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 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 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:

  1. Why are years of lookup on the advantages of first-class play in preschool packages so regularly ignored?
  2. Why is it assumed that tutorial 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 kids 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 complete toolkit will reply questions about constitution colleges and faculty privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

Go To Zeta White Official Website

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

4/4/2017

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

2/22/2017

“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

1/27/2017

DEY is issuing a statement 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 in opposition to public schooling and, instead, desires to privatize public education.  DeVos has a demonstrated records of aiding efforts that discriminate in opposition to low-income communities and communities of color.  At DEY, we help the equal possibility of each and every younger toddler for an tremendous education.  We are mainly worried that DeVos will undermine the country wide and country efforts to promote well-known preschool public education. 
 
For greater data about advocacy for fantastic 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

Official Zeta White Website: “The Stocks Are Limited, Please Do Not Hesitate To Contact Us If You Got The (Out Of Stock) Error Message When Ordering”…Read More / Contact Zeta White (Click Here)

THE POWER OF THEIR VOICES: EARLY CHILDHOOD TEACHERS TALK SCHOOL REFORM

(originally published on Jan. 19, 2017)

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 adolescents first, now not billionaires.”

Those have been hostilities 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 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 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 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 mounted in research.  According to the National Center for Children in Poverty, forty seven percentage of youngsters below six years historical 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 kids and sixty four percentage for Hispanic youngsters.  In a current survey performed via 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 boundaries to scholar 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 via human beings with right intentions however regularly 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 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 incredible 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.

Go To Zeta White Official Website

​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 faith in my know-how and judgment as a trainer is gone.  So are the play and gaining knowledge of facilities in my classroom.  Everything is supposed to be structured for a unique lesson and rigidly timed to in shape into a specific, tight, preapproved schedule.

The bad affect of reforms on children’s improvement and studying can’t be overstated. Practice has turn out 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 top notch early education, as the man or woman strengths, interests, and wants of youngsters 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 deliver us into the school rooms studied via Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant statistics units to examine 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 imperative for each and every kindergarten infant to experience welcomed and included, to be section 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,’ rather of assisting them emerge as equipped and experience profitable and phase 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 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 once by no means so sweet.  Now it’s time, as John Lewis says, to get in proper 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 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 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 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.” 

Looking for More Information About Zeta White ? Click Here

What Do We Say ? :

Things to Consider :

Tips & Advice

  • Supplements should never be used in place of real food. Don’t underestimate what a nutrient-packed salad can do for you compared to a pill made in a factory.
  • Vitamins and minerals are essential to helping your body develop and function as it should. While most people get all of what’s recommended by eating healthy, others need a little extra nutrient boost. That’s where supplements come in — providing you with the support your body needs to stay healthy.
  • Read the label, including ingredients, drug interactions.
  • Any supplement’s effectiveness and safety may depend on your individual situation and health, So make sure to contact a professional before consuming anything.
  • Remember that the term “natural” doesn’t necessarily equal “safe.”, so make sure to do your own research on the ingredients of any consumables considering your health conditions
  • Keep supplements stored properly and away from children.

Disclaimer

  • The information we provide is not intended to replace consultation with a qualified medical professional. We encourage you to inform your physician of changes you make to your lifestyle and discuss these with him or her. For questions or concerns about any medical conditions you may have, please contact your doctor.
  • The website’s content is based upon collecting information from multiple sources and websites (inclduing the manufacturer), When searching for information regarding health issues always review the information carefully with your professional health care provider before using any of the protocols presented on this website and/or in the products listed here.
  • Products / Services listed on this website have not been tested by the author or any individual who have contributed in collecting this information
  • Statements on this website have not been evaluated by the Food and Drug Administration. Products are not intended to diagnose, treat, cure or prevent any disease. If you are pregnant, nursing, taking medication, or have a medical condition, consult your physician before consuming any supplement.

For more information about the product/service, you can contact the manufacturer at their Official Website