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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 suitable 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) now not solely left us puzzled however raised numerous necessary questions.

Should a find out about that discovered a 2½-month attain in educational abilities when taught in preschool impact early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for tutorial instructing to make such minimal good points 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 applications that taught tutorial abilities to preschoolers in the 1960’s and 1970’s observed that positive factors made in tutorial overall performance over kids in greater play-based Head Start applications have been commonly long past with the aid of 2d grade (i.e., “fade-out effect,” as stated in the article).  Furthermore, lookup in many European countries, which do now not begin formal studying preparation till age seven, suggests 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 no longer enough, as  all play is not the same.  When a infant dabbles from one undertaking to another, tries out one cloth and then the next, and/or does the equal pastime day-after-day, this is no longer great play or, necessarily, even play.  And, even when a infant does turn out to be greater completely engaged in an pastime that develops over time and is significant play, instructors have a crucial position in facilitating the play to assist the infant take it further.  The instructor 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 baby dictate memories about his portray and pointing out some of the key phrases and letters involved, etc.   The instructor can then assist the toddler “read” the story at a type meeting.  With block building, the instructor and infant may talk about shapes, as she tries to discover the proper form 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 better questions:

1. Why are years of lookup on the advantages of excellent play in preschool applications so frequently ignored?
2. Why is it assumed that educational abilities are so essential to emphasize in preschool instead than a center of attention on the improvement of the “whole child” and foundational capabilities that put together young people for faculty 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 using Clicking on this Link)

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

4/4/2017

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

2/22/2017

“Stop Humiliating Teachers” through 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 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 training and, instead, wishes to privatize public education.  DeVos has a tested records of helping efforts that discriminate in opposition to low-income communities and communities of color.  At DEY, we help the equal possibility of each and every younger toddler for an great education.  We are particularly worried that DeVos will undermine the countrywide and country efforts to promote conventional 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

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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 have to to be a rubber stamp, Patty Murray said.  We owe it t the American humans to put households and teenagers 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 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 mounted in research.  According to the National Center for Children in Poverty, forty seven percentage of youngsters beneath six years historical lived in  low-income families near or under the poverty line in 2014. The stage rises to almost 70 percentage for Black and Native-American teens and sixty four percentage for Hispanic youngsters.  In a current survey performed by means 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 gaining knowledge of and psychological troubles as the pinnacle boundaries to pupil 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 document numbers.  Respect for the occupation and morale are at an all-time low, as instructors have picked up the slack for a society that starves its faculties and communities, and blames them for all its ills.  But out of this malaise, a new activism has emerged, with excellent power committed to defeating her.

Early childhood teachers—with some outstanding 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 grasp shared through many, and internalized by means of 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 troubled with the aid 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 file 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 trust in my expertise and judgment as a teacher is gone.  So are the play and learning centers in my classroom.  Everything is supposed to be structured for a specific lesson and rigidly timed to fit into a specific, tight, preapproved schedule.

The poor affect of reforms on children’s improvement and mastering can’t be overstated. Practice has emerge as 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 magnificent early education, as the character strengths, interests, and wants of teenagers get lost:

​With this severe emphasis on what’s known as ‘rigorous academics,’ drills are emphasized.  It’s a whole lot more difficult for my young people to turn out to be self-regulated learners.  Children have no time to research to self-regulate through deciding on their very own activities, taking part 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 by using Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant statistics 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 vital for each and every kindergarten baby to experience welcomed and included, to be phase 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 turn out to be equipped and experience profitable and section of their class.  Then it’s ‘remedial this, remedial that.’  It’s discrimination.

The record concludes with a sequence 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 infant poverty, our country wide stain:

Work at all stages of society to reduce, and eventually give up toddler poverty.  To do this, we should first renowned that a slender center of attention on enhancing colleges will no longer clear up the complicated issues related with infant poverty.

Breaking the silence used to be in no way so sweet.  Now it’s time, as John Lewis says, to get in correct 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 commence 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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