Folicrex – Ingredients, Side Effects ⚠️ 2022 Detailed Report

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.thedeyproject.com) 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) not only left us puzzled but raised several important questions.

Should a find out about that observed a 2½-month acquire in tutorial abilities when taught in preschool have an impact on early childhood coverage and practice? How can one argue for giving up massive chunks of playtime for tutorial instructing to make such minimal good points in tutorial performance—with little consideration of what different areas would possibly have misplaced out due to the fact of the center of attention on tutorial skills?  Studies of Head Start applications that taught educational capabilities to preschoolers in the 1960’s and 1970’s observed that beneficial properties made in educational overall performance over youth in greater play-based Head Start applications had been commonly long past via 2nd grade (i.e., “fade-out effect,” as noted in the article).  Furthermore, lookup in many European countries, which do no longer begin formal analyzing guidance till age seven, indicates that beginning formal instructing of studying before has little benefit.

Play-based early childhood applications are all-too-often misunderstood.  Just having performed in a preschool is no longer enough, as  all play is not the same.  When a baby dabbles from one exercise to another, tries out one cloth and then the next, and/or does the identical exercise day-after-day, this is no longer exceptional play or, necessarily, even play.  And, even when a infant does emerge as greater wholly engaged in an undertaking that develops over time and is significant play, instructors have a essential position in facilitating the play to assist the baby take it further.  The instructor additionally makes choices about how to combine extra formal early literacy and math capabilities into the play—for instance, by means of assisting a baby dictate tales about his portray and pointing out some of the key phrases and letters involved, etc.   The trainer can then assist the toddler “read” the story at a type meeting.  With block building, the instructor and toddler may talk about shapes, as she tries to discover the proper structure for her structure.

This variety of intentional teacher-facilitated getting to know thru play contributes to the many foundational competencies kids want for later college success, such as self-regulation, social skills, creativity, unique thinking, oral language development, eye-hand coordination, pre-literacy and math skills, and effective attitudes towards problem-solving.  And, in the