GroMax Reviews – A MUST READ BEFORE ⚠️ YOU BUY

WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY

6/10/2017

Read Wendy Locker’s insightful article, as published 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 gorgeous instructional 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) now not solely left us puzzled however raised a number of essential questions.

Should a learn about that located a 2½-month acquire in educational abilities when taught in preschool have an effect on early childhood coverage and practice? How can one argue for giving up large chunks of playtime for tutorial instructing to make such minimal positive factors in tutorial 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 packages that taught educational abilities to preschoolers in the 1960’s and 1970’s observed that beneficial properties made in tutorial overall performance over kids in extra play-based Head Start packages had been normally long gone by way of 2nd grade (i.e., “fade-out effect,” as referred to in the article).  Furthermore, lookup in many European countries, which do no longer begin formal studying practise till age seven, indicates that beginning formal educating of studying formerly 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 baby dabbles from one recreation to another, tries out one cloth 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 infant does grow to be extra utterly engaged in an pastime that develops over time and is significant play, instructors have a critical position in facilitating the play to assist the baby take it further.  The trainer additionally makes choices about how to combine extra formal early literacy and math competencies into the play—for instance, via supporting a infant dictate testimonies about his portray and pointing out some of the key phrases and letters involved, etc.   The trainer can then assist the baby “read” the story at a type meeting.  With block building, the trainer and baby may talk about shapes, as she tries to discover the proper form 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 need to be asking the greater questions:

  1. Why are years of research on the benefits of quality play in preschool programs so often ignored?
  2. Why is it assumed that educational competencies are so vital to emphasize in preschool instead than a focal point on the improvement of the “whole child” and foundational abilities that put together young people for college success in the later years?
  3. Why are play and studying so frequently 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

4/26/2017

This comprehensive toolkit will answer questions about charter schools and school 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 system of growing Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have quite a few advantages for educating and learning, the outcomes can additionally be used inappropriately, in accordance to a current 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 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

1/27/2017

DEY is issuing a assertion 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”

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 warfare 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 among her pinnacle marketing campaign contributors from 2011 to 2016.   But as the outcomes of our current election attest, women’s ascent to electricity 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, referred to as their senators, and urged participants of the HELP committee to dump her, Defending the Early Years, a nonprofit organisation based totally in Boston, released  “Teachers Speak Out.” The record highlights the issues of early childhood instructors about the influence 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 set up in research.  According to the National Center for Children in Poverty, forty seven percentage of teens below six years historical lived in  low-income families near or below the poverty line in 2014. The level rises to nearly 70 percent for Black and Native-American children and 64 percent for Hispanic youngsters.  In a recent survey conducted by the Council of Chief State School Officers—which helped design  the Common Core standards—teachers across the United States listed family stress, poverty, and learning and psychological problems as the top barriers to student 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 with the aid of humans with precise intentions however regularly little formal  knowledge of early child development.”   Those with the knowledge 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 compelled 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 document 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 colleges and communities, and blames them for all its ills.  But out of this malaise, a new activism has emerged, with superb electricity devoted to defeating her.

Early childhood teachers—with some amazing exceptions—have been lacking from the action. The motives are complex.  This is a team of workers 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 grasp shared by using many, and internalized by using these in the field.  Salaries for educators working in community-based packages are notably much less than these of their colleagues in the public schools.  Many are dwelling in poverty, and troubled via the poisonous stress frequent amongst their students. The most modern practitioners are concerned about placing 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 saved underlining the costs 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 by means of a lack of employer 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 bad influence of reforms on children’s improvement and studying can’t be overstated. Practice has turn out to be extra 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 character strengths, interests, and wishes of youngsters get lost:

With this excessive emphasis on what’s referred to as ‘rigorous academics,’ drills are emphasized.  It’s a great deal more difficult for my adolescents to end up self-regulated learners.  Children have no time to research to self-regulate through selecting their personal activities, taking part in ongoing initiatives with their classmates, or enjoying creatively.  They have to take a seat longer, however their interest spans are shorter.

The authors deliver us into the lecture rooms studied by means of Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant records units to evaluate 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 analyzing is turning into phase of the predicted talent set of 5-year-olds, and the strain has extended, in some cases, to prekindergarten, the place young people are being requested to grasp analyzing by way of the quit 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 sooner or later give up toddler poverty.  To do this, we need to first well known that a slender focal point on enhancing colleges will no longer resolve the complicated troubles related with baby 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”

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 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, each Senators and Members of the House of Representatives. Tell the staffer who answers that you are adversarial to Mrs. DeVos’ affirmation as Secretary of Education.  They will ask for your identify and zip code and tally your name as a “yay” or “nay.” 

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