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 fabulous 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) not only left us puzzled but raised several important questions.
Should a learn about that located a 2½-month achieve in educational capabilities when taught in preschool have an effect on early childhood coverage and practice? How can one argue for giving up huge chunks of playtime for tutorial instructing to make such minimal features in tutorial performance—with little consideration of what different areas may have misplaced out due to the fact of the focal point on educational skills? Studies of Head Start packages that taught tutorial abilities to preschoolers in the 1960’s and 1970’s determined that features made in educational overall performance over teenagers in greater play-based Head Start applications have been normally long gone by using 2nd grade (i.e., “fade-out effect,” as noted in the article). Furthermore, lookup in many European countries, which do now not begin formal studying guidance till age seven, suggests that beginning formal instructing of studying previously 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 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 need to be asking the higher questions:
- Why are years of lookup on the advantages of exceptional play in preschool applications so frequently ignored?
- Why is it assumed that educational capabilities are so essential to emphasize in preschool alternatively than a center of attention on the improvement of the “whole child” and foundational capabilities that put together teens for college success in the later years?
- Why are play and mastering 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
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 procedure of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have quite a few advantages for educating and learning, the outcomes 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 using David Denby was once 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 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 greater facts about advocacy for terrific public education, go to DEY’s internet site at www.deyproject.org.
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 ought to to be a rubber stamp, Patty Murray said. We owe it t the American human beings to put households and youngsters first, no longer 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 earlier than the hearing, as opponents of DeVos signed petitions, known as their senators, and advised individuals of the HELP committee to dump her, Defending the Early Years, a nonprofit enterprise based totally 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 hooked up in research. According to the National Center for Children in Poverty, forty seven percentage of kids beneath six years historic 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 young people and sixty four percentage for Hispanic youngsters. In a latest 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 mastering and psychological troubles as the pinnacle limitations 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 with the aid of humans with properly 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 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 super electricity committed 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 study thru the report, I stored underlining the costs from the teachers, as if to make bigger 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 corporation and autonomy:
The have confidence 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 unique lesson and rigidly timed to in shape into a specific, tight, preapproved schedule.
The bad influence of reforms on children’s improvement and mastering can’t be overstated. Practice has emerge as 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 exceptional early education, as the person strengths, interests, and desires of youth 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 carry us into the lecture rooms studied by using Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant records units to evaluate public school kindergarten classrooms between 1998 and 2010. More formal, directed guidance in reading, writing, and math, as soon as the province of first grade, has trickled down into kindergarten. Close studying is turning into section of the predicted talent set of 5-year-olds, and the strain has extended, in some cases, to prekindergarten, the place kids are being requested to grasp studying by means of the cease 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 report concludes with a series of recommendations—from the real experts in the room. The first calls for the withdrawal of current early childhood standards and mandates. Another urges the use of authentic assessment, based on observations of children, their development, and learning. Number ten addresses child poverty, our national stain:
Work at all levels of society to reduce, and ultimately end child poverty. To do this, we must first acknowledge that a narrow focus on improving schools will not solve the complex problems associated with child 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 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 choice is to name 202-225-3121 and be linked 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 identify and zip code and tally your name as a “yay” or “nay.”
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