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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.deyproject.org) we work to promote fabulous 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 countless vital questions.

Should a study that found a 2½-month gain in academic skills when taught in preschool influence early childhood policy and practice? How can one argue for giving up big chunks of playtime for academic teaching to make such minimal gains in academic performance—with little consideration of what other areas might have lost out because of the focus on academic skills?  Studies of Head Start programs that taught academic skills to preschoolers in the 1960’s and 1970’s found that gains made in academic performance over children in more play-based Head Start programs were generally gone by second grade (i.e., “fade-out effect,” as mentioned in the article).  Furthermore, research in many European countries, which do not start formal reading instruction until age seven, shows that starting formal teaching of reading earlier 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 baby 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 nice play or, necessarily, even play.  And, even when a baby does emerge as greater utterly engaged in an exercise that develops over time and is significant play, instructors have a critical function in facilitating the play to assist the infant take it further.  The instructor additionally makes selections about how to combine extra formal early literacy and math abilities into the play—for instance, by means of assisting a baby dictate testimonies about his portray and pointing out some of the key phrases and letters involved, etc.   The trainer can then assist the infant “read” the story at a classification meeting.  With block building, the instructor and toddler would possibly talk about shapes, as she tries to locate the proper structure for her structure.

This variety of intentional teacher-facilitated studying via play contributes to the many foundational competencies teenagers want for later faculty success, which includes self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and tremendous attitudes towards problem-solving.  And, in the lengthy run, these foundational competencies are an awful lot extra essential for how youngsters will experience about and function later in faculty than the 2½ months achieve they would possibly attain from the early ability guidance obtained in preschool, as stated in the  New York Times article.

Rather than debating over free play versus flashcards, possibly we must be asking the higher 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 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 studying so regularly 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 schooling 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 procedure of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have various advantages for educating and learning, the effects 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” via David Denby was once posted in the Feb. 11, 2017 problem 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 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 primary questions or tackle controversial issues. But, most importantly, she is towards public schooling and, instead, needs to privatize public education.  DeVos has a tested records of helping efforts that discriminate in opposition to low-income communities and communities of color.  At DEY, we aid the equal possibility of each and every younger infant for an magnificent education.  We are particularly worried that DeVos will undermine the country wide and nation efforts to promote regular preschool public education. 
 
For extra records about advocacy for excellent 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 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 conflict 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 outcomes of our latest 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 before the hearing, as opponents of DeVos signed petitions, called their senators, and entreated members of the HELP committee to dump her, Defending the Early Years, a nonprofit organization based in Boston, released “Teachers Speak Out.” The document highlights the worries of early childhood instructors about the have an impact on of faculty reforms on low-income children.  Authors Diane E. Levin and Judith L. Van Hoorn culled their records 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 young people beneath six years historic lived in  low-income families near or under the poverty line in 2014. The stage rises to almost 70 percentage for Black and Native-American youngsters and sixty four percentage for Hispanic youngsters.  In a current survey carried out by way 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 studying 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 applied by using human beings with right intentions however regularly little formal  knowledge of early child development.”   Those with the understanding now face a  “profound moral dilemma.”  As top-down mandates dictate the instructing and evaluation of slim educational capabilities at younger and youthful ages, early childhood educators are compelled 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 career 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 extraordinary electricity 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.

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​As I examine thru the report, I saved underlining the costs from the teachers, as if to enlarge them, to carry them off the page.  They’re struggling to honor early childhood’s strong proof base, however they’re undermined via a lack of company and autonomy:

The believe in my understanding and judgment as a trainer is gone.  So are the play and studying facilities in my classroom.  Everything is supposed to be structured for a unique lesson and rigidly timed to suit into a specific, tight, preapproved schedule.

The poor affect of reforms on children’s improvement and mastering can’t be overstated. Practice has turn out to be 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 person strengths, interests, and wants of kids get lost:

​With this severe emphasis on what’s referred to as ‘rigorous academics,’ drills are emphasized.  It’s lots tougher for my kids to end up self-regulated learners.  Children have no time to research to self-regulate by way of deciding on their very own activities, collaborating in ongoing tasks 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 training 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 predicted ability set of 5-year-olds, and the stress has extended, in some cases, to prekindergarten, the place youth are being requested to grasp studying via the cease of the year. The repercussions are severe:

It’s integral for each kindergarten toddler 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,’ alternatively of supporting them come to be equipped and sense 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 affirmation of Betsy DeVos as Secretary of Education start on January 11, 2017. Many educators have grave issues 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 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 adversarial 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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