Testodren Ingredients : What Are The Side Effects of Using Testodren

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 terrific 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) no longer solely left us puzzled however raised countless necessary questions.

Should a learn about that discovered a 2½-month attain in educational competencies when taught in preschool affect early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for tutorial educating to make such minimal good points in tutorial performance—with little consideration of what different areas may have misplaced out due to the fact of the center of attention on educational skills?  Studies of Head Start applications that taught tutorial capabilities to preschoolers in the 1960’s and 1970’s located that positive aspects made in educational overall performance over teens in extra play-based Head Start applications have been usually long gone through 2nd grade (i.e., “fade-out effect,” as cited 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 analyzing previously 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 baby dabbles from one undertaking to another, tries out one cloth and then the next, and/or does the equal undertaking day-after-day, this is no longer high-quality play or, necessarily, even play.  And, even when a baby does emerge as greater wholly engaged in an undertaking that develops over time and is significant play, instructors have a quintessential position in facilitating the play to assist the infant take it further.  The trainer additionally makes choices about how to combine greater formal early literacy and math competencies into the play—for instance, with the aid of 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 infant “read” the story at a classification meeting.  With block building, the trainer and toddler would possibly 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, perhaps we should be asking the bigger 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 necessary to emphasize in preschool as a substitute than a focal point on the improvement of the “whole child” and foundational competencies that put together teenagers for college success in the later years?
3. Why are play and mastering so regularly 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 comprehensive toolkit will answer questions about charter schools and school privatization.

HIGH SCHOOL SHOULD BE MORE LIKE PRESCHOOL

4/8/2017

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 manner of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have a number of 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

2/22/2017

“Stop Humiliating Teachers” by using David Denby was once 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 training and, instead, needs to privatize public education.  DeVos has a tested records of helping efforts that discriminate in opposition to low-income communities and communities of color.  At DEY, we assist the equal probability of each younger baby for an top notch education.  We are specifically involved that DeVos will undermine the country wide and nation efforts to promote conventional preschool public education. 
 
For greater records about advocacy for terrific 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

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

(originally published on Jan. 19, 2017)

A former preschool instructor 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 youngsters first, now not billionaires.”

Those have 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 latest 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 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 record highlights the worries of early childhood instructors about the have an impact on of college reforms on low-income children.  Authors Diane E. Levin and Judith L. Van Hoorn culled their records 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 established in research.  According to the National Center for Children in Poverty, 47 percent of children under six years old 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 via human beings with excellent intentions however regularly little formal  knowledge of early child development.”   Those with the understanding now face a  “profound moral dilemma.”  As top-down mandates dictate the educating and evaluation of slim educational competencies at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” alternatively 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 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 prices from the teachers, as if to make bigger them, to raise them off the page.  They’re struggling to honor early childhood’s strong proof base, however they’re undermined via a lack of enterprise and autonomy:

The have faith in my understanding and judgment as a trainer is gone.  So are the play and studying 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 terrible have an impact on of reforms on children’s improvement and getting to know 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 extremely good early education, as the character strengths, interests, and desires of youth get lost:

​With this intense emphasis on what’s referred to as ‘rigorous academics,’ drills are emphasized.  It’s plenty more difficult for my youngsters to turn out to be self-regulated learners.  Children have no time to examine to self-regulate via selecting their very own activities, collaborating 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 school 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 training in reading, writing, and math, as soon as the province of first grade, has trickled down into kindergarten.  Close analyzing is turning into section of the anticipated ability set of 5-year-olds, and the strain has extended, in some cases, to prekindergarten, where young people are being requested to grasp analyzing by way of the stop 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 document concludes with a sequence of recommendations—from the actual specialists in the room.  The first calls for the withdrawal of contemporary early childhood requirements and mandates. Another urges the use of true assessment, primarily based on observations of children, their development, and learning.  Number ten addresses baby poverty, our countrywide stain:

Work at all stages of society to reduce, and eventually cease toddler poverty.  To do this, we need to first renowned that a slim focal point on enhancing faculties will no longer remedy the complicated issues related with infant poverty.

Breaking the silence was once in no way 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

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 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 call 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.”