Derma Progenix Reviews – A 2023 Full Updated Report on Derma Progenix

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) not only left us puzzled but raised several important questions.

Should a learn 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 educational instructing to make such minimal positive factors in educational performance—with little consideration of what different areas may have misplaced out due to the fact of the center of attention on educational skills?  Studies of Head Start applications that taught tutorial abilities to preschoolers in the 1960’s and 1970’s observed that positive aspects made in educational overall performance over adolescents in greater play-based Head Start packages have been normally long past by using 2d grade (i.e., “fade-out effect,” as cited in the article).  Furthermore, lookup in many European countries, which do now not begin formal analyzing training till age seven, indicates that beginning formal instructing of analyzing previously 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 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 form of intentional teacher-facilitated studying via play contributes to the many foundational competencies youngsters want for later faculty success, such as self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and wonderful attitudes towards problem-solving.  And, in the lengthy run, these foundational abilities are lots greater vital for how young people will sense about and function later in faculty than the 2½ months acquire they may acquire from the early ability practise obtained in preschool, as pronounced 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 pleasant play in preschool applications so frequently ignored?
  2. Why is it assumed that educational capabilities are so necessary to emphasize in preschool alternatively than a center of attention on the improvement of the “whole child” and foundational abilities that put together youngsters for faculty success in the later years?
  3. Why are play and getting to know so frequently dealt with 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 reply questions about constitution faculties and college privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

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Secondary education is now borrowing ideas 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 a number of advantages for educating and learning, the consequences 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” by means of David Denby used to be posted in the Feb. 11, 2017 difficulty of The New Yorker.

DEY ISSUES A STATEMENT OPPOSING BETSY DEVOS’ NOMINATION FOR SECRETARY OF EDUCATION

1/27/2017

DEY is issuing a announcement in opposition to the nomination of Betsy DeVos for Secretary of Education. 
 
DeVos showed in her hearing testimony on January 17th that she is profoundly unqualified to serve as Secretary of Education. She was unable to answer basic questions or address controversial issues. But, most importantly, she is against public education and, instead, wants to privatize public education.  DeVos has a proven history of supporting efforts that discriminate against low-income communities and communities of color.  At DEY, we support the equal opportunity of every young child for an excellent education.  We are especially concerned that DeVos will undermine the national and state efforts to promote universal preschool public education. 
 
For greater data about advocacy for excellent public education, go to 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”

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 consequences of our current 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 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 youth beneath 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 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 troubles 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 applied by means of human beings with correct 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 slim educational abilities at youthful and youthful ages, early childhood educators are pressured 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 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 top notch power committed to defeating her.

Early childhood teachers—with some incredible exceptions—have been lacking from the action. The motives are complex.  This is a body of workers that has lengthy been marginalized, their work devalued, and understanding ignored.  “It’s simply babysitting,” New Jersey’s governor, Chris Christie, stated some years ago, of his state’s prekindergarten program—a grasp shared with the aid of many, and internalized with the aid of these in the field.  Salaries for educators working in community-based applications are substantially much less than these of their colleagues in the public schools.  Many are residing in poverty, and troubled by way of the poisonous stress frequent amongst their students. The most modern practitioners are concerned about inserting their careers at risk.  Few have been inclined to go on the report with their critique.

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​As I study thru the report, I stored underlining the rates from the teachers, as if to enlarge them, to carry them off the page.  They’re struggling to honor early childhood’s sturdy proof base, however they’re undermined through a lack of organization and autonomy:

The believe in my know-how 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 precise lesson and rigidly timed to in shape 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 severe emphasis on what’s known as ‘rigorous academics,’ drills are emphasized.  It’s an awful lot tougher for my youth to turn out to be self-regulated learners.  Children have no time to research to self-regulate by means of deciding on their very own activities, collaborating in ongoing initiatives with their classmates, or taking part in creatively.  They have to take a seat longer, however their interest spans are shorter.

The authors carry us into the lecture rooms studied via 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 anticipated talent set of 5-year-olds, and the strain has extended, in some cases, to prekindergarten, the place adolescents are being requested to grasp studying via the cease of the year. The repercussions are severe:

It’s critical for each and every kindergarten toddler to experience welcomed and included, to be section of the class. Instead, we’re keeping 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 equipped and experience profitable and phase of their class.  Then it’s ‘remedial this, remedial that.’  It’s discrimination.

The file concludes with a sequence of recommendations—from the actual specialists in the room.  The first calls for the withdrawal of cutting-edge 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 countrywide stain:

Work at all stages of society to reduce, and sooner or later give up baby poverty.  To do this, we need to first well known that a slim center of attention on enhancing colleges will now not clear up the complicated troubles related with baby poverty.

Breaking the silence used to be in no way so sweet.  Now it’s time, as John Lewis says, to get in exact 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 choice is to name 202-225-3121 and be linked with any congressional member, both Senators and Members of the House of Representatives. Tell the staffer who solutions that you are adverse to Mrs. DeVos’ affirmation as Secretary of Education.  They will ask for your title and zip code and tally your name as a “yay” or “nay.” 

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