Viscera 3 Side Effects: Warning ⚠️ 2023 Report on Viscera 3
WENDY LOCKER: NOTHING ABSTRACT ABOUT THE LESSONS OF PLAY
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
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 excellent 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 find out about that observed a 2½-month acquire in educational capabilities when taught in preschool have an effect on early childhood coverage and practice? How can one argue for giving up huge chunks of playtime for educational educating to make such minimal positive factors in educational performance—with little consideration of what different areas may have misplaced out due to the fact of the focal point on educational skills? Studies of Head Start applications that taught tutorial competencies to preschoolers in the 1960’s and 1970’s discovered that features made in tutorial overall performance over young people in extra play-based Head Start packages have been commonly long past by using 2d grade (i.e., “fade-out effect,” as cited in the article). Furthermore, lookup in many European countries, which do now not begin formal analyzing guidance till age seven, indicates that beginning formal educating of studying beforehand 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 undertaking to another, tries out one cloth and then the next, and/or does the identical exercise day-after-day, this is now not great play or, necessarily, even play. And, even when a toddler does grow to be greater totally engaged in an pastime that develops over time and is significant play, instructors have a indispensable function 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, by means of assisting 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 infant “read” the story at a category meeting. With block building, the instructor and infant may talk about shapes, as she tries to discover the proper form for her structure.
This type of intentional teacher-facilitated studying thru play contributes to the many foundational competencies young people want for later college success, along with self-regulation, social skills, creativity, authentic thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and advantageous attitudes towards problem-solving. And, in the lengthy run, these foundational competencies are an awful lot greater essential for how kids will experience about and function later in college than the 2½ months reap they may reap from the early talent practise acquired in preschool, as said in the New York Times article.
Rather than debating over free play versus flashcards, possibly we ought to be asking the better questions:
- Why are years of lookup on the advantages of first-class play in preschool applications so regularly ignored?
- Why is it assumed that academic skills are so important to emphasize in preschool rather than a focus on the development of the “whole child” and foundational skills that prepare children for school success in the later years?
- Why are play and getting to know 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
This comprehensive toolkit will answer questions about charter schools and school 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 procedure of creating Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have countless advantages for educating and learning, the effects 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
“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
(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 have to to be a rubber stamp, Patty Murray said. We owe it t the American human beings 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 effects of our current election attest, women’s ascent to electricity 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, referred to as their senators, and advised individuals of the HELP committee to dump her, Defending the Early Years, a nonprofit corporation based totally in Boston, released “Teachers Speak Out.” The record highlights the issues of early childhood instructors about the have an impact on 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 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 beneath the poverty line in 2014. The degree rises to almost 70 percentage for Black and Native-American teens and sixty four percentage for Hispanic youngsters. In a current 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 studying and psychological issues 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 carried out through human beings with suitable intentions however frequently 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 slender tutorial abilities at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” instead 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 report 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 fantastic strength committed to defeating her.
Early childhood teachers—with some fantastic exceptions—have been lacking from the action. The motives are complex. This is a body of workers that has lengthy been marginalized, their work devalued, and know-how ignored. “It’s simply babysitting,” New Jersey’s governor, Chris Christie, stated some years ago, of his state’s prekindergarten program—a understanding shared by way of many, and internalized by way of these in the field. Salaries for educators working in community-based packages are extensively much less than these of their colleagues in the public schools. Many are dwelling in poverty, and stricken with the aid of the toxic stress frequent amongst their students. The latest practitioners are concerned about inserting their careers at risk. Few have been inclined to go on the report with their critique.
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 understanding 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 unique lesson and rigidly timed to healthy into a specific, tight, preapproved schedule.
The bad affect of reforms on children’s improvement and gaining knowledge of 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 great early education, as the man or woman strengths, interests, and desires of teens 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 lecture rooms studied by using 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 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 integral for each and every kindergarten baby to experience 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 children who are poor, ‘You’re deficient,’ as a substitute of supporting them come to be ready and sense 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 tiers of society to reduce, and finally cease infant poverty. To do this, we should first well known that a slender focal point on enhancing faculties will no longer remedy the complicated troubles 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 accurate 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 affirmation of Betsy DeVos as Secretary of Education start on January 11, 2017. Many educators have grave issues 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& amp;. 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 adversarial to Mrs. DeVos’ confirmation as Secretary of Education. They will ask for your title and zip code and tally your name as a “yay” or “nay.”
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