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 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 numerous necessary questions.
Should a learn about that observed a 2½-month obtain in educational abilities when taught in preschool have an impact on early childhood policy and practice? How can one argue for giving up massive chunks of playtime for educational instructing to make such minimal beneficial properties in educational performance—with little consideration of what different areas would possibly have misplaced out due to the fact of the focal point on educational skills? Studies of Head Start applications that taught educational abilities to preschoolers in the 1960’s and 1970’s observed that beneficial properties made in tutorial overall performance over teens in greater play-based Head Start packages have been commonly long gone by way of 2d 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 educating of studying previously has little benefit.
Play-based early childhood packages are all-too-often misunderstood. Just having performed in a preschool is no longer enough, as all play is not the same. When a infant dabbles from one undertaking to another, tries out one cloth and then the next, and/or does the equal exercise day-after-day, this is no longer excellent play or, necessarily, even play. And, even when a toddler does end up greater thoroughly engaged in an pastime that develops over time and is significant play, instructors have a indispensable position 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, by means of supporting a baby dictate tales 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 instructor and baby may discuss shapes, as she tries to discover the proper form for her structure.
This sort of intentional teacher-facilitated gaining knowledge of thru play contributes to the many foundational competencies teenagers want for later faculty success, which includes self-regulation, social skills, creativity, authentic thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and fine attitudes towards problem-solving. And, in the lengthy run, these foundational competencies are a good deal greater essential for how adolescents will sense about and operate later in college than the 2½ months reap they may reap from the early ability training acquired 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 educational capabilities are so vital to emphasize in preschool alternatively 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 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
This comprehensive toolkit will answer questions about charter schools and school privatization.
HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL
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
DON’T USE KINDERGARTEN READINESS ASSESSMENTS FOR ACCOUNTABILITY
More than forty states both have or are in the procedure of growing Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have countless 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
“Stop Humiliating Teachers” by David Denby was published in the Feb. 11, 2017 issue of The New Yorker.
DEY ISSUES A STATEMENT OPPOSING BETSY DEVOS’ NOMINATION FOR SECRETARY OF EDUCATION
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 extra statistics about advocacy for fantastic 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”
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 humans to put households and teenagers 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, referred to as their senators, and urged participants of the HELP committee to dump her, Defending the Early Years, a nonprofit enterprise based totally in Boston, released “Teachers Speak Out.” The file highlights the worries of early childhood instructors about the have an impact on of faculty reforms on low-income children. Authors Diane E. Levin and Judith L. Van Hoorn culled their statistics 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 installed in research. According to the National Center for Children in Poverty, forty seven percentage of teenagers underneath six years historical 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 by way of human beings with right intentions however frequently 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 slim educational competencies at youthful and youthful ages, early childhood educators are compelled to do the “least harm,” alternatively 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 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 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 sturdy proof base, however they’re undermined with the aid of a lack of company 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 have an effect on of reforms on children’s improvement and mastering 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 great early education, as the person strengths, interests, and wants of young people get lost:
With this intense emphasis on what’s known as ‘rigorous academics,’ drills are emphasized. It’s tons more difficult for my teens to end up self-regulated learners. Children have no time to examine to self-regulate by means of deciding on their personal activities, collaborating 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 education 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 stress has extended, in some cases, to prekindergarten, the place adolescents are being requested to grasp studying with the aid of the stop of the year. The repercussions are severe:
It’s integral for each and every kindergarten toddler to experience welcomed and included, to be section 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 emerge as equipped and sense profitable and section 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 degrees of society to reduce, and sooner or later stop toddler poverty. To do this, we should first renowned that a slender center of attention on enhancing faculties will now not resolve the complicated issues related with infant poverty.
Breaking the silence used to be by no means so sweet. Now it’s time, as John Lewis says, to get in correct 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 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 alternative 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 hostile 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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