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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 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) no longer solely left us puzzled however raised a number of vital questions.

Should a learn about that located a 2½-month reap in tutorial abilities when taught in preschool impact early childhood coverage and practice? How can one argue for giving up large chunks of playtime for educational instructing to make such minimal positive factors 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 educational skills?  Studies of Head Start packages that taught educational capabilities to preschoolers in the 1960’s and 1970’s discovered that positive factors made in educational overall performance over teens in extra play-based Head Start packages have been typically 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 coaching till age seven, suggests that beginning formal instructing of analyzing before 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 exercise day-after-day, this is no longer fantastic play or, necessarily, even play.  And, even when a toddler does end up extra thoroughly engaged in an recreation that develops over time and is significant play, instructors have a indispensable function in facilitating the play to assist the baby take it further.  The trainer additionally makes choices about how to combine extra formal early literacy and math capabilities into the play—for instance, via assisting a toddler dictate tales about his portray and pointing out some of the key phrases and letters involved, etc.   The instructor can then assist the infant “read” the story at a category meeting.  With block building, the instructor and infant may talk about shapes, as she tries to discover the proper structure for her structure.

This form of intentional teacher-facilitated mastering via play contributes to the many foundational competencies adolescents want for later faculty success, along with self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and wonderful attitudes towards problem-solving.  And, in the lengthy run, these foundational competencies are tons greater necessary for how teenagers will sense about and operate later in faculty than the 2½ months acquire they would possibly achieve from the early ability training acquired in preschool, as said in the  New York Times article.

Rather than debating over free play versus flashcards, possibly we ought to be asking the better questions:

1. Why are years of research on the benefits of quality play in preschool programs so often ignored?
2. Why is it assumed that educational competencies are so vital to emphasize in preschool alternatively than a center of attention on the improvement of the “whole child” and foundational capabilities that put together kids 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 complete toolkit will reply questions about constitution colleges and faculty privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

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 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 a number of advantages for educating and learning, the effects can additionally be used inappropriately, in accordance to a current 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 way of David Denby was once posted in the Feb. 11, 2017 problem of The New Yorker.

DEY ISSUES A STATEMENT OPPOSING BETSY DEVOS’ NOMINATION FOR SECRETARY OF EDUCATION

1/27/2017

DEY is issuing a declaration 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 simple questions or tackle controversial issues. But, most importantly, she is towards public training and, instead, wishes 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 guide the equal possibility of each and every younger baby for an remarkable education.  We are particularly involved that DeVos will undermine the country wide and nation efforts to promote normal 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”

1/22/2017

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 must to be a rubber stamp, Patty Murray said.  We owe it t the American human beings to put families and youth 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 document highlights the issues of early childhood instructors about the have an impact on of college 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 mounted in research.  According to the National Center for Children in Poverty, forty seven percentage of youth below six years historic lived in  low-income families near or below the poverty line in 2014. The level rises to nearly 70 percent for Black and Native-American children and 64 percent for Hispanic youngsters.  In a recent survey conducted by the Council of Chief State School Officers—which helped design  the Common Core standards—teachers across the United States listed family stress, poverty, and learning and psychological problems as the top barriers to student 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 carried out via humans with accurate intentions however regularly 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 splendid 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 information ignored.  “It’s simply babysitting,” New Jersey’s governor, Chris Christie, stated some years ago, of his state’s prekindergarten program—a grasp shared by means of many, and internalized through these in the field.  Salaries for educators working in community-based packages are substantially much less than these of their colleagues in the public schools.  Many are residing in poverty, and bothered by way of the poisonous stress frequent amongst their students. The most recent practitioners are concerned about placing their careers at risk.  Few have been inclined to go on the file with their critique.

​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 have an effect on of reforms on children’s improvement and studying can’t be overstated. Practice has come to be 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 amazing early education, as the character strengths, interests, and desires of adolescents get lost:

​With this intense emphasis on what’s referred to as ‘rigorous academics,’ drills are emphasized.  It’s a good deal more difficult for my youth to come to be self-regulated learners.  Children have no time to analyze to self-regulate by means of deciding on their personal activities, taking part in ongoing initiatives with their classmates, or enjoying creatively.  They have to sit down longer, however their interest spans are shorter.

The authors deliver us into the school rooms studied through Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant information units to examine public school  kindergarten classrooms between 1998 and 2010. More formal, directed preparation 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 youngsters are being requested to grasp studying by way of the cease of the year. The repercussions are severe:

It’s indispensable for each and every kindergarten baby to sense welcomed and included, to be section 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,’ as a substitute of supporting them emerge as able and sense profitable and phase of their class.  Then it’s ‘remedial this, remedial that.’  It’s discrimination.

The document 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 real assessment, based totally on observations of children, their development, and learning.  Number ten addresses infant poverty, our countrywide stain:

Work at all degrees of society to reduce, and subsequently quit infant poverty.  To do this, we should first well known that a slim center of attention on enhancing colleges will no longer remedy the complicated troubles 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”

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 issues 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.”