A Cause For Action...
My colleague Caren and I share over 30 years in the Early Childhood field.  We see current education policies moving far away from developmentally appropriate practices as well as experiences that support the whole child.  Social and Emotional development seems extinct in a culture which values test scores and competition.  Standardized assessment and mandated curriculum discredit and compromise individualized and creative teaching and learning.    Inappropriate expectations and demands continue to increase, while funds and support decrease.  Many a time we've spent lamenting over current edicts of education.  Edicts that push our children to do things that are totally inappropriate to their development in ALL domains and mandate us to partake in practices that go against all we know early childhood education should be.  And we feel we are not alone... 

Well, we're done lamenting and are committed to do what we can to express our beliefs, and the beliefs we think many share.  With very few outlets to convey and support these concerns, we offer this page to you as a place to find pertinent resources and information, network with others who believe there's a better way, share experiences and current happenings, and post thoughts and reflections for others to learn and grow from.  This is a place where you can expect appreciation and validation for your concerns but also find opportunities to act upon them, to truly make a difference.  We've included some of the best books, articles, resources and links out there for those forgotten domains, Social and Emotional Development, and for developmentally appropriate practices that support the WHOLE child.    

Please help us in our quest to make the public and legislation more aware of what is truly happening to our kids today.  Help us provide a place where all concerned can join together to start a movement where truly no child will be left behind...Send us your resources, experiences and reflections, join one of the organizations listed, or simply forward this page to your local legislature and administration, as well as anyone else who you feel would be interested and motivated to take action... 

Never doubt that a small group of thoughtful, committed citizens can change the world; 
indeed, it's the only thing that ever has.
  --Margaret Mead

They were nothing more than people by themselves...but all together, they have become the heart and muscles and mind of something perilous and new, something strange and growing and great. 
Together, all together, they are instruments of change. 
--Keri Hulme

When we dream alone, it is only a dream.  When we dream together, it is the beginning of reality.  --Dom Helder Camara
 

 

 


 



We worry about what a child will be tomorrow,
yet we forget that he is someone today.
--Stacia

 

 


 


 



Books You Gotta Read...

What Happened to Recess and Why Are Our Children Struggling in Kindergarten?  (Susan Ohanian)
One Size Fits Few: The Folly of Educational Standards  (Susan Ohanian)
Caught in the Middle: Nonstandard Kids and a Killing Curriculum  (Susan Ohanian)
Developmental Education in An Era of High Standards  (Jim Grant)
The Schools Our Children Deserve  (Alfie Kohn)
The Quality School  (William Glasser)
Testing is Not Teaching  (Donald Graves)
Teaching in the Key of Life  (Mimi Brodsky Chenfeld)
Radical Reflections 
(Mem Fox)

Developmentally Appropriate Practices 
(NAEYC Position Statement)
I Won't Learn From You and Other Thoughts on Creative Maladjusment  (Herbert Kohl)
Savage Inequalities  (Jonathan Kozol)
Ordinary Resurrections  (Jonathan Kozol)
Amazing Grace  (Jonathan Kozol)
Resisting Reading Mandates  (Elaine Garan)
Awakening the Child Heart  (Carla Hannaford)
Silent No More:  Voices of Courage in American Schools (Edited by ReLeah Cossett Lent & Gloria Pipkin)

 

 

 


 


Too often we give children answers to remember rather than problems to solve.
-Roger Lewin
 

 

 


 


 

 


 


I think we risk becoming the best informed society that has ever died of ignorance.
-Reuben Blades


 


 

 


 


 

 


 



Each second is a new and unique moment of the universe, a moment that was never before and will never be again.  And what do we teach our children in school? 
We teach them that two and two makes four, and that Paris is the capitol of France.
When will we also teach them what they are?  We should say to each of them: 
Do you know what you are?  You are a marvel.  You are unique...  And when you grow up can you then harm another who is, like you, a marvel?  You must cherish one another.  You must work-we all must work-to make this world worthy of its children.
                           -Pablo Casals, Joys and Sorrows


*I love this quote and refer to it often...


