DentiVive – What Are The Side Effects of Using DentiVive

WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY

6/10/2017

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

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 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 a number of essential questions.

Should a learn about that discovered a 2½-month reap in educational abilities when taught in preschool impact early childhood coverage and practice? How can one argue for giving up huge chunks of playtime for tutorial educating to make such minimal features in tutorial performance—with little consideration of what different areas would possibly have misplaced out due to the fact of the focal point on tutorial skills?  Studies of Head Start packages that taught tutorial abilities to preschoolers in the 1960’s and 1970’s determined that positive aspects made in tutorial overall performance over teens in greater play-based Head Start packages had been commonly long past via 2d grade (i.e., “fade-out effect,” as stated in the article).  Furthermore, lookup in many European countries, which do no longer begin formal studying training till age seven, indicates that beginning formal educating 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 infant dabbles from one exercise to another, tries out one cloth and then the next, and/or does the equal pastime day-after-day, this is no longer excellent play or, necessarily, even play.  And, even when a baby does come to be greater thoroughly engaged in an pastime that develops over time and is significant play, instructors have a critical function in facilitating the play to assist the infant take it further.  The trainer additionally makes choices about how to combine greater formal early literacy and math abilities into the play—for instance, with the aid of assisting a toddler dictate memories 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 category meeting.  With block building, the trainer and toddler 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, possibly we ought to be asking the larger questions:

  1. Why are years of research on the benefits of quality play in preschool programs so often ignored?
  2. Why is it assumed that educational capabilities are so essential to emphasize in preschool instead than a focal point on the improvement of the “whole child” and foundational competencies that put together youth for college success in the later years?
  3. 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

4/26/2017

This complete toolkit will reply questions about constitution faculties and faculty privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

Go To DentiVive Official Website

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 method of growing Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have various 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

2/22/2017

“Stop Humiliating Teachers” by way of David Denby used to be 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 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 fundamental questions or tackle controversial issues. But, most importantly, she is towards public training and, instead, wishes to privatize public education.  DeVos has a established records of assisting efforts that discriminate towards low-income communities and communities of color.  At DEY, we aid the equal probability of each younger baby for an great education.  We are mainly involved that DeVos will undermine the country wide and nation efforts to promote conventional 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

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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 need to 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 had been struggle 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 effects of our latest election attest, women’s ascent to electricity is convoluted.  The pacts we make can be Faustian: these days, a former Microsoft govt runs Washington’s branch 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 file highlights the worries 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 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 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 stage rises to almost 70 percentage for Black and Native-American youngsters 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 troubles 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 carried out via humans with properly 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 knowledge ignored.  “It’s simply babysitting,” New Jersey’s governor, Chris Christie, stated some years ago, of his state’s prekindergarten program—a understanding shared by using many, and internalized by way of these in the field.  Salaries for educators working in community-based applications are substantially much less than these of their colleagues in the public schools.  Many are residing in poverty, and troubled by using the poisonous stress frequent amongst their students. The most recent practitioners are involved about inserting their careers at risk.  Few have been willing to go on the report with their critique.

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​As I study via the report, I saved underlining the prices from the teachers, as if to extend them, to raise them off the page.  They’re struggling to honor early childhood’s strong proof base, however they’re undermined with the aid of a lack of company and autonomy:

The have faith in my know-how and judgment as a instructor is gone.  So are the play and studying facilities in my classroom.  Everything is supposed to be structured for a unique lesson and rigidly timed to healthy 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 emerge as greater 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 extremely good early education, as the character strengths, interests, and wants of adolescents get lost:

With this severe emphasis on what’s referred to as ‘rigorous academics,’ drills are emphasized.  It’s plenty more difficult for my teens to emerge as self-regulated learners.  Children have no time to study to self-regulate by using selecting their personal activities, taking part 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 convey us into the lecture rooms studied by means of Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant records units to examine public school  kindergarten classrooms between 1998 and 2010. More formal, directed training 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 stress has extended, in some cases, to prekindergarten, the place youth are being requested to grasp studying by way of the quit of the year. The repercussions are severe:

It’s vital for each kindergarten toddler to sense 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,’ rather of supporting them come to be in a position and sense profitable and phase of their class.  Then it’s ‘remedial this, remedial that.’  It’s discrimination.

The record 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 real assessment, based totally on observations of children, their development, and learning.  Number ten addresses toddler poverty, our country wide stain:

Work at all ranges of society to reduce, and finally stop infant poverty.  To do this, we should first renowned that a slim center of attention on enhancing faculties will now not remedy the complicated issues related with infant 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

Defending the Early Years is proud to announce the release of its newest report, “Teachers Speak Out: How School Reforms Are Failing Low-Income Young Children.”  

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.

Find the two-page summary report here.

Find the press release 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 campaign and encouraging educators and other concerned citizens to contact their Senator.  Find a sample 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 linked 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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