Collagen Complex – What are the results to expect from Collagen Complex

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 appropriate educational practice in early childhood. Dana Goldstein’s May 30th 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 study that found a 2½-month gain in academic skills when taught in preschool influence early childhood policy and practice? How can one argue for giving up big chunks of playtime for academic teaching to make such minimal gains in academic performance—with little consideration of what other areas might have lost out because of the focus on academic skills?  Studies of Head Start programs that taught academic skills to preschoolers in the 1960’s and 1970’s found that gains made in academic performance over children in more play-based Head Start programs were generally gone by second grade (i.e., “fade-out effect,” as mentioned in the article).  Furthermore, research in many European countries, which do not start formal reading instruction until age seven, shows that starting formal teaching of reading earlier 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 infant dabbles from one recreation to another, tries out one cloth and then the next, and/or does the equal pastime day-after-day, this is no longer great play or, necessarily, even play.  And, even when a toddler does grow to be greater absolutely engaged in an recreation that develops over time and is significant play, instructors have a indispensable position in facilitating the play to assist the infant 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 using assisting a toddler dictate testimonies about his portray and pointing out some of the key phrases and letters involved, etc.   The instructor can then assist the baby “read” the story at a type meeting.  With block building, the trainer and baby would possibly talk about shapes, as she tries to locate the proper form for her structure.

This variety of intentional teacher-facilitated studying via play contributes to the many foundational capabilities youngsters want for later faculty success, such as self-regulation, social skills, creativity, authentic thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and high quality attitudes towards problem-solving.  And, in the lengthy run, these foundational competencies are plenty extra vital for how youth will experience about and function later in college than the 2½ months attain they may acquire from the early ability training obtained in preschool, as said 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 tutorial abilities are so necessary to emphasize in preschool alternatively than a center of attention on the improvement of the “whole child” and foundational capabilities that put together adolescents for college success in the later years?
  3. Why are play and studying so frequently 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 complete toolkit will reply questions about constitution colleges and college 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 procedure of growing Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have countless benefits for educating 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” via David Denby used to be posted in the Feb. 11, 2017 trouble 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 greater facts about advocacy for gorgeous 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

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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 human beings to put households and teens first, now not billionaires.”

Those were fighting words 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 top campaign contributors from 2011 to 2016.   But as the results of our recent election attest, women’s ascent to power is convoluted.  The pacts we make can be Faustian: these days, a former Microsoft executive runs Washington’s department 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 document highlights the worries of early childhood instructors about the have an effect 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 mounted in research.  According to the National Center for Children in Poverty, forty seven percentage of kids below six years ancient lived in  low-income families near or beneath the poverty line in 2014. The stage rises to almost 70 percentage for Black and Native-American kids and sixty four percentage for Hispanic youngsters.  In a latest survey performed 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 pinnacle limitations to scholar 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 implemented by people with good intentions but often little formal knowledge of early child development.”   Those with the information now face a  “profound moral dilemma.”  As top-down mandates dictate the instructing and evaluation of slim tutorial capabilities at youthful and youthful ages, early childhood educators are pressured to do the “least harm,” alternatively 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 report numbers.  Respect for the career 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 incredible electricity committed 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.

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​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 confidence in my understanding and judgment as a instructor is gone.  So are the play and mastering facilities in my classroom.  Everything is supposed to be structured for a unique lesson and rigidly timed to suit into a specific, tight, preapproved schedule.

The terrible have an effect on of reforms on children’s improvement and gaining knowledge of can’t be overstated. Practice has emerge as 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 notable early education, as the character strengths, interests, and desires of teens get lost:

With this severe emphasis on what’s referred to as ‘rigorous academics,’ drills are emphasized.  It’s plenty more difficult for my kids to end up self-regulated learners.  Children have no time to research to self-regulate through selecting their personal activities, collaborating in ongoing tasks with their classmates, or taking part in creatively.  They have to sit down longer, however their interest spans are shorter.

The authors convey us into the school rooms studied through Daphna Bassok, Scott Lathem, and Anna Rorem, of the University of Virginia, who used two large, nationally consultant information units to evaluate public school  kindergarten classrooms between 1998 and 2010. More formal, directed education 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 ability set of 5-year-olds, and the stress has extended, in some cases, to prekindergarten, the place teens are being requested to grasp analyzing by using the cease 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 degrees of society to reduce, and finally cease infant poverty.  To do this, we need to first well known that a slender focal point on enhancing faculties will no longer remedy the complex issues related with baby poverty.

Breaking the silence used to be 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”

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 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&. Or write your own letter, in your own words.

Another choice is to name 202-225-3121 and be related with any congressional member, each Senators and Members of the House of Representatives. Tell the staffer who solutions that you are antagonistic to Mrs. DeVos’ affirmation 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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