 

 


 



The Best Dentist

 
My dentist is great!  He sends me reminders so I don't forget checkups.  He uses the latest techniques
based on research.  He never hurts me, and I've got all my teeth, so when I ran
into him the other day, I was eager to see if he'd heard about the new state
program.  I knew he'd think it was great.

"Did you hear about the new state program to measure effectiveness of
dentists with their young patients?" I said.

"No," he said.  He didn't seem too thrilled.  "How will they do that?"

"It's quite simple," I said.  "They will just count the number of cavities
each patient has at age10, 14, and 18 and average that to determine a dentist's
rating.  Dentists will be rated as Excellent, Good, Average, Below Average,
and Unsatisfactory.  That way parents will know which are the best dentists.  It
will also encourage the less effective dentists to get better," I said.
"Poor dentists who don't improve could lose their licenses to practice."

"That's terrible," he said.

"What?  That's not a good attitude," I said.  "Don't you think we should try
to improve children's dental health in this state?"

"Sure I do," he said, "but that's not a fair way to determine who is practicing good dentistry."

"Why not?" I said.  "It makes perfect sense to me."

"Well, it's so obvious," he said.  "Don't you see that dentists don't all
work with the same clientele; so much depends on things we can't control?  For
example," he said, "I work in a rural area with a high percentage of patients
from deprived homes, while some of my colleagues work in upper middle class
neighborhoods.  Many of the parents I work with don't bring their children to see
me until there is some kind of problem and I don't get to do much preventive
work.  Also," he said, "many of the parents I serve let their kids eat way too
much candy from an early age, unlike more educated parents who understand the
relationship between sugar and decay.  To top it all off," he added, "so many
of my clients have well water which is untreated and has no fluoride in it. 
Do you have any idea how much difference early use of fluoride can make?"

"It sounds like you're making excuses," I said. 
I couldn't believe my dentist would be so defensive.  He does a great job.

"I am not!" he said.  "My best patients are as good as anyone's, my work is as
good as anyone's, but my average cavity count is going to be higher than a lot
of other dentists because I chose to work where I am needed most."

"Don't get touchy," I said.

"Touchy?" he said.  His face had turned red and from the way he was clenching
and unclenching his jaws, I was afraid he was going to damage his teeth.

"Try furious.  In a system like this, I will end up being rated average,
below average, or worse.  My more educated patients who see these ratings may
believe this so-called rating actually is a measure of my ability and proficiency
as a dentist.  They may leave me, and I'll be left with only the most needy
patients.  And my cavity average score will get even worse.  On top of that, how
will I attract good dental hygienists and other excellent dentists to my practice if it is labeled below average?"

"I think you are overreacting," I said.  "Complaining, excuse making and
stonewalling won't improve dental health...I am quoting from a leading member of the DOC," I noted.

"What's the DOC?" he asked.

"It's the Dental Oversight Committee," I said, "a group made up of mostly
laypersons to make sure dentistry in this state gets improved."

"Spare me," he said, "I can't believe this.  Reasonable people won't buy it," he said hopefully.

The program sounded reasonable to me, so I asked, "How else would you measure  good dentistry?"

"Come watch me work," he said.  "Observe my processes."

"That's too complicated and time consuming," I said.  "Cavities are the bottom line, and you can't argue with the bottom line.  It's an absolute measure."

"That's what I'm afraid my parents and prospective patients will think. This can't be happening," he said despairingly.

"Now, now," I said, "don't despair.  The state will help you some."

"How?" he said.

"If you're rated poorly, they'll send a dentist who is rated excellent to  help straighten you out," I said brightly.

"You mean," he said, "they'll send a dentist with a wealthy clientele to show
me how to work on severe juvenile dental problems with which I have probably  had much more experience?  Big help."

"There you go again," I said.  "You aren't acting professionally at all."

"You don't get it," he said.  "Doing this would be like grading schools and
teachers on an average score on a test of children's progress without regard to
influences outside the school, the home, the community served and stuff like
that.  Why would they do something so unfair to dentists?  No one would ever  think of doing that to schools."

