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WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY

6/10/2017

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

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) now not solely left us puzzled however raised countless necessary questions.

Should a find out about that discovered a 2½-month reap in tutorial abilities when taught in preschool have an effect on early childhood coverage and practice? How can one argue for giving up huge chunks of playtime for tutorial 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 applications that taught educational abilities to preschoolers in the 1960’s and 1970’s observed that positive aspects made in tutorial overall performance over youth in extra play-based Head Start packages have been usually long past by means of 2nd grade (i.e., “fade-out effect,” as noted in the article).  Furthermore, lookup in many European countries, which do now not begin formal analyzing coaching till age seven, suggests that beginning formal educating 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 infant dabbles from one undertaking to another, tries out one cloth and then the next, and/or does the equal endeavor day-after-day, this is no longer high-quality play or, necessarily, even play.  And, even when a infant does grow to be greater thoroughly engaged in an undertaking that develops over time and is significant play, instructors have a essential function in facilitating the play to assist the baby take it further.  The instructor additionally makes choices about how to combine greater formal early literacy and math capabilities into the play—for instance, through supporting a baby dictate memories 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 classification meeting.  With block building, the trainer and infant may talk about shapes, as she tries to discover the proper form for her structure.

This type of intentional teacher-facilitated gaining knowledge of via play contributes to the many foundational capabilities youngsters want for later college success, together with self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and superb attitudes towards problem-solving.  And, in the lengthy run, these foundational abilities are lots extra vital for how teens will experience about and function later in faculty than the 2½ months attain they may achieve from the early ability guidance obtained in preschool, as stated in the  New York Times article.

Rather than debating over free play versus flashcards, perhaps we should be asking the bigger questions:

1. Why are years of lookup on the advantages of great play in preschool applications so frequently ignored?
2. Why is it assumed that educational competencies are so necessary to emphasize in preschool instead 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 mastering so regularly 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

4/26/2017

This complete toolkit will reply questions about constitution colleges and college privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

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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

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 numerous advantages for instructing and learning, the outcomes 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” via David Denby used to be 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 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 fundamental questions or tackle controversial issues. But, most importantly, she is towards public training and, instead, needs to privatize public education.  DeVos has a tested records of aiding efforts that discriminate in opposition to low-income communities and communities of color.  At DEY, we guide the equal possibility of each younger infant for an super education.  We are particularly worried that DeVos will undermine the country wide and kingdom efforts to promote normal preschool public education. 
 
For greater facts about advocacy for fantastic public education, go to DEY’s internet site at  www.deyproject.org.

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ECE POLICY MATTERS’ SUSAN OCHSHORN DISCUSSES BETSY DE VOS NOMINATION AND DEY’S LATEST REPORT, “TEACHERS SPEAK OUT”

1/22/2017

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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 warfare 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 electricity is convoluted.  The pacts we make can be Faustian: these days, a former Microsoft govt runs Washington’s branch 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 record highlights the issues of early childhood instructors about the influence 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 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 nearly 70 percentage for Black and Native-American youngsters and sixty four percentage for Hispanic youngsters.  In a latest 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 mastering and psychological troubles as the pinnacle limitations to scholar 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 knowledge now face a  “profound moral dilemma.”  As top-down mandates dictate the instructing and evaluation of slender educational abilities at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” as a substitute than the “most good.”

In an change 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 document 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 incredible power devoted to defeating her.

Early childhood teachers—with some superb exceptions—have been lacking from the action. The reasons are complex.  This is a personnel that has lengthy been marginalized, their work devalued, and knowledge ignored.  “It’s simply babysitting,” New Jersey’s governor, Chris Christie, stated some years ago, of his state’s prekindergarten program—a appreciation shared with the aid of many, and internalized by way of these in the field.  Salaries for educators working in community-based packages are notably much less than these of their colleagues in the public schools.  Many are dwelling in poverty, and bothered with the aid of the poisonous stress frequent amongst their students. The latest practitioners are concerned about placing their careers at risk.  Few have been inclined to go on the file with their critique.

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​As I study via the report, I stored underlining the costs from the teachers, as if to enlarge them, to raise them off the page.  They’re struggling to honor early childhood’s sturdy proof base, however they’re undermined by means of a lack of business enterprise 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 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 severe emphasis on what’s known as ‘rigorous academics,’ drills are emphasized.  It’s an awful lot tougher for my teenagers to grow to be self-regulated learners.  Children have no time to analyze to self-regulate by way of deciding on their very own 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 bring us into the classrooms studied by Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally representative data sets to compare 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 file concludes with a sequence of recommendations—from the actual specialists in the room.  The first calls for the withdrawal of modern early childhood requirements and mandates. Another urges the use of actual assessment, based totally on observations of children, their development, and learning.  Number ten addresses infant poverty, our country wide stain:

Work at all stages of society to reduce, and sooner or later cease infant poverty.  To do this, we ought to first well known that a slim focal point on enhancing faculties will now not 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 start on January 11, 2017. Many educators have grave worries 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 campaign and encouraging educators and other concerned citizens to contact their Senator.  Find a sample 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 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.” 

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