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.deyproject.org) we work to promote splendid 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) not only left us puzzled but raised several important questions.
Should a learn about that determined a 2½-month achieve in tutorial capabilities when taught in preschool impact early childhood coverage and practice? How can one argue for giving up large chunks of playtime for educational instructing to make such minimal good points in tutorial performance—with little consideration of what different areas may have misplaced out due to the fact of the center of attention on tutorial skills? Studies of Head Start packages that taught tutorial competencies to preschoolers in the 1960’s and 1970’s located that good points made in tutorial overall performance over adolescents in greater play-based Head Start applications have been normally long past by using 2d grade (i.e., “fade-out effect,” as stated in the article). Furthermore, lookup in many European countries, which do now not begin formal analyzing coaching till age seven, indicates that beginning formal educating of studying previously has little benefit.
Play-based early childhood applications 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, perhaps we should be asking the bigger questions:
- Why are years of lookup on the advantages of fantastic play in preschool applications so regularly ignored?
- 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?
- 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 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 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” via David Denby used to be posted in the Feb. 11, 2017 problem of The New Yorker.
DEY ISSUES A STATEMENT OPPOSING BETSY DEVOS’ NOMINATION FOR SECRETARY OF EDUCATION
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 was once unable to reply primary 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 help the equal chance of each younger baby for an great education. We are particularly involved that DeVos will undermine the countrywide and country efforts to promote normal preschool public education.
For more information about advocacy for appropriate public education, visit DEY’s website 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
A former preschool trainer carried the torch for democracy at the affirmation listening to for Betsy DeVos, Donal Trump’s nominee for Secretary of Education. “The Senate must 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 have 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 effects of our current election attest, women’s ascent to energy 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 earlier than the hearing, as opponents of DeVos signed petitions, known as their senators, and urged contributors of the HELP committee to dump her, Defending the Early Years, a nonprofit corporation primarily based in Boston, released “Teachers Speak Out.” The file highlights the issues of early childhood instructors about the affect of faculty reforms on low-income children. Authors Diane E. Levin and Judith L. Van Hoorn culled their statistics 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 beneath six years historic lived in low-income families near or beneath the poverty line in 2014. The degree rises to almost 70 percentage for Black and Native-American youngsters and sixty four percentage for Hispanic youngsters. In a latest survey carried out through the Council of Chief State School Officers—which helped design the Common Core standards—teachers throughout the United States listed household stress, poverty, and gaining knowledge of 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 point out in the report’s introduction, “recent reforms…have been developed and implemented by people with good intentions but often little formal knowledge of early child development.” Those with the information now face a “profound moral dilemma.” As top-down mandates dictate the educating and evaluation of slender tutorial competencies at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” alternatively 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 file numbers. Respect for the occupation 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 super power devoted to defeating her.
Early childhood teachers—with some fantastic exceptions—have been lacking from the action. The motives are complex. This is a staff that has lengthy been marginalized, their work devalued, and knowledge ignored. “It’s simply babysitting,” New Jersey’s governor, Chris Christie, stated some years ago, of his state’s prekindergarten program—a appreciation shared by way of many, and internalized via these in the field. Salaries for educators working in community-based applications are extensively much less than these of their colleagues in the public schools. Many are dwelling in poverty, and troubled by way of the poisonous stress frequent amongst their students. The latest practitioners are involved about placing their careers at risk. Few have been inclined to go on the file with their critique.
As I study via the report, I saved underlining the prices from the teachers, as if to enlarge them, to raise them off the page. They’re struggling to honor early childhood’s sturdy proof base, however they’re undermined by means 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 terrible have an effect on of reforms on children’s improvement and gaining knowledge of can’t be overstated. Practice has come 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 incredible early education, as the man or woman strengths, interests, and desires of kids get lost:
With this excessive emphasis on what’s known as ‘rigorous academics,’ drills are emphasized. It’s a lot tougher for my teenagers to turn out to be self-regulated learners. Children have no time to research to self-regulate by using 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, however their interest spans are shorter.
The authors carry us into the lecture rooms studied through Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant information units to evaluate public school kindergarten classrooms between 1998 and 2010. More formal, directed coaching 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 strain has extended, in some cases, to prekindergarten, the place adolescents are being requested to grasp analyzing by means of the cease of the year. The repercussions are severe:
It’s fundamental for each kindergarten toddler to experience welcomed and included, to be section 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 emerge as ready and experience 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 ranges of society to reduce, and sooner or later quit infant poverty. To do this, we should first renowned that a slim center of attention on enhancing colleges will no longer resolve the complicated issues related with infant 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 commence 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& 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.”