I just shook my head sadly, but he had brightened.  "I'm going to write my
representatives and senator," he said.  "I'll use the school analogy-surely they will see the point."

He walked off with that look of hope mixed with fear and suppressed
anger that I see in the mirror so often lately.


 


 

 


 


There are two types of education... One should teach us how to make a living,
and the other how to live. 
—John Adams

 


 

 


 


 
Society's failures raise child's risk of reading failure
FARIN HOUK- CERNA
January is always a busy time in our class, and this year I have a new task in addition to all the others.
I've been told to sort my kids into categories: "at risk," "some risk" and "low risk."

For reading failure, that is.

It's quite easy, actually: All I do is give them a simple test and - poof - I get a nice, neat graphic that shows me exactly which of my kids are at risk for being struggling readers.

An absolutely reliable indicator of basic literacy skills and potential, they say. (And even if it's not totally reliable, we'll still call the kids "at risk" in the meantime.)

I sit down with my kids and test them: How many letter names can they say in one minute? Disregard any letter that takes them longer than three seconds; it's wrong, and they're off down the road to "at risk."

How many phonemes (sounds) can they segment in one minute? When I say "man," you say /m/ /a/ /n/.

Easy! Just make sure that if I say "trick," you don't say /tr/ /ick/ - that's too many sounds all mushed up together. That might work for real reading, but it won't keep you out of the "at risk" category!

And here's the best indicator of future reading success: the nonsense word test. How many nonsense words can my kindergartners read in one minute? These kindergartners? All but two of my 5-year-olds speak another language at home. Aren't they all nonsense words to them?

We go through the list: vaj, ov, sim, lut, and my personal favorite, fek. The kids look puzzled. One says, "If you switch these two letters and you put a j at the beginning, you'll have 'jump,' teacher!"

Sorry, honey, that's wrong and you've used up all your time trying to make some sense of these words. Off to the "at risk" group you go.

What does it mean to be "at risk"? Well, it means that the kids need intensive, systematic intervention. It means they get lots and lots of focused, methodical teaching so that next time they can really read all of those nonsense words. There won't be much time left for any real reading or any real kindergarten learning, but they'll be able to dissect those words properly.

I didn't need any fancy, expensive test to know which of my kids are at risk. I know that many of my children face serious risks in their lives, only one of which involves reading.

After living with these children for five months now, I know which ones don't know their letters. I know which ones don't know a single sight word. I know the ones who have a functional English vocabulary of maybe 100 words. I know which ones need extra help; I know which ones are struggling. And any teacher worth his or her salt knows, too.

Want a plan to ensure reading success for all children?

Start with some good prenatal care, nutrition and education. Second, when the children enroll in school, make sure that their parents don't have to work three jobs in order to keep their spot in a run-down, cramped public housing unit. That way they can spend more time talking, playing, and reading with their children.

Then, as the children grow, make sure that they always have plenty of healthy food around to eat. Subsisting on one mediocre meal once a day at school because there's no food at home - or because Mom's at work and there's no one to cook - is no way to ensure reading excellence.

And if you really want to make sure that we don't leave anybody behind, include universal birth-to-age 3 programs that emphasize language and concept development, good purposeful play and quality parent education.

As the children enter school, let's be focused and systematic about their health care. Do they need dental care? Get it. Do they need shoes that fit and don't give them blisters? Get them shoes. Do they need glasses? They sure can't read without 'em.

If their parents don't have to work three jobs, they'll have more time to ask their kids about school and make sure their homework gets done.

Finally, if you want all kids to be great readers, make sure they have great schools, with tons of good books, lots of money and time for field trips, plenty of materials, and the best-trained, highest-quality teachers to be found.

Give that approach a good try, and I promise that all of our children will be readers.

In the meantime, I trudge numbly through the task of sorting my children, this one "some risk," that one "high risk," inflicting upon them the newest round of Band-Aid solutions to misinterpreted deficits. It's enough to drive a good teacher to say, well, fek.
 


 

 


 



All students can learn and succeed but not on the same day in the same way.
-William G. Spady
 


 


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John Lennon's "Imagine" midi