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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.thedeyproject.com) we work to promote terrific instructional 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 determined a 2½-month attain in educational capabilities when taught in preschool have an impact on early childhood coverage and practice? How can one argue for giving up large chunks of playtime for tutorial educating to make such minimal positive factors 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 tutorial skills?  Studies of Head Start packages that taught educational abilities to preschoolers in the 1960’s and 1970’s observed that positive aspects made in tutorial overall performance over teenagers in greater play-based Head Start packages had been normally long gone through 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 training till age seven, suggests that beginning formal instructing of studying 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 infant dabbles from one pastime to another, tries out one cloth and then the next, and/or does the identical pastime day-after-day, this is now not best play or, necessarily, even play.  And, even when a baby does emerge as greater absolutely engaged in an pastime that develops over time and is significant play, instructors have a fundamental position in facilitating the play to assist the infant take it further.  The instructor additionally makes choices about how to combine extra formal early literacy and math competencies into the play—for instance, by means of assisting a toddler dictate memories about his portray and pointing out some of the key phrases and letters involved, etc.   The trainer can then assist the toddler “read” the story at a category meeting.  With block building, the trainer and infant may talk about shapes, as she tries to discover the proper form 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, perhaps we should be asking the bigger questions:

  1. Why are years of lookup on the advantages of first-rate 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 learning so often treated 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 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 40 states either have or are in the process of developing Kindergarten Readiness Assessments (KRA), a tool to measure children’s readiness for kindergarten. While KRAs have several benefits for teaching and learning, the results can also be used inappropriately, according to a recent 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 using David Denby used to be posted in the Feb. 11, 2017 trouble 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 was once unable to reply primary questions or tackle controversial issues. But, most importantly, she is towards public training and, instead, needs to privatize public education.  DeVos has a demonstrated records of helping efforts that discriminate in opposition to low-income communities and communities of color.  At DEY, we assist the equal probability of each younger infant for an magnificent education.  We are specially involved that DeVos will undermine the countrywide and nation efforts to promote usual 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”

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 instructor carried the torch for democracy at the affirmation listening to for Betsy DeVos, Donal Trump’s nominee for Secretary of Education.  “The Senate ought to to be a rubber stamp, Patty Murray said.  We owe it t the American human beings to put households and youth first, now not billionaires.”

Those had been battle 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 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 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 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 hooked up in research.  According to the National Center for Children in Poverty, forty seven percentage of young people below six years historical lived in  low-income families near or beneath the poverty line in 2014. The stage rises to almost 70 percentage for Black and Native-American adolescents and sixty four percentage for Hispanic youngsters.  In a latest survey carried out by means 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 mastering and psychological troubles as the pinnacle limitations 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 applied with the aid of humans with excellent intentions however frequently little formal  knowledge of early child development.”   Those with the understanding now face a  “profound moral dilemma.”  As top-down mandates dictate the educating and evaluation of slim tutorial competencies at youthful and youthful ages, early childhood educators are compelled to do the “least harm,” as an alternative 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 exquisite 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 know-how 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 via these in the field.  Salaries for educators working in community-based applications are drastically much less than these of their colleagues in the public schools.  Many are dwelling in poverty, and troubled by using the poisonous stress frequent amongst their students. The most recent practitioners are involved about placing their careers at risk.  Few have been inclined to go on the document with their critique.

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​As I examine via the report, I stored underlining the prices from the teachers, as if to enlarge them, to elevate them off the page.  They’re struggling to honor early childhood’s sturdy evidence base, however they’re undermined via 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 bad affect of reforms on children’s improvement and studying can’t be overstated. Practice has end up 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 excellent early education, as the character strengths, interests, and wishes of young people get lost:

With this extreme emphasis on what’s called ‘rigorous academics,’ drills are emphasized.  It’s much harder for my children to become self-regulated learners.  Children have no time to learn to self-regulate by choosing their own activities, participating in ongoing projects with their classmates, or playing creatively.  They have to sit longer, but their attention 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 guidance 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 studying with the aid of the stop of the year. The repercussions are severe:

It’s indispensable 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 youngsters who are poor, ‘You’re deficient,’ as a substitute of assisting them grow to be in a position and experience profitable and phase 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 stages of society to reduce, and finally stop infant poverty.  To do this, we ought to first renowned that a slender focal point on enhancing colleges will no longer 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 appropriate 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 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&. 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 hostile 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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