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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.deyproject.org) 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) not only left us puzzled but raised several important questions.

Should a find out about that observed a 2½-month achieve in tutorial competencies 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 features in tutorial performance—with little consideration of what different areas would possibly have misplaced out due to the fact of the focal point on educational skills?  Studies of Head Start packages that taught educational capabilities to preschoolers in the 1960’s and 1970’s discovered that features made in tutorial overall performance over kids in extra play-based Head Start applications have been normally long gone by using 2d grade (i.e., “fade-out effect,” as stated in the article).  Furthermore, lookup in many European countries, which do now not begin formal studying practise till age seven, indicates that beginning formal instructing of analyzing beforehand 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 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 abilities kids 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 fine attitudes towards problem-solving.  And, in the lengthy run, these foundational competencies are lots extra necessary for how youth will sense about and operate later in college than the 2½ months achieve they may achieve from the early ability training obtained in preschool, as suggested in the  New York Times article.

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

1. Why are years of lookup on the advantages of exceptional play in preschool applications so frequently ignored?
2. 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?
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 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 training 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 manner of growing Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have countless advantages for instructing and learning, the outcomes 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

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 statement 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 greater statistics about advocacy for terrific 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 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 humans to put households and youth first, now 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 consequences of our current election attest, women’s ascent to energy 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 individuals of the HELP committee to dump her, Defending the Early Years, a nonprofit business enterprise primarily based in Boston, released  “Teachers Speak Out.” The file highlights the issues of early childhood instructors about the influence 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 hooked up in research.  According to the National Center for Children in Poverty, forty seven percentage of teenagers beneath 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 youngsters and sixty four percentage for Hispanic youngsters.  In a current survey performed with the aid 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 getting to know and psychological troubles as the pinnacle boundaries 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 by way of human beings with proper intentions however regularly 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 educational abilities at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” instead 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 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 fantastic 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 understanding shared through many, and internalized through these in the field.  Salaries for educators working in community-based applications are substantially 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 latest practitioners are involved about placing their careers at risk.  Few have been inclined to go on the report with their critique.

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​As I study via the report, I stored underlining the costs from the teachers, as if to expand them, to raise them off the page.  They’re struggling to honor early childhood’s sturdy proof base, however they’re undermined by way of a lack of 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 terrible influence of reforms on children’s improvement and studying can’t be overstated. Practice has grow to be extra 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 wonderful early education, as the person strengths, interests, and wants of youth get lost:

​With this excessive emphasis on what’s known as ‘rigorous academics,’ drills are emphasized.  It’s a great deal more difficult for my kids to grow to be self-regulated learners.  Children have no time to study to self-regulate via deciding on their very own activities, collaborating in ongoing tasks 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 school rooms studied with the aid of Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant records units to examine public school  kindergarten classrooms between 1998 and 2010. More formal, directed preparation in reading, writing, and math, as soon as the province of first grade, has trickled down into kindergarten.  Close analyzing is turning into section 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 by means of the stop 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 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 used to be in no way so sweet.  Now it’s time, as John Lewis says, to get in suitable 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 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 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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