WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY
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
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) not only left us puzzled but raised several important questions.
Should a learn about that determined a 2½-month reap in educational capabilities when taught in preschool have an impact on early childhood coverage and practice? How can one argue for giving up large chunks of playtime for educational educating to make such minimal positive factors in educational 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 capabilities to preschoolers in the 1960’s and 1970’s determined that beneficial properties made in tutorial overall performance over youngsters in extra play-based Head Start packages had been usually long past via 2nd grade (i.e., “fade-out effect,” as noted in the article). Furthermore, lookup in many European countries, which do no longer begin formal analyzing preparation till age seven, indicates that beginning formal educating of analyzing previously has little benefit.
Play-based early childhood applications are all-too-often misunderstood. Just having performed in a preschool is now not enough, as all play is not the same. When a toddler dabbles from one exercise to another, tries out one cloth and then the next, and/or does the identical endeavor day-after-day, this is now not excellent play or, necessarily, even play. And, even when a infant does emerge as greater entirely engaged in an recreation that develops over time and is significant play, instructors have a critical position in facilitating the play to assist the baby take it further. The trainer additionally makes selections about how to combine extra formal early literacy and math competencies into the play—for instance, by way of supporting a baby dictate tales about his portray and pointing out some of the key phrases and letters involved, etc. The instructor can then assist the toddler “read” the story at a category meeting. With block building, the instructor and infant may talk about shapes, as she tries to locate the proper structure 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 ought to be asking the better questions:
- Why are years of lookup on the advantages of satisfactory play in preschool applications so regularly ignored?
- Why is it assumed that educational abilities are so necessary to emphasize in preschool as a substitute than a focal point on the improvement of the “whole child” and foundational abilities 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 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
“Stop Humiliating Teachers” by means of David Denby was once posted in the Feb. 11, 2017 difficulty 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 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 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 teacher carried the torch for democracy at the confirmation hearing for Betsy DeVos, Donal Trump’s nominee for Secretary of Education. “The Senate should to be a rubber stamp, Patty Murray said. We owe it t the American people to put families and children first, not billionaires.”
Those have been struggle 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 effects of our current election attest, women’s ascent to energy 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 earlier than the hearing, as opponents of DeVos signed petitions, known as their senators, and urged participants of the HELP committee to dump her, Defending the Early Years, a nonprofit agency primarily 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 mounted in research. According to the National Center for Children in Poverty, forty seven percentage of adolescents 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 carried out by way 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 gaining knowledge of and psychological issues as the pinnacle boundaries to pupil 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 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 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 report 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 extraordinary 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 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 have confidence in my know-how and judgment as a trainer is gone. So are the play and studying facilities in my classroom. Everything is supposed to be structured for a particular lesson and rigidly timed to in shape into a specific, tight, preapproved schedule.
The negative impact of reforms on children’s development and learning can’t be overstated. Practice has become more rote, and standardized, with less time for deep relationships—among children, and between them and caring adults. We’re stealing the heart of high-quality early education, as the individual strengths, interests, and needs of children get lost:
With this excessive emphasis on what’s referred to as ‘rigorous academics,’ drills are emphasized. It’s a good deal tougher for my teens to turn out to be self-regulated learners. Children have no time to examine to self-regulate through selecting their personal activities, taking part in ongoing initiatives with their classmates, or enjoying creatively. They have to take a seat longer, however their interest spans are shorter.
The authors deliver 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 records 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 stress has extended, in some cases, to prekindergarten, the place kids are being requested to grasp analyzing via the cease of the year. The repercussions are severe:
It’s vital for each kindergarten toddler to sense welcomed and included, to be phase of the class. Instead, we’re keeping apart the cream from the milk. From the beginning, we’re telling youngsters who are poor, ‘You’re deficient,’ alternatively of assisting them grow to be capable 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 professionals in the room. The first calls for the withdrawal of modern early childhood requirements and mandates. Another urges the use of proper assessment, based totally on observations of children, their development, and learning. Number ten addresses baby poverty, our countrywide stain:
Work at all ranges of society to reduce, and eventually give up infant poverty. To do this, we should first renowned that a slim focal point on enhancing colleges will no longer remedy the complicated troubles related with baby poverty.
Breaking the silence was once in no way so sweet. Now it’s time, as John Lewis says, to get in top 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 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& amp;. 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 answers 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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