WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY
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 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) now not solely left us puzzled however raised various essential questions.
Should a learn about that discovered a 2½-month reap in tutorial competencies when taught in preschool affect early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for educational instructing 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 tutorial skills? Studies of Head Start packages that taught educational competencies to preschoolers in the 1960’s and 1970’s determined that positive aspects made in educational overall performance over youth in greater play-based Head Start applications had been typically long past by means of 2nd grade (i.e., “fade-out effect,” as referred to in the article). Furthermore, lookup in many European countries, which do now not begin formal studying guidance till age seven, indicates that beginning formal instructing of analyzing beforehand has little benefit.
Play-based early childhood packages 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 mastering via play contributes to the many foundational competencies teens want for later faculty success, inclusive of self-regulation, social skills, creativity, unique 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 abilities are a lot extra vital for how young people will sense about and function later in college than the 2½ months attain they would possibly reap from the early ability preparation acquired in preschool, as suggested in the New York Times article.
Rather than debating over free play versus flashcards, possibly we must be asking the higher questions:
- Why are years of lookup on the advantages of great play in preschool applications so frequently ignored?
- Why is it assumed that educational capabilities are so necessary to emphasize in preschool as a substitute than a focal point on the improvement of the “whole child” and foundational abilities that put together adolescents for college success in the later years?
- Why are play and gaining knowledge of 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 colleges and faculty 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 forty states both have or are in the procedure of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have quite a few advantages for instructing and learning, the consequences can additionally be used inappropriately, in accordance to a latest 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 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 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 in opposition to public training and, instead, needs to privatize public education. DeVos has a confirmed records of assisting efforts that discriminate in opposition to low-income communities and communities of color. At DEY, we help the equal possibility of each younger toddler for an superb education. We are specially involved that DeVos will undermine the country wide and kingdom efforts to promote popular preschool public education.
For more information about advocacy for appropriate public education, visit DEY’s website 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
A former preschool trainer carried the torch for democracy at the affirmation listening to for Betsy DeVos, Donal Trump’s nominee for Secretary of Education. “The Senate must to be a rubber stamp, Patty Murray said. We owe it t the American human beings to put households and teenagers first, now not billionaires.”
Those had been combat 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 latest 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 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 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 degree rises to almost 70 percentage for Black and Native-American teens 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 studying and psychological troubles as the pinnacle obstacles 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 information now face a “profound moral dilemma.” As top-down mandates dictate the instructing and evaluation of slim educational competencies at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” as a substitute 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 fantastic power devoted to defeating her.
Early childhood teachers—with some notable exceptions—have been missing from the action. The reasons are complex. This is a workforce that has long been marginalized, their work devalued, and expertise ignored. “It’s just babysitting,” New Jersey’s governor, Chris Christie, said some years ago, of his state’s prekindergarten program—a perception shared by many, and internalized by those in the field. Salaries for educators working in community-based programs are significantly less than those of their colleagues in the public schools. Many are living in poverty, and afflicted by the toxic stress common among their students. The newest practitioners are worried about putting their careers at risk. Few have been willing to go on the record with their critique.
As I study thru the report, I saved underlining the fees from the teachers, as if to make bigger them, to carry 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 believe in my know-how and judgment as a instructor 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 healthy into a specific, tight, preapproved schedule.
The terrible affect of reforms on children’s improvement and mastering can’t be overstated. Practice has emerge as greater rote, and standardized, with much less time for deep relationships—among children, and between them and caring adults. We’re stealing the coronary heart of exceptional early education, as the character strengths, interests, and desires of youth get lost:
With this excessive emphasis on what’s known as ‘rigorous academics,’ drills are emphasized. It’s an awful lot tougher for my youngsters to end up self-regulated learners. Children have no time to research to self-regulate via selecting their personal activities, collaborating in ongoing initiatives with their classmates, or enjoying 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 critical for each kindergarten infant to experience welcomed and included, to be phase of the class. Instead, we’re setting apart the cream from the milk. From the beginning, we’re telling youngsters who are poor, ‘You’re deficient,’ as a substitute of supporting them come to be ready and sense profitable and section 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 present day early childhood requirements and mandates. Another urges the use of true assessment, primarily based on observations of children, their development, and learning. Number ten addresses infant poverty, our country wide 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 used to be in no way so sweet. Now it’s time, as John Lewis says, to get in top 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 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& amp;. Or write your own letter, in your own words.
Another alternative 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 adverse 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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