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WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY

6/10/2017

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

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 fantastic 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) no longer solely left us puzzled however raised countless necessary questions.

Should a learn about that discovered a 2½-month attain in tutorial abilities when taught in preschool have an impact 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 would possibly have misplaced out due to the fact of the center of attention on educational skills?  Studies of Head Start applications that taught educational competencies to preschoolers in the 1960’s and 1970’s discovered that beneficial properties made in tutorial overall performance over youngsters in greater play-based Head Start applications had been usually long gone by means of 2nd grade (i.e., “fade-out effect,” as cited in the article).  Furthermore, lookup in many European countries, which do now not begin formal analyzing education till age seven, suggests that beginning formal instructing of analyzing until now has little benefit.

Play-based early childhood applications are all-too-often misunderstood.  Just having performed in a preschool is no longer 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 form of intentional teacher-facilitated gaining knowledge of via play contributes to the many foundational abilities youngsters want for later college success, together with self-regulation, social skills, creativity, authentic thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and wonderful attitudes towards problem-solving.  And, in the lengthy run, these foundational abilities are an awful lot greater vital for how young people will experience about and function later in college than the 2½ months reap they may attain from the early ability preparation obtained in preschool, as stated in the  New York Times article.

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

1. Why are years of lookup on the advantages of best play in preschool packages so frequently ignored?
2. Why is it assumed that tutorial capabilities are so necessary to emphasize in preschool alternatively than a focal point on the improvement of the “whole child” and foundational abilities that put together teens for college success in the later years?
3. Why are play and studying 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 technique of growing Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have quite a few advantages for educating 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” 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 assertion 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 primary questions or tackle controversial issues. But, most importantly, she is in opposition to public training and, instead, desires to privatize public education.  DeVos has a established records of assisting efforts that discriminate towards low-income communities and communities of color.  At DEY, we help the equal probability of each younger toddler for an magnificent education.  We are specially worried that DeVos will undermine the countrywide and kingdom efforts to promote general preschool public education. 
 
For more information about advocacy for appropriate public education, visit DEY’s website 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 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 urged individuals of the HELP committee to dump her, Defending the Early Years, a nonprofit corporation based totally in Boston, released  “Teachers Speak Out.” The document 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 information 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 teens below six years ancient lived in  low-income families near or beneath the poverty line in 2014. The degree rises to almost 70 percentage for Black and Native-American teens and sixty four percentage for Hispanic youngsters.  In a current survey performed by means 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 scholar 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 know-how now face a  “profound moral dilemma.”  As top-down mandates dictate the instructing and evaluation of slim tutorial capabilities at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” instead 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 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 faculties and communities, and blames them for all its ills.  But out of this malaise, a new activism has emerged, with splendid power committed to defeating her.

Early childhood teachers—with some splendid exceptions—have been lacking from the action. The motives are complex.  This is a staff 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 by way of many, and internalized through 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 dwelling in poverty, and stricken with the aid of the poisonous stress frequent amongst their students. The most modern practitioners are involved about inserting their careers at risk.  Few have been inclined to go on the file with their critique.

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​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 believe in my information and judgment as a trainer is gone.  So are the play and mastering facilities in my classroom.  Everything is supposed to be structured for a unique 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 known as ‘rigorous academics,’ drills are emphasized.  It’s plenty more difficult for my kids to end up self-regulated learners.  Children have no time to study to self-regulate by way of deciding on their very own activities, taking part in ongoing initiatives with their classmates, or enjoying creatively.  They have to sit down 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 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 teens are being requested to grasp analyzing by using the quit 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 collection 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 real assessment, based totally on observations of children, their development, and learning.  Number ten addresses infant poverty, our country wide stain:

Work at all ranges of society to reduce, and eventually stop toddler poverty.  To do this, we should first well known that a slim center of attention on enhancing colleges will no longer clear up the complicated issues related with infant poverty.

Breaking the silence used to be in no way so sweet.  Now it’s time, as John Lewis says, to get in properly 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 marketing campaign and encouraging educators and other 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 antagonistic 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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