WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY
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
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 gorgeous academic practice 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 quite a few vital questions.
Should a learn about that located a 2½-month acquire 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 center of attention on educational skills? Studies of Head Start applications that taught tutorial capabilities to preschoolers in the 1960’s and 1970’s located that good points made in tutorial overall performance over adolescents in extra play-based Head Start applications had been normally long gone by means of 2d grade (i.e., “fade-out effect,” as noted in the article). Furthermore, lookup in many European countries, which do no longer begin formal analyzing preparation till age seven, indicates that beginning formal instructing of studying beforehand has little benefit.
Play-based early childhood packages are all-too-often misunderstood. Just having performed in a preschool is now 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 kind of intentional teacher-facilitated learning through play contributes to the many foundational skills children need for later school success, including self-regulation, social skills, creativity, original thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and positive attitudes toward problem-solving. And, in the long run, these foundational skills are much more important for how children will feel about and perform later in school than the 2½ months gain they might obtain from the early skill instruction received in preschool, as reported in the New York Times article.
Rather than debating over free play versus flashcards, possibly we ought to be asking the higher questions:
- Why are years of research on the benefits of quality play in preschool programs so often ignored?
- Why is it assumed that tutorial abilities are so essential to emphasize in preschool instead than a center of attention on the improvement of the “whole child” and foundational capabilities that put together teenagers for faculty success in the later years?
- Why are play and mastering 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
This comprehensive toolkit will answer questions about charter schools and school privatization.
HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL
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
DON’T USE KINDERGARTEN READINESS ASSESSMENTS FOR ACCOUNTABILITY
More than forty states both have or are in the manner of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have numerous advantages for instructing and learning, the effects 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
“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
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 simple questions or tackle controversial issues. But, most importantly, she is in opposition to public training and, instead, wishes to privatize public education. DeVos has a verified records of helping efforts that discriminate towards low-income communities and communities of color. At DEY, we aid the equal probability of each and every younger toddler for an superb education. We are particularly worried that DeVos will undermine the countrywide and kingdom efforts to promote usual preschool public education.
For extra data about advocacy for gorgeous public education, visit DEY’s internet site at www.deyproject.org.
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
(originally published on Jan. 19, 2017)
A former preschool instructor carried the torch for democracy at the affirmation listening to for Betsy DeVos, Donal Trump’s nominee for Secretary of Education. “The Senate need to 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 hostilities 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 energy 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 company based totally 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 mounted in research. According to the National Center for Children in Poverty, forty seven percentage of kids underneath six years ancient 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 true 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 educating and evaluation of slim educational abilities at youthful and youthful ages, early childhood educators are compelled to do the “least harm,” instead than the “most good.”
In an alternate 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 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 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 instructor is gone. So are the play and studying facilities in my classroom. Everything is supposed to be structured for a precise lesson and rigidly timed to suit 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 lots tougher for my youngsters to end up self-regulated learners. Children have no time to examine to self-regulate through deciding on their very own activities, taking part in ongoing tasks with their classmates, or taking part in creatively. They have to sit down longer, but 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 analyzing is turning into section of the predicted ability set of 5-year-olds, and the strain has extended, in some cases, to prekindergarten, the place young people are being requested to grasp studying via the stop of the year. The repercussions are severe:
It’s imperative for each kindergarten baby to experience welcomed and included, to be phase of the class. Instead, we’re isolating the cream from the milk. From the beginning, we’re telling children who are poor, ‘You’re deficient,’ alternatively of assisting them grow to be equipped and sense profitable and section of their class. Then it’s ‘remedial this, remedial that.’ It’s discrimination.
The record concludes with a sequence of recommendations—from the actual professionals in the room. The first calls for the withdrawal of contemporary early childhood requirements and mandates. Another urges the use of real assessment, primarily based on observations of children, their development, and learning. Number ten addresses toddler 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 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”
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 marketing campaign and encouraging educators and different worried 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 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 identify and zip code and tally your name as a “yay” or “nay.”