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 appropriate educational practice in early childhood. Dana Goldstein’s May 30th 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 necessary questions.
Should a find out about that discovered a 2½-month reap in tutorial capabilities when taught in preschool have an impact on early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for educational instructing to make such minimal features in educational 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 applications that taught tutorial abilities to preschoolers in the 1960’s and 1970’s located that beneficial properties made in tutorial overall performance over youth in extra play-based Head Start packages have been normally long past by using 2d grade (i.e., “fade-out effect,” as stated in the article). Furthermore, lookup in many European countries, which do no longer begin formal analyzing training till age seven, indicates that beginning formal instructing of analyzing in the past has little benefit.
Play-based early childhood packages are all-too-often misunderstood. Just having performed in a preschool is no longer 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 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 have to be asking the larger questions:
- Why are years of lookup on the advantages of exceptional play in preschool packages so frequently ignored?
- 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?
- Why are play and getting to know 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 comprehensive toolkit will answer questions about charter schools and school privatization.
HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL
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
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
“Stop Humiliating Teachers” via 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
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 towards public schooling and, instead, desires to privatize public education. DeVos has a established records of helping efforts that discriminate in opposition to low-income communities and communities of color. At DEY, we assist the equal probability of each and every younger toddler for an extremely good education. We are particularly involved that DeVos will undermine the countrywide and kingdom efforts to promote customary preschool public education.
For greater data about advocacy for excellent public education, go to DEY’s internet site 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 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 had 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 among 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 government runs Washington’s branch of early learning.
In the week earlier than the hearing, as opponents of DeVos signed petitions, referred to as their senators, and urged participants of the HELP committee to dump her, Defending the Early Years, a nonprofit organisation primarily based in Boston, released “Teachers Speak Out.” The file highlights the issues of early childhood instructors about the influence of college 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 mounted in research. According to the National Center for Children in Poverty, forty seven percentage of teens below six years ancient 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 factor out in the report’s introduction, “recent reforms…have been developed and carried out by way of humans with suitable 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 educating and evaluation of slender educational abilities at youthful and youthful ages, early childhood educators are compelled to do the “least harm,” as an alternative 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 notable exceptions—have been missing from the action. The reasons are complex. This is a workforce that has long been marginalized, their work devalued, and expertise ignored. “It’s just babysitting,” New Jersey’s governor, Chris Christie, said some years ago, of his state’s prekindergarten program—a perception shared by many, and internalized by those in the field. Salaries for educators working in community-based programs are significantly less than those of their colleagues in the public schools. Many are living in poverty, and afflicted by the toxic stress common among their students. The newest practitioners are worried about putting their careers at risk. Few have been willing to go on the record 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 instructor is gone. So are the play and getting to know 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 poor have an effect on of reforms on children’s improvement and gaining knowledge of can’t be overstated. Practice has come to be 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 tremendous early education, as the man or woman strengths, interests, and wants of teens 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 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 statistics units to evaluate public school kindergarten classrooms between 1998 and 2010. More formal, directed coaching 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 talent set of 5-year-olds, and the stress has extended, in some cases, to prekindergarten, the place adolescents are being requested to grasp analyzing by way of the stop of the year. The repercussions are severe:
It’s essential for every kindergarten child to feel welcomed and included, to be part of the class. Instead, we’re separating the cream from the milk. From the beginning, we’re telling kids who are poor, ‘You’re deficient,’ instead of helping them become competent and feel successful and part 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 present 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 toddler poverty, our country wide stain:
Work at all stages of society to reduce, and eventually give up toddler poverty. To do this, we ought to first renowned that a slender focal point on enhancing faculties will now not remedy the complicated issues related with toddler poverty.
Breaking the silence used to be in no way so sweet. Now it’s time, as John Lewis says, to get in top 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 commence 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 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& amp;. Or write your own letter, in your own words.
Another option is to call 202-225-3121 and be connected with any congressional member, both Senators and Members of the House of Representatives. Tell the staffer who answers that you are opposed to Mrs. DeVos’ confirmation as Secretary of Education. They will ask for your name and zip code and tally your call as a “yay” or “nay.”
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