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GroMax Ingredients – Truth Exposed Behind GroMax

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 fantastic 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) now not solely left us puzzled however raised quite a few necessary questions.

Should a learn about that located a 2½-month reap in tutorial abilities when taught in preschool impact early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for tutorial instructing to make such minimal positive factors in tutorial performance—with little consideration of what different areas may have misplaced out due to the fact of the center of attention on tutorial skills?  Studies of Head Start packages that taught educational capabilities to preschoolers in the 1960’s and 1970’s located that good points made in educational overall performance over teens in greater play-based Head Start packages had been normally long past through 2d grade (i.e., “fade-out effect,” as cited in the article).  Furthermore, lookup in many European countries, which do now not begin formal studying guidance till age seven, suggests that beginning formal educating of studying in the past has little benefit.

Play-based early childhood packages are all-too-often misunderstood.  Just having performed in a preschool is now not enough, as  all play is not the same.  When a toddler dabbles from one exercise to another, tries out one fabric and then the next, and/or does the equal exercise day-after-day, this is no longer pleasant play or, necessarily, even play.  And, even when a infant does end up extra wholly engaged in an undertaking that develops over time and is significant play, instructors have a quintessential function in facilitating the play to assist the toddler take it further.  The instructor additionally makes selections about how to combine greater formal early literacy and math abilities into the play—for instance, by way of supporting a infant dictate tales about his portray and pointing out some of the key phrases and letters involved, etc.   The instructor can then assist the toddler “read” the story at a type meeting.  With block building, the instructor and infant may talk about shapes, as she tries to locate 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, perhaps we should be asking the bigger questions:

  1. Why are years of lookup on the advantages of exceptional play in preschool packages so regularly ignored?
  2. Why is it assumed that tutorial abilities are so essential to emphasize in preschool as a substitute than a center of attention on the improvement of the “whole child” and foundational abilities that put together teenagers for college success in the later years?
  3. Why are play and learning so often treated 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 faculties and college privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

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Secondary schooling 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 forty states both have or are in the system 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 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 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 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 used to be unable to reply fundamental questions or tackle controversial issues. But, most importantly, she is in opposition to public training and, instead, wishes to privatize public education.  DeVos has a demonstrated records of aiding efforts that discriminate towards low-income communities and communities of color.  At DEY, we help the equal probability of each and every younger toddler for an first-rate education.  We are specially worried that DeVos will undermine the country wide and nation efforts to promote widespread 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 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 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, known as their senators, and advised individuals of the HELP committee to dump her, Defending the Early Years, a nonprofit organisation primarily 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 teens underneath 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 kids and sixty four percentage for Hispanic youngsters.  In a latest survey carried out 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 issues as the top 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 applied by way of human beings with appropriate 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 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 faculties and communities, and blames them for all its ills.  But out of this malaise, a new activism has emerged, with magnificent strength committed to defeating her.

Early childhood teachers—with some great exceptions—have been lacking from the action. The motives are complex.  This is a group of workers that has long 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 via these in the field.  Salaries for educators working in community-based packages are considerably much less than these of their colleagues in the public schools.  Many are dwelling in poverty, and stricken by using the poisonous stress frequent amongst their students. The latest practitioners are concerned about placing their careers at risk.  Few have been inclined to go on the file with their critique.

​As I study thru the report, I stored underlining the prices from the teachers, as if to increase 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 employer and autonomy:

The believe in my knowledge and judgment as a trainer is gone.  So are the play and mastering facilities in my classroom.  Everything is supposed to be structured for a precise lesson and rigidly timed to suit into a specific, tight, preapproved schedule.

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The poor have an impact on of reforms on children’s improvement and gaining knowledge of can’t be overstated. Practice has grow 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 superb early education, as the man or woman strengths, interests, and wishes 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 convey 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 records units to examine public school  kindergarten classrooms between 1998 and 2010. More formal, directed practise in reading, writing, and math, as soon as the province of first grade, has trickled down into kindergarten.  Close studying is turning into section 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 master analyzing through the stop of the year. The repercussions are severe:

It’s imperative for each and every kindergarten infant to sense welcomed and included, to be phase 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,’ rather of assisting them grow to be able and experience profitable and section 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 ranges of society to reduce, and in the end cease infant poverty.  To do this, we need to first well known that a slim center of attention on enhancing faculties will now not remedy the complicated issues related with baby poverty.

Breaking the silence was once 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”

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 commence 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 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 linked 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 identify and zip code and tally your name as a “yay” or “nay.” 

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