WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY
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
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 gorgeous 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) now not solely left us puzzled however raised various necessary 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 massive chunks of playtime for tutorial instructing to make such minimal good points 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 capabilities to preschoolers in the 1960’s and 1970’s observed that features made in tutorial overall performance over young people in extra play-based Head Start packages have been normally long past with the aid of 2nd grade (i.e., “fade-out effect,” as stated in the article). Furthermore, lookup in many European countries, which do no longer begin formal analyzing practise till age seven, suggests that beginning formal instructing of analyzing until now has little benefit.
Play-based early childhood applications are all-too-often misunderstood. Just having performed in a preschool is no longer 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 type of intentional teacher-facilitated gaining knowledge of thru play contributes to the many foundational capabilities adolescents want for later college success, together with self-regulation, social skills, creativity, authentic 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 lots greater essential for how youngsters will sense about and function later in faculty than the 2½ months reap they may reap from the early talent practise obtained in preschool, as pronounced in the New York Times article.
Rather than debating over free play versus flashcards, perhaps we should be asking the bigger questions:
- Why are years of research on the benefits of quality play in preschool programs so often ignored?
- Why is it assumed that tutorial competencies are so vital to emphasize in preschool instead than a focal point on the improvement of the “whole child” and foundational abilities that put together youngsters for college success in the later years?
- Why are play and mastering so frequently 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
This comprehensive toolkit will answer questions about charter schools and school privatization.
HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL
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
DON’T USE KINDERGARTEN READINESS ASSESSMENTS FOR ACCOUNTABILITY
More than forty states both have or are in the system of growing Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have countless 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
“Stop Humiliating Teachers” by way of 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
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 used to be unable to answer simple questions or tackle controversial issues. But, most importantly, she is towards public schooling and, instead, needs to privatize public education. DeVos has a verified records of assisting efforts that discriminate towards low-income communities and communities of color. At DEY, we assist the equal probability of each younger toddler for an incredible education. We are mainly worried that DeVos will undermine the country wide and nation efforts to promote frequent preschool public education.
For more information about advocacy for appropriate public education, visit DEY’s website at www.deyproject.org.
ECE POLICY MATTERS’ SUSAN OCHSHORN DISCUSSES BETSY DE VOS NOMINATION AND 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 human beings to put households and teenagers first, no longer billionaires.”
Those have been conflict 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 outcomes of our current 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 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 kids 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 studying and psychological issues as the pinnacle limitations 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 understanding now face a “profound moral dilemma.” As top-down mandates dictate the instructing and evaluation of slender educational competencies at youthful and youthful ages, early childhood educators are compelled to do the “least harm,” alternatively than the “most good.”
In an trade 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 file 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 tremendous power committed to defeating her.
Early childhood teachers—with some first-rate 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 understanding shared via many, and internalized by using these in the field. Salaries for educators working in community-based applications are appreciably much less than these of their colleagues in the public schools. Many are dwelling in poverty, and stricken by way 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.
As I study via the report, I stored underlining the costs from the teachers, as if to enlarge them, to elevate them off the page. They’re struggling to honor early childhood’s sturdy proof base, however they’re undermined by using a lack of business enterprise 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 terrible have an impact on of reforms on children’s improvement and gaining knowledge of 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 great early education, as the character strengths, interests, and desires of youth get lost:
With this excessive emphasis on what’s known as ‘rigorous academics,’ drills are emphasized. It’s an awful lot tougher for my teens to end up self-regulated learners. Children have no time to analyze to self-regulate via deciding on their personal activities, taking part in ongoing tasks with their classmates, or taking part in creatively. They have to take a seat longer, however their interest spans are shorter.
The authors carry us into the lecture rooms studied by means 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 section of the predicted talent set of 5-year-olds, and the strain has extended, in some cases, to prekindergarten, the place teens are being requested to grasp studying by means of the give up of the year. The repercussions are severe:
It’s fundamental for each kindergarten toddler to sense welcomed and included, to be phase of the class. Instead, we’re setting apart the cream from the milk. From the beginning, we’re telling children who are poor, ‘You’re deficient,’ as a substitute of assisting them come to be ready and experience profitable and phase of their class. Then it’s ‘remedial this, remedial that.’ It’s discrimination.
The record concludes with a collection of recommendations—from the actual specialists in the room. The first calls for the withdrawal of contemporary 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 countrywide stain:
Work at all tiers of society to reduce, and sooner or later quit infant poverty. To do this, we should first well known that a slim focal point on enhancing faculties will no longer clear up the complicated issues related with toddler 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”
NETWORK FOR PUBLIC EDUCATION MOUNTING A CAMPAIGN TO DEFEAT BETSY DEVOS AS SECRETARY OF EDUCATION
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 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 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 adversarial 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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