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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 fantastic 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) not only left us puzzled but raised several important questions.

Should a learn about that discovered a 2½-month achieve in educational abilities when taught in preschool have an effect on early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for educational educating to make such minimal beneficial properties in tutorial performance—with little consideration of what different areas would possibly have misplaced out due to the fact of the center of attention on tutorial skills?  Studies of Head Start applications that taught tutorial abilities to preschoolers in the 1960’s and 1970’s discovered that positive factors made in educational overall performance over teens in extra play-based Head Start packages had been normally long past by means of 2nd grade (i.e., “fade-out effect,” as noted in the article).  Furthermore, lookup in many European countries, which do no longer begin formal analyzing education till age seven, suggests that beginning formal instructing of studying until now 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 toddler dabbles from one undertaking to another, tries out one cloth and then the next, and/or does the identical recreation day-after-day, this is no longer first-rate play or, necessarily, even play.  And, even when a infant does turn out to be extra thoroughly engaged in an endeavor that develops over time and is significant play, instructors have a indispensable function in facilitating the play to assist the toddler take it further.  The trainer additionally makes choices about how to combine extra formal early literacy and math competencies into the play—for instance, with the aid of supporting a toddler dictate testimonies about his portray and pointing out some of the key phrases and letters involved, etc.   The instructor can then assist the baby “read” the story at a classification meeting.  With block building, the trainer and baby would possibly talk about shapes, as she tries to discover the proper form for her structure.

This form of intentional teacher-facilitated gaining knowledge of thru play contributes to the many foundational competencies youth want for later college success, together with self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and tremendous attitudes towards problem-solving.  And, in the lengthy run, these foundational capabilities are a lot extra essential for how kids will experience about and function later in college than the 2½ months acquire they may achieve from the early ability training acquired in preschool, as said in the  New York Times article.

Rather than debating over free play versus flashcards, possibly we must be asking the larger questions:

1. Why are years of lookup on the advantages of pleasant 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 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 complete toolkit will reply questions about constitution colleges and faculty privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

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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

4/4/2017

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 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

2/22/2017

“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

1/27/2017

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 primary questions or tackle controversial issues. But, most importantly, she is in opposition to public schooling and, instead, needs to privatize public education.  DeVos has a verified records of helping efforts that discriminate towards low-income communities and communities of color.  At DEY, we assist the equal probability of each younger infant for an awesome education.  We are specially worried that DeVos will undermine the countrywide and country efforts to promote conventional preschool public education. 
 
For greater facts about advocacy for suitable public education, go to DEY’s internet site at  www.deyproject.org.

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ECE POLICY MATTERS’ SUSAN OCHSHORN DISCUSSES BETSY DE VOS NOMINATION AND DEY’S LATEST REPORT, “TEACHERS SPEAK OUT”

1/22/2017

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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 warfare 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 energy is convoluted.  The pacts we make can be Faustian: these days, a former Microsoft govt 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 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 statistics 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 teens beneath six years ancient 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 youth and sixty four percentage for Hispanic youngsters.  In a latest survey performed by way 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 getting to know and psychological issues as the pinnacle obstacles 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 applied through human beings with top intentions however regularly little formal  knowledge of early child development.”   Those with the knowledge now face a  “profound moral dilemma.”  As top-down mandates dictate the instructing and evaluation of slender tutorial capabilities at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” alternatively 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 first-rate exceptions—have been lacking from the action. The motives are complex.  This is a group 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 via many, and internalized by using 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 dwelling in poverty, and bothered by means of 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 report with their critique.

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​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 know-how 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 match into a specific, tight, preapproved schedule.

The poor have an impact on of reforms on children’s improvement and studying can’t be overstated. Practice has turn out 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 exquisite early education, as the character strengths, interests, and wishes of youngsters get lost:

​With this intense emphasis on what’s known as ‘rigorous academics,’ drills are emphasized.  It’s an awful lot more difficult for my adolescents to come to be self-regulated learners.  Children have no time to examine to self-regulate by way of selecting their personal 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 convey us into the lecture rooms studied via Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant information units to examine 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 phase of the predicted ability set of 5-year-olds, and the strain has extended, in some cases, to prekindergarten, the place young people are being requested to grasp analyzing through the quit of the year. The repercussions are severe:

It’s fundamental for each kindergarten toddler 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,’ rather of supporting them come to be able and experience profitable and section of their class.  Then it’s ‘remedial this, remedial that.’  It’s discrimination.

The record concludes with a collection 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 true assessment, primarily based on observations of children, their development, and learning.  Number ten addresses infant 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 was never so sweet.  Now it’s time, as John Lewis says, to get in good 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 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 linked 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’ 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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