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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 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 a number of essential questions.

Should a find out about that observed a 2½-month acquire in tutorial competencies 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 tutorial instructing to make such minimal positive factors in tutorial performance—with little consideration of what different areas may have misplaced out due to the fact of the center of attention on tutorial skills?  Studies of Head Start packages that taught tutorial capabilities to preschoolers in the 1960’s and 1970’s located that positive aspects made in tutorial overall performance over young people in greater play-based Head Start packages had been usually long past by using 2d 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, indicates that beginning formal educating of studying in the past has little benefit.

Play-based early childhood packages are all-too-often misunderstood.  Just having performed in a preschool is now not enough, as  all play is not the same.  When a toddler dabbles from one pastime to another, tries out one cloth and then the next, and/or does the identical pastime day-after-day, this is no longer exceptional play or, necessarily, even play.  And, even when a infant does end up extra thoroughly engaged in an recreation that develops over time and is significant play, instructors have a essential position in facilitating the play to assist the baby take it further.  The trainer additionally makes selections about how to combine extra formal early literacy and math abilities into the play—for instance, by way of assisting a toddler dictate memories 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 trainer and toddler may talk about shapes, as she tries to discover the proper structure for her structure.

This variety of intentional teacher-facilitated getting to know via play contributes to the many foundational competencies youngsters want for later faculty success, together with self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and high-quality attitudes towards problem-solving.  And, in the lengthy run, these foundational competencies are a good deal greater necessary for how teens will experience about and operate later in college than the 2½ months obtain they would possibly reap from the early talent coaching acquired in preschool, as said in the  New York Times article.

Rather than debating over free play versus flashcards, possibly we ought to be asking the greater 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 tutorial abilities are so essential to emphasize in preschool instead than a focal point on the improvement of the “whole child” and foundational abilities that put together adolescents for college success in the later years?
3. Why are play and learning so often treated 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

Shocking Reports on DentiVive Have been introduced (Continue Reading by way of Clicking on this Link)

Secondary education is now borrowing ideas 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 latest 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” with the aid of 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

1/27/2017

DEY is issuing a announcement in opposition to the nomination of Betsy DeVos for Secretary of Education. 
 
DeVos showed in her hearing testimony on January 17th that she is profoundly unqualified to serve as Secretary of Education. She was unable to answer basic questions or address controversial issues. But, most importantly, she is against public education and, instead, wants to privatize public education.  DeVos has a proven history of supporting efforts that discriminate against low-income communities and communities of color.  At DEY, we support the equal opportunity of every young child for an excellent education.  We are especially concerned that DeVos will undermine the national and state efforts to promote universal preschool public education. 
 
For more information about advocacy for appropriate public education, visit DEY’s website 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

MUST CHECK: ⚠️ Is DentiVive The Right Choice For You ? (Read More…)

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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 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 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 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 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 degree rises to almost 70 percentage for Black and Native-American teens and sixty four percentage for Hispanic youngsters.  In a latest survey performed 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 gaining knowledge of 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 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 know-how now face a  “profound moral dilemma.”  As top-down mandates dictate the educating and evaluation of slim tutorial abilities at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” alternatively 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 brilliant exceptions—have been lacking from the action. The motives are complex.  This is a personnel that has lengthy been marginalized, their work devalued, and know-how 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 way of many, and internalized by using these in the field.  Salaries for educators working in community-based packages are substantially much less than these of their colleagues in the public schools.  Many are dwelling in poverty, and stricken by means of the poisonous stress frequent amongst their students. The most recent practitioners are involved about placing their careers at risk.  Few have been inclined to go on the document 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 believe in my understanding 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 in shape 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 severe emphasis on what’s referred to as ‘rigorous academics,’ drills are emphasized.  It’s a great deal more difficult for my youth to turn out to be self-regulated learners.  Children have no time to examine to self-regulate via deciding on their very own activities, collaborating in ongoing tasks with their classmates, or enjoying creatively.  They have to sit down longer, however their interest spans are shorter.

The authors carry us into the school rooms studied via 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 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 predicted talent set of 5-year-olds, and the strain has extended, in some cases, to prekindergarten, the place young people are being requested to grasp studying via 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 document concludes with a collection of recommendations—from the actual specialists in the room.  The first calls for the withdrawal of modern 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 infant poverty, our country wide stain:

Work at all degrees of society to reduce, and sooner or later cease toddler poverty.  To do this, we should first renowned that a slender center of attention on enhancing colleges will no longer remedy the complicated troubles 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

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 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 other involved 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 choice 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 adverse to Mrs. DeVos’ affirmation as Secretary of Education.  They will ask for your title and zip code and tally your name as a “yay” or “nay.” 

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