Is Gluco Shield Pro Legit: 2022 Reports Show ⚠️ Hidden Dangers on Gluco Shield Pro

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 suitable 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) not only left us puzzled but raised several important questions.

Should a find out about that discovered a 2½-month reap in tutorial competencies 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 educating 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 applications that taught educational capabilities to preschoolers in the 1960’s and 1970’s discovered that positive factors made in tutorial overall performance over youngsters in greater play-based Head Start packages had been commonly long gone by using 2nd grade (i.e., “fade-out effect,” as referred to in the article).  Furthermore, lookup in many European countries, which do now not begin formal analyzing guidance till age seven, suggests that beginning formal instructing of studying in the past 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 toddler dabbles from one endeavor to another, tries out one fabric and then the next, and/or does the identical recreation day-after-day, this is no longer fine play or, necessarily, even play.  And, even when a infant does end up extra completely engaged in an undertaking that develops over time and is significant play, instructors have a indispensable position in facilitating the play to assist the infant take it further.  The trainer additionally makes choices about how to combine extra formal early literacy and math capabilities into the play—for instance, through assisting a infant dictate tales about his portray and pointing out some of the key phrases and letters involved, etc.   The trainer can then assist the infant “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 adolescents want for later faculty success, along with self-regulation, social skills, creativity, authentic thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and effective attitudes towards problem-solving.  And, in the lengthy run, these foundational competencies are plenty extra necessary for how youngsters will experience about and function later in faculty than the 2½ months obtain they would possibly gain from the early talent practise obtained in preschool, as stated in the  New York Times article.

Rather than debating over free play versus flashcards, perhaps we should be asking the bigger questions:

  1. Why are years of lookup on the advantages of excellent play in preschool packages so regularly ignored?
  2. 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?
  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 complete toolkit will reply questions about constitution faculties and college privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

Shocking Reports on Gluco Shield Pro Have been introduced (Continue Reading by means 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 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” by using David Denby used to be posted in the Feb. 11, 2017 trouble 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 was once unable to reply simple questions or tackle controversial issues. But, most importantly, she is in opposition to public training and, instead, desires to privatize public education.  DeVos has a tested records of aiding efforts that discriminate in opposition to low-income communities and communities of color.  At DEY, we aid the equal possibility of each and every younger toddler for an magnificent education.  We are mainly worried that DeVos will undermine the countrywide and kingdom efforts to promote everyday 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

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THE POWER OF THEIR VOICES: EARLY CHILDHOOD TEACHERS TALK SCHOOL REFORM

(originally published on Jan. 19, 2017)

A former preschool instructor 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 kids first, now not billionaires.”

Those had been hostilities 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 govt 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 employer primarily based in Boston, released  “Teachers Speak Out.” The file highlights the issues of early childhood instructors about the affect of faculty reforms on low-income children.  Authors Diane E. Levin and Judith L. Van Hoorn culled their records 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 under the poverty line in 2014. The stage rises to almost 70 percentage for Black and Native-American adolescents and sixty four percentage for Hispanic youngsters.  In a latest survey carried out with the aid 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 studying and psychological troubles as the pinnacle boundaries 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 applied by way of humans with top intentions however frequently little formal  knowledge of early child development.”   Those with the knowledge now face a  “profound moral dilemma.”  As top-down mandates dictate the instructing and evaluation of slim tutorial competencies at youthful and youthful ages, early childhood educators are compelled to do the “least harm,” as a substitute 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 extremely good 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 grasp shared via many, and internalized by way 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 by way of the poisonous stress frequent amongst their students. The most up-to-date practitioners are involved about inserting their careers at risk.  Few have been inclined to go on the document with their critique.

​As I study via the report, I saved underlining the charges from the teachers, as if to increase them, to raise them off the page.  They’re struggling to honor early childhood’s sturdy proof base, however they’re undermined by means of a lack of enterprise and autonomy:

The have faith in my knowledge and judgment as a trainer is gone.  So are the play and mastering facilities in my classroom.  Everything is supposed to be structured for a particular lesson and rigidly timed to healthy into a specific, tight, preapproved schedule.

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The poor affect of reforms on children’s improvement and gaining knowledge of can’t be overstated. Practice has come to be 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 wishes of kids 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 by way 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 studying is turning into phase 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 using the stop of the year. The repercussions are severe:

It’s fundamental for each and every kindergarten infant to sense welcomed and included, to be phase of the class. Instead, we’re isolating the cream from the milk.  From the beginning, we’re telling children who are poor, ‘You’re deficient,’ rather of supporting them grow to be capable 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 present day early childhood requirements and mandates. Another urges the use of actual assessment, primarily based on observations of children, their development, and learning.  Number ten addresses infant poverty, our country wide stain:

Work at all tiers of society to reduce, and subsequently cease infant poverty.  To do this, we have to first well known that a slender center of attention on enhancing faculties will now not clear up the complicated issues related with baby poverty.

Breaking the silence was once by no means so sweet.  Now it’s time, as John Lewis says, to get in properly 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 marketing campaign and encouraging educators and different 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 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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