Gluco Shield Pro, Latest 2023 Shocking Reports ⚠️ Must-Read ⚠️
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.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) not only left us puzzled but raised several important questions.
Should a learn about that observed a 2½-month acquire in educational capabilities when taught in preschool affect early childhood coverage and practice? How can one argue for giving up huge chunks of playtime for educational instructing to make such minimal positive aspects 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 observed that good points made in educational performance over young people in greater play-based Head Start packages had been usually long past by way of 2nd grade (i.e., “fade-out effect,” as cited in the article). Furthermore, lookup in many European countries, which do no longer begin formal studying guidance till age seven, indicates 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 baby dabbles from one pastime to another, tries out one cloth and then the next, and/or does the equal undertaking day-after-day, this is no longer fantastic play or, necessarily, even play. And, even when a baby does emerge as greater absolutely engaged in an endeavor that develops over time and is significant play, instructors have a crucial position in facilitating the play to assist the toddler take it further. The trainer additionally makes selections about how to combine extra formal early literacy and math capabilities into the play—for instance, by means 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 toddler “read” the story at a type meeting. With block building, the trainer and baby would possibly talk about shapes, as she tries to locate 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 must be asking the higher questions:
- Why are years of lookup on the advantages of excellent play in preschool applications so frequently ignored?
- Why is it assumed that educational competencies are so vital to emphasize in preschool as an alternative than a focal point on the improvement of the “whole child” and foundational competencies that put together adolescents for college success in the later years?
- Why are play and gaining knowledge of so regularly dealt with 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
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 creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have numerous advantages for instructing 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” by means 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.thedeyproject.com.
ECE POLICY MATTERS’ SUSAN OCHSHORN DISCUSSES BETSY DE VOS NOMINATION AND DEY’S LATEST REPORT, “TEACHERS SPEAK OUT”
1/22/2017
Senator Patty Murray (D, Washington), Cabinet nominee Betsy DeVos, DEY’s latest report, “Teachers Speak Out”
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 must to be a rubber stamp, Patty Murray said. We owe it t the American humans to put households and youngsters first, now 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 consequences of our latest election attest, women’s ascent to electricity 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 contributors of the HELP committee to dump her, Defending the Early Years, a nonprofit organisation based totally in Boston, released “Teachers Speak Out.” The document 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 facts 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 set up in research. According to the National Center for Children in Poverty, 47 percentage of adolescents beneath six years ancient 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 youth and sixty four percentage for Hispanic youngsters. In a current survey performed via 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 boundaries to pupil 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 by way of human beings with exact 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 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 superb exceptions—have been lacking from the action. The motives are complex. This is a body of workers that has lengthy been marginalized, their work devalued, and information 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 using 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 residing in poverty, and stricken by way of the poisonous stress frequent amongst their students. The most modern practitioners are involved about placing their careers at risk. Few have been inclined to go on the document with their critique.
As I examine via the report, I saved underlining the charges from the teachers, as if to make bigger them, to elevate them off the page. They’re struggling to honor early childhood’s strong proof base, however they’re undermined via a lack of organisation 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 bad influence of reforms on children’s improvement and getting to know can’t be overstated. Practice has end up 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 brilliant early education, as the person strengths, interests, and desires of teenagers get lost:
With this intense emphasis on what’s known as ‘rigorous academics,’ drills are emphasized. It’s a great deal tougher for my kids to grow to be self-regulated learners. Children have no time to examine to self-regulate with the aid of selecting their very own activities, collaborating in ongoing initiatives with their classmates, or enjoying creatively. They have to take a seat longer, however their interest spans are shorter.
The authors deliver us into the lecture 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 examine public school kindergarten classrooms between 1998 and 2010. More formal, directed practise 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 ability set of 5-year-olds, and the stress has extended, in some cases, to prekindergarten, the place teenagers are being requested to grasp analyzing by means of the cease of the year. The repercussions are severe:
It’s imperative for each kindergarten toddler to sense 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 youngsters who are poor, ‘You’re deficient,’ rather of supporting them grow to be able and sense profitable and section of their class. Then it’s ‘remedial this, remedial that.’ It’s discrimination.
The file concludes with a collection of recommendations—from the actual professionals in the room. The first calls for the withdrawal of cutting-edge early childhood requirements and mandates. Another urges the use of genuine assessment, primarily based on observations of children, their development, and learning. Number ten addresses baby poverty, our countrywide stain:
Work at all degrees of society to reduce, and eventually give up toddler poverty. To do this, we should first renowned that a slim focal point 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
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.
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 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 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’ confirmation 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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