WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY
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.thedeyproject.com) we work to promote excellent 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) no longer solely left us puzzled however raised various essential questions.
Should a find out about that discovered a 2½-month acquire in educational capabilities when taught in preschool impact early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for educational instructing to make such minimal beneficial properties 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 applications that taught educational abilities to preschoolers in the 1960’s and 1970’s discovered that positive factors made in educational overall performance over teens in extra play-based Head Start packages have been normally long past by means of 2nd grade (i.e., “fade-out effect,” as noted in the article). Furthermore, lookup in many European countries, which do no longer begin formal studying training till age seven, indicates 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 toddler dabbles from one pastime to another, tries out one fabric and then the next, and/or does the identical exercise day-after-day, this is now not nice play or, necessarily, even play. And, even when a toddler does come to be extra absolutely engaged in an pastime that develops over time and is significant play, instructors have a essential function in facilitating the play to assist the baby take it further. The instructor additionally makes choices about how to combine greater formal early literacy and math competencies into the play—for instance, by using 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 toddler “read” the story at a classification meeting. With block building, the instructor and toddler would possibly talk about shapes, as she tries to discover the proper form for her structure.
This variety of intentional teacher-facilitated studying via play contributes to the many foundational capabilities young people want for later college success, consisting of self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and nice attitudes towards problem-solving. And, in the lengthy run, these foundational capabilities are a whole lot greater necessary for how kids will experience about and function later in faculty than the 2½ months obtain they may achieve from the early talent training acquired in preschool, as stated in the New York Times article.
Rather than debating over free play versus flashcards, perhaps we should be asking the bigger questions:
- Why are years of research on the benefits of quality play in preschool programs so often ignored?
- Why is it assumed that educational capabilities are so vital to emphasize in preschool as a substitute than a center of attention on the improvement of the “whole child” and foundational capabilities that put together youngsters for faculty success in the later years?
- 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
This complete toolkit will reply questions about constitution faculties and college privatization.
HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL
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
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
“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 announcement 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 simple questions or tackle controversial issues. But, most importantly, she is towards public schooling and, instead, desires 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 assist the equal possibility of each and every younger infant for an extremely good education. We are specifically worried that DeVos will undermine the country wide and kingdom efforts to promote usual preschool public education.
For extra facts about advocacy for suitable 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”
THE POWER OF THEIR VOICES: EARLY CHILDHOOD TEACHERS TALK SCHOOL REFORM
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 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 campaign contributors from 2011 to 2016. But as the consequences of our latest election attest, women’s ascent to strength 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, known as their senators, and advised individuals of the HELP committee to dump her, Defending the Early Years, a nonprofit corporation 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 below six years historic lived in low-income families near or under the poverty line in 2014. The degree rises to almost 70 percentage for Black and Native-American adolescents and sixty four percentage for Hispanic youngsters. In a current survey performed 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 getting to know and psychological issues as the pinnacle obstacles 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 via humans with desirable 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 instructing and evaluation of slender educational abilities at youthful and youthful ages, early childhood educators are compelled to do the “least harm,” alternatively 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 report 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 terrific strength devoted to defeating her.
Early childhood teachers—with some brilliant exceptions—have been missing from the action. The motives are complex. This is a body 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 grasp shared by using many, and internalized through these 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 latest practitioners are concerned about placing their careers at risk. Few have been inclined to go on the file 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 have confidence 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 particular lesson and rigidly timed to healthy into a specific, tight, preapproved schedule.
The terrible affect of reforms on children’s improvement and getting to know can’t be overstated. Practice has end up 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 remarkable early education, as the person strengths, interests, and wants of adolescents get lost:
With this excessive emphasis on what’s known as ‘rigorous academics,’ drills are emphasized. It’s a good deal tougher for my teenagers to end up self-regulated learners. Children have no time to research to self-regulate by means of selecting their very own activities, taking part in ongoing initiatives 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 preparation in reading, writing, and math, as soon as the province of first grade, has trickled down into kindergarten. Close analyzing 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 kids are being requested to grasp analyzing by means of the cease of the year. The repercussions are severe:
It’s fundamental for each kindergarten infant to sense 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 emerge as capable and sense profitable and phase of their class. Then it’s ‘remedial this, remedial that.’ It’s discrimination.
The record concludes with a sequence of recommendations—from the actual specialists in the room. The first calls for the withdrawal of modern-day early childhood requirements and mandates. Another urges the use of actual assessment, based totally on observations of children, their development, and learning. Number ten addresses toddler poverty, our countrywide 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 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 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 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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