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 splendid 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 countless vital questions.
Should a find out 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 educating 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 focal point on tutorial skills? Studies of Head Start packages that taught tutorial competencies to preschoolers in the 1960’s and 1970’s observed that positive factors made in tutorial overall performance over teenagers in extra play-based Head Start applications had been typically long gone with the aid of 2d grade (i.e., “fade-out effect,” as stated in the article). Furthermore, lookup in many European countries, which do now not begin formal analyzing education till age seven, indicates that beginning formal educating of studying in the past has little benefit.
Play-based early childhood packages are all-too-often misunderstood. Just having performed in a preschool is now not enough, as all play is not the same. When a baby dabbles from one pastime to another, tries out one cloth and then the next, and/or does the identical recreation day-after-day, this is now not fantastic play or, necessarily, even play. And, even when a toddler does emerge as greater absolutely engaged in an undertaking that develops over time and is significant play, instructors have a fundamental position in facilitating the play to assist the infant 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 way of assisting a baby dictate testimonies about his painting and pointing out some of the key phrases and letters involved, etc. The trainer can then assist the infant “read” the story at a classification meeting. With block building, the instructor and infant would possibly talk about shapes, as she tries to locate the proper form 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, perhaps we should be asking the bigger questions:
- Why are years of lookup on the advantages of fine play in preschool packages so regularly ignored?
- Why is it assumed that tutorial capabilities are so essential to emphasize in preschool as an alternative than a center of attention on the improvement of the “whole child” and foundational capabilities that put together youngsters for college success in the later years?
- Why are play and getting to know 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
This complete toolkit will reply questions about constitution faculties and college 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 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” through 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
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 reply primary questions or tackle controversial issues. But, most importantly, she is towards public schooling and, instead, wishes to privatize public education. DeVos has a established records of aiding efforts that discriminate towards low-income communities and communities of color. At DEY, we assist the equal probability of each and every younger toddler for an brilliant education. We are particularly worried that DeVos will undermine the country wide and country efforts to promote standard 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 instructor carried the torch for democracy at the affirmation listening to for Betsy DeVos, Donal Trump’s nominee for Secretary of Education. “The Senate have to to be a rubber stamp, Patty Murray said. We owe it t the American humans to put households and adolescents 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 advised participants of the HELP committee to dump her, Defending the Early Years, a nonprofit corporation 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 set up in research. According to the National Center for Children in Poverty, forty seven percentage of young people below six years ancient 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 applied by using human beings with accurate intentions however regularly little formal knowledge of early child development.” Those with the know-how now face a “profound moral dilemma.” As top-down mandates dictate the educating and evaluation of slender educational capabilities at youthful and younger ages, early childhood educators are compelled to do the “least harm,” as an alternative 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 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 colleges and communities, and blames them for all its ills. But out of this malaise, a new activism has emerged, with first-rate strength committed to defeating her.
Early childhood teachers—with some exquisite 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 by using many, and internalized by using these in the field. Salaries for educators working in community-based packages are drastically much less than these of their colleagues in the public schools. Many are residing in poverty, and stricken by using 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 report with their critique.
As I study via the report, I saved underlining the fees from the teachers, as if to extend them, to raise them off the page. They’re struggling to honor early childhood’s strong proof base, however they’re undermined by using a lack of organization 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 unique lesson and rigidly timed to healthy 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 an awful lot tougher for my teens to end up self-regulated learners. Children have no time to study to self-regulate through deciding on their very own activities, taking part in ongoing tasks 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 by using Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant information units to evaluate public school kindergarten classrooms between 1998 and 2010. More formal, directed instruction in reading, writing, and math, once the province of first grade, has trickled down into kindergarten. Close reading is becoming part of the expected skill set of 5-year-olds, and the pressure has extended, in some cases, to prekindergarten, where children are being asked to master reading by the end of the year. The repercussions are severe:
It’s quintessential for each and every kindergarten toddler to experience welcomed and included, to be section of the class. Instead, we’re keeping 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 turn out to be ready 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 subsequently stop toddler poverty. To do this, we ought to first renowned that a slender focal point on enhancing colleges will no longer resolve the complicated issues related with baby 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 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 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 adversarial 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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