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 appropriate educational practice in early childhood. Dana Goldstein’s May 30th article, “Free Play or Flashcards? New Study Nods to More Rigorous Preschools” (NY Times, 5/30/17) now not solely left us puzzled however raised quite a few essential questions.
Should a learn about that determined a 2½-month reap in tutorial abilities when taught in preschool have an impact on early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for tutorial educating to make such minimal beneficial properties in educational 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 tutorial competencies to preschoolers in the 1960’s and 1970’s determined that positive factors made in tutorial overall performance over teens in greater play-based Head Start applications had been commonly long past with the aid of 2nd grade (i.e., “fade-out effect,” as referred to in the article). Furthermore, lookup in many European countries, which do now not begin formal analyzing training till age seven, indicates that beginning formal educating of analyzing before 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 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 have 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 educational capabilities are so essential to emphasize in preschool instead than a center of attention on the improvement of the “whole child” and foundational competencies that put together young people for faculty success in the later years?
- Why are play and mastering 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
This complete toolkit will reply questions about constitution colleges and faculty privatization.
HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL
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
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 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 used to be 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 confirmed records of helping efforts that discriminate towards low-income communities and communities of color. At DEY, we assist the equal possibility of each younger toddler for an notable education. We are in particular involved that DeVos will undermine the countrywide and kingdom efforts to promote typical preschool public education.
For extra records about advocacy for suitable 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”
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 struggle 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 current 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 contributors of the HELP committee to dump her, Defending the Early Years, a nonprofit agency primarily based in Boston, released “Teachers Speak Out.” The document 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 facts 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 youth below six years ancient 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 kids and sixty four percentage for Hispanic youngsters. In a current survey performed 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 getting to know 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 carried out by using humans with accurate intentions however frequently little formal knowledge of early child development.” Those with the expertise now face a “profound ethical dilemma.” As top-down mandates dictate the teaching and assessment of narrow academic skills at younger and younger ages, early childhood educators are forced to do the “least harm,” rather 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 report 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 wonderful electricity 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 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 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 referred to as ‘rigorous academics,’ drills are emphasized. It’s a good deal more difficult for my teenagers to grow to be self-regulated learners. Children have no time to study to self-regulate by way of deciding on their very own activities, collaborating 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 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 instruction in reading, writing, and math, once the province of first grade, has trickled down into kindergarten. Close reading is becoming part of the expected skill set of 5-year-olds, and the pressure has extended, in some cases, to prekindergarten, where children are being asked to master reading by the end of the year. The repercussions are severe:
It’s essential for every kindergarten child to feel welcomed and included, to be part of the class. Instead, we’re separating the cream from the milk. From the beginning, we’re telling kids who are poor, ‘You’re deficient,’ instead of helping them become competent and feel successful and part 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 subsequently stop baby poverty. To do this, we need to first renowned that a slender focal point on enhancing colleges will no longer clear up the complicated issues related with infant poverty.
Breaking the silence used to be by no means so sweet. Now it’s time, as John Lewis says, to get in right 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 involved 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 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 title and zip code and tally your name as a “yay” or “nay.”