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 a number of vital questions.
Should a study that found a 2½-month gain in academic skills when taught in preschool influence early childhood policy and practice? How can one argue for giving up big chunks of playtime for academic teaching to make such minimal gains in academic performance—with little consideration of what other areas might have lost out because of the focus on academic skills? Studies of Head Start programs that taught academic skills to preschoolers in the 1960’s and 1970’s found that gains made in academic performance over children in more play-based Head Start programs were generally gone by second grade (i.e., “fade-out effect,” as mentioned in the article). Furthermore, research in many European countries, which do not start formal reading instruction until age seven, shows that starting formal teaching of reading earlier 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 infant dabbles from one pastime to another, tries out one fabric and then the next, and/or does the equal endeavor day-after-day, this is now not pleasant play or, necessarily, even play. And, even when a baby does turn out to be greater completely engaged in an undertaking that develops over time and is significant play, instructors have a integral function in facilitating the play to assist the toddler take it further. The instructor additionally makes choices about how to combine extra formal early literacy and math capabilities into the play—for instance, by means of supporting a baby dictate testimonies about his portray and pointing out some of the key phrases and letters involved, etc. The instructor can then assist the infant “read” the story at a classification meeting. With block building, the instructor and infant may talk about shapes, as she tries to discover the proper form for her structure.
This variety of intentional teacher-facilitated studying thru play contributes to the many foundational competencies teens want for later faculty success, along with self-regulation, social skills, creativity, authentic thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and high quality attitudes towards problem-solving. And, in the lengthy run, these foundational capabilities are a lot greater vital for how teenagers will experience about and function later in faculty than the 2½ months obtain they may gain from the early talent practise acquired in preschool, as mentioned 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 competencies are so necessary to emphasize in preschool as a substitute than a focal point on the improvement of the “whole child” and foundational capabilities that put together teens for college success in the later years?
- Why are play and getting to know so regularly handled 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 faculty 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 forty states both have or are in the method of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have numerous advantages for instructing and learning, the effects 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
“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 statement 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 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 ought to to be a rubber stamp, Patty Murray said. We owe it t the American humans to put households and teenagers first, now not billionaires.”
Those were fighting words from the mild-mannered senator from Washington State, and senior Democrat on the Health, Education, Labor, and Pensions committee. Especially with Microsoft and Amazon among her top campaign contributors from 2011 to 2016. But as the results of our recent election attest, women’s ascent to power is convoluted. The pacts we make can be Faustian: these days, a former Microsoft executive runs Washington’s department 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 document highlights the worries 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 information 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 historic 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 teens and sixty four percentage for Hispanic youngsters. In a latest survey performed with the aid 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 troubles as the pinnacle limitations 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 knowledge now face a “profound moral dilemma.” As top-down mandates dictate the educating and evaluation of slim tutorial capabilities at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” instead than the “most good.”
In an alternate 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 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 examine thru the report, I stored underlining the costs from the teachers, as if to expand them, to elevate them off the page. They’re struggling to honor early childhood’s strong proof base, however they’re undermined through a lack of employer and autonomy:
The have faith in my information and judgment as a instructor is gone. So are the play and getting to know facilities in my classroom. Everything is supposed to be structured for a precise lesson and rigidly timed to match into a specific, tight, preapproved schedule.
The poor influence of reforms on children’s improvement and studying 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 brilliant early education, as the character strengths, interests, and wants of teenagers 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 studying is turning into phase of the predicted talent set of 5-year-olds, and the stress has extended, in some cases, to prekindergarten, the place youngsters are being requested to grasp analyzing by means of the give up 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 record concludes with a sequence of recommendations—from the actual professionals 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 infant poverty, our countrywide stain:
Work at all ranges of society to reduce, and in the end give up toddler poverty. To do this, we need to first renowned that a slim focal point on enhancing faculties will now not resolve 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 excellent 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&. Or write your own letter, in your own words.
Another choice is to name 202-225-3121 and be linked with any congressional member, each 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.”