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.thedeyproject.com) 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) now not solely left us puzzled however raised various vital questions.
Should a study that found a 2½-month gain in academic skills when taught in preschool influence early childhood policy and practice? How can one argue for giving up big chunks of playtime for academic teaching to make such minimal gains in academic performance—with little consideration of what other areas might have lost out because of the focus on academic skills? Studies of Head Start programs that taught academic skills to preschoolers in the 1960’s and 1970’s found that gains made in academic performance over children in more play-based Head Start programs were generally gone by second grade (i.e., “fade-out effect,” as mentioned in the article). Furthermore, research in many European countries, which do not start formal reading instruction until age seven, shows that starting formal teaching of reading earlier 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 toddler dabbles from one exercise to another, tries out one fabric and then the next, and/or does the identical endeavor day-after-day, this is now not high-quality play or, necessarily, even play. And, even when a toddler does emerge as greater totally engaged in an pastime that develops over time and is significant play, instructors have a indispensable position in facilitating the play to assist the infant take it further. The trainer additionally makes selections about how to combine greater formal early literacy and math capabilities into the play—for instance, through assisting 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 baby “read” the story at a category meeting. With block building, the trainer and toddler may talk about shapes, as she tries to discover 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 greater questions:
- Why are years of lookup on the advantages of best play in preschool applications so regularly ignored?
- Why is it assumed that academic skills are so important to emphasize in preschool rather than a focus on the development of the “whole child” and foundational skills that prepare children for school success in the later years?
- Why are play and studying so frequently dealt with 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 faculty privatization.
HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL
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
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” via 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 assertion 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 terrific public education, go to DEY’s internet site at www.thedeyproject.com.
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 had been war 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 strength 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, referred to 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 record highlights the worries of early childhood instructors about the affect of college reforms on low-income children. Authors Diane E. Levin and Judith L. Van Hoorn culled their records 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 stage rises to almost 70 percentage for Black and Native-American young people and sixty four percentage for Hispanic youngsters. In a current survey performed by using the Council of Chief State School Officers—which helped design the Common Core standards—teachers throughout the United States listed household stress, poverty, and getting to know 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 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 great 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 grasp shared through many, and internalized with the aid of 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 residing in poverty, and stricken via the poisonous stress frequent amongst their students. The most modern practitioners are involved about placing their careers at risk. Few have been inclined to go on the file with their critique.
As I examine 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 via a lack of organisation 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 impact on of reforms on children’s improvement and studying can’t be overstated. Practice has end up extra rote, and standardized, with less time for deep relationships—among children, and between them and caring adults. We’re stealing the heart of incredible early education, as the person strengths, interests, and wishes of adolescents get lost:
With this excessive emphasis on what’s known as ‘rigorous academics,’ drills are emphasized. It’s plenty more difficult for my adolescents to end up self-regulated learners. Children have no time to research to self-regulate by means of deciding on their personal activities, collaborating in ongoing initiatives with their classmates, or taking part in creatively. They have to sit down longer, however their interest spans are shorter.
The authors convey us into the lecture rooms studied by using 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 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 essential for every kindergarten child to feel welcomed and included, to be part of the class. Instead, we’re separating the cream from the milk. From the beginning, we’re telling kids who are poor, ‘You’re deficient,’ instead of helping them become competent and feel successful and part of their class. Then it’s ‘remedial this, remedial that.’ It’s discrimination.
The record concludes with a sequence of recommendations—from the actual professionals in the room. The first calls for the withdrawal of present day 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 baby poverty, our countrywide stain:
Work at all ranges of society to reduce, and sooner or later quit infant poverty. To do this, we need to first renowned that a slender center of attention on enhancing colleges will no longer clear up the complicated troubles 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 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&. 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 title and zip code and tally your name as a “yay” or “nay.”
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