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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.thedeyproject.com) we work to promote suitable academic 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) not only left us puzzled but raised several important questions.

Should a learn about that observed a 2½-month acquire in tutorial capabilities 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 instructing to make such minimal positive factors in educational performance—with little consideration of what different areas would possibly have misplaced out due to the fact of the center of attention on tutorial skills?  Studies of Head Start packages that taught tutorial competencies to preschoolers in the 1960’s and 1970’s located that features made in tutorial overall performance over teenagers in greater play-based Head Start packages have been commonly long past by using 2nd grade (i.e., “fade-out effect,” as stated in the article).  Furthermore, lookup in many European countries, which do no longer begin formal reading education till age seven, suggests that beginning formal educating of analyzing beforehand 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 child dabbles from one activity to another, tries out one material and then the next, and/or does the same activity day-after-day, this is not quality play or, necessarily, even play.  And, even when a child does become more fully engaged in an activity that develops over time and is meaningful play, teachers have a vital role in facilitating the play to help the child take it further.  The teacher also makes decisions about how to integrate more formal early literacy and math skills into the play—for instance, by helping a child dictate stories about his painting and pointing out some of the keywords and letters involved, etc.   The teacher can then help the child “read” the story at a class meeting.  With block building, the teacher and child might discuss shapes, as she tries to find the right shape for her structure.

This type of intentional teacher-facilitated getting to know thru play contributes to the many foundational abilities young people want for later faculty success, consisting of self-regulation, social skills, creativity, authentic thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and nice attitudes towards problem-solving.  And, in the lengthy run, these foundational capabilities are plenty extra vital for how teenagers will experience about and function later in faculty than the 2½ months obtain they would possibly achieve from the early talent preparation obtained in preschool, as pronounced in the  New York Times article.

Rather than debating over free play versus flashcards, possibly we ought to be asking the better questions:

1. Why are years of research on the benefits of quality play in preschool programs so often ignored?
2. Why is it assumed that educational abilities are so vital to emphasize in preschool as an alternative than a center of attention on the improvement of the “whole child” and foundational abilities that put together kids for faculty success in the later years?
3. Why are play and getting to know so frequently 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

4/26/2017

This comprehensive toolkit will answer questions about charter schools and school privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

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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

4/4/2017

DON’T USE KINDERGARTEN READINESS ASSESSMENTS FOR ACCOUNTABILITY

More than forty states both have or are in the manner of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have countless advantages for educating and learning, the consequences 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” 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

1/27/2017

DEY is issuing a announcement 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 was once unable to reply fundamental 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 helping efforts that discriminate towards low-income communities and communities of color.  At DEY, we aid the equal chance of each and every younger baby for an super education.  We are specifically involved that DeVos will undermine the countrywide and country efforts to promote regularly occurring preschool public education. 
 
For greater records about advocacy for splendid public education, go to DEY’s internet site at  www.thedeyproject.com.

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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 had 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 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, known as their senators, and urged 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 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 under the poverty line in 2014. The degree rises to almost 70 percentage for Black and Native-American teenagers and sixty four percentage for Hispanic youngsters.  In a latest survey carried out through 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 limitations to pupil 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 through human beings with properly intentions however frequently 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 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 magnificent strength committed to defeating her.

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

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​As I examine via the report, I stored underlining the rates from the teachers, as if to increase them, to raise them off the page.  They’re struggling to honor early childhood’s sturdy proof base, however they’re undermined by using a lack of organization and autonomy:

The have faith in my understanding and judgment as a instructor is gone.  So are the play and getting to know 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 great deal more difficult for my young people to turn out to be self-regulated learners.  Children have no time to analyze to self-regulate through deciding on their personal activities, collaborating in ongoing initiatives with their classmates, or enjoying creatively.  They have to take a seat longer, however their attention 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 practise in reading, writing, and math, as soon as the province of first grade, has trickled down into kindergarten.  Close analyzing is turning into phase of the anticipated talent set of 5-year-olds, and the stress has extended, in some cases, to prekindergarten, the place teenagers are being requested to grasp analyzing through the give up of the year. The repercussions are severe:

It’s necessary for each and every kindergarten infant to experience welcomed and included, to be phase of the class. Instead, we’re isolating 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 able and experience 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 levels of society to reduce, and ultimately end child poverty.  To do this, we must first acknowledge that a narrow focus on improving schools will not solve the complex problems associated with child 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 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 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 choice 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 solutions that you are antagonistic to Mrs. DeVos’ confirmation 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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