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

Should a learn about that observed a 2½-month acquire in tutorial competencies when taught in preschool have an impact on early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for educational educating to make such minimal positive aspects 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 educational capabilities to preschoolers in the 1960’s and 1970’s located that positive factors made in tutorial overall performance over adolescents in extra play-based Head Start applications had been normally long past through 2nd grade (i.e., “fade-out effect,” as cited in the article).  Furthermore, lookup in many European countries, which do no longer begin formal analyzing guidance till age seven, suggests that beginning formal instructing of studying previously 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 toddler dabbles from one pastime to another, tries out one cloth and then the next, and/or does the equal recreation day-after-day, this is now not high-quality play or, necessarily, even play.  And, even when a baby does emerge as greater totally engaged in an exercise that develops over time and is significant play, instructors have a imperative position in facilitating the play to assist the infant take it further.  The instructor additionally makes choices about how to combine greater formal early literacy and math abilities into the play—for instance, by way of assisting a toddler dictate memories about his portray and pointing out some of the key phrases and letters involved, etc.   The instructor can then assist the toddler “read” the story at a type meeting.  With block building, the trainer and baby may talk about shapes, as she tries to discover the proper form for her structure.

This form of intentional teacher-facilitated getting to know thru play contributes to the many foundational competencies teenagers want for later college success, such as self-regulation, social skills, creativity, authentic thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and high quality attitudes toward problem-solving.  And, in the lengthy run, these foundational abilities are tons extra necessary for how youth will experience about and operate later in faculty than the 2½ months acquire they may attain from the early ability training obtained in preschool, as mentioned 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 satisfactory play in preschool packages so regularly ignored?
  2. Why is it assumed that educational competencies are so necessary to emphasize in preschool instead than a focal point on the improvement of the “whole child” and foundational competencies that put together young people for faculty 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 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 system of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have a number of 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 declaration 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 simple questions or tackle controversial issues. But, most importantly, she is in opposition to public schooling and, instead, wishes to privatize public education.  DeVos has a tested records of assisting efforts that discriminate towards low-income communities and communities of color.  At DEY, we guide the equal possibility of each and every younger baby for an notable education.  We are particularly involved that DeVos will undermine the country wide and country efforts to promote generic preschool public education. 
 
For extra facts about advocacy for splendid public education, go to DEY’s internet site at  www.thedeyproject.com.

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 contributors of the HELP committee to dump her, Defending the Early Years, a nonprofit agency primarily based in Boston, released  “Teachers Speak Out.” The document highlights the issues of early childhood instructors about the have an impact on of college reforms on low-income children.  Authors Diane E. Levin and Judith L. Van Hoorn culled their facts 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 below the poverty line in 2014. The level rises to nearly 70 percent for Black and Native-American children and 64 percent for Hispanic youngsters.  In a recent survey conducted by the Council of Chief State School Officers—which helped design  the Common Core standards—teachers across the United States listed family stress, poverty, and learning and psychological problems as the top barriers to student 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 properly intentions however regularly 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 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 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 magnificent exceptions—have been lacking from the action. The motives are complex.  This is a team of workers that has lengthy been marginalized, their work devalued, and information ignored.  “It’s simply babysitting,” New Jersey’s governor, Chris Christie, stated some years ago, of his state’s prekindergarten program—a understanding shared by using many, and internalized by using those 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 residing in poverty, and stricken by means of the poisonous stress frequent amongst their students. The most up-to-date 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 study thru the report, I saved underlining the rates from the teachers, as if to expand them, to carry them off the page.  They’re struggling to honor early childhood’s strong proof base, however they’re undermined with the aid 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 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 a lot tougher for my youth to turn out to be self-regulated learners.  Children have no time to analyze to self-regulate by using selecting 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 lecture rooms studied with the aid of Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant facts units to examine public school  kindergarten classrooms between 1998 and 2010. More formal, directed guidance in reading, writing, and math, as soon as the province of first grade, has trickled down into kindergarten.  Close studying is turning into phase of the anticipated ability set of 5-year-olds, and the stress has extended, in some cases, to prekindergarten, the place young people are being requested to grasp studying with the aid of the give up 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 tiers of society to reduce, and finally quit infant poverty.  To do this, we have to first renowned that a slim focal point on enhancing faculties will now not resolve the complicated issues related with baby poverty.

Breaking the silence was once by no means 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”

1/9/2017

Defending the Early Years is proud to announce the release of its newest report, “Teachers Speak Out: How School Reforms Are Failing Low-Income Young Children.”  

In the wake of federal and state education mandates, this report documents interviews with early childhood teachers across the country about how school reforms negatively affect low-income young children.
 
Authored by Diane E. Levin, Professor of Early Childhood Education, Wheelock College, and Judith L. Van Hoorn, Professor Emerita, University of the Pacific and published by Defending the Early Years, the report finds that the mandates disregard teachers’ knowledge of child development, culturally appropriate practice, and how to meet the diverse educational needs of poor children.
 
Find the full 16-page report here.

Find the two-page summary report here.

Find the press release here.

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 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& amp;. 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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Contents hide 1 WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY 2 WHY PLAY IS VITAL IN PRESCHOOL: DEY’S RESPONSE TO THE NEW YORK TIMES REPORT SUPPORTING FLASH CARDS OVER FREE PLAY 3 NETWORK FOR PUBLIC EDUCATION RELEASES ITS NPE TOOLKIT: SCHOOL PRIVATIZATION EXPLAINED 4 HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL 5 KINDERGARTEN…