate later in faculty than the 2½ months achieve they would possibly attain from the early talent practise acquired in preschool, as stated 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 exceptional play in preschool packages so frequently ignored?
- Why is it assumed that tutorial capabilities are so necessary to emphasize in preschool instead than a center of attention on the improvement of the “whole child” and foundational abilities that put together adolescents for faculty success in the later years?
- Why are play and mastering 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
This complete toolkit will reply questions about constitution faculties and faculty 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 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” 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 17th 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 training and, instead, needs to privatize public education. DeVos has a demonstrated records of aiding efforts that discriminate in opposition to low-income communities and communities of color. At DEY, we assist the equal possibility of each and every younger infant for an splendid education. We are particularly concerned that DeVos will undermine the country wide and country efforts to promote popular preschool public education.
For more information about advocacy for appropriate public education, visit DEY’s website at www.thedeyproject.com.
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
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 must to be a rubber stamp, Patty Murray said. We owe it t the American human beings to put households and youngsters 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 advised contributors of the HELP committee to dump her, Defending the Early Years, a nonprofit enterprise 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 mounted in research. According to the National Center for Children in Poverty, 47 percentage of kids below six years historical lived in low-income families near or below the poverty line in 2014. The level rises to nearly 70 percent for Black and Native-American children and 64 percent for Hispanic youngsters. In a recent survey conducted by the Council of Chief State School Officers—which helped design the Common Core standards—teachers across the United States listed family stress, poverty, and learning and psychological problems as the top barriers to student 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 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 exchange 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 first-rate 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 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 with the aid of many, and internalized by using 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 by using 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 document 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 believe in my information 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 unique lesson and rigidly timed to suit 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 carry us into the lecture rooms studied through 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 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 imperative for each and every kindergarten baby to sense welcomed and included, to be phase of the class. Instead, we’re setting apart the cream from the milk. From the beginning, we’re telling youngsters who are poor, ‘You’re deficient,’ as an alternative of supporting them turn out to be equipped and sense profitable and phase of their class. Then it’s ‘remedial this, remedial that.’ It’s discrimination.
The file concludes with a collection of recommendations—from the actual professionals in the room. The first calls for the withdrawal of contemporary 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 tiers of society to reduce, and subsequently quit infant poverty. To do this, we need to first renowned that a slender center of attention on enhancing colleges will now not resolve the complicated troubles related with toddler 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 affirmation of Betsy DeVos as Secretary of Education start 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& 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 hostile 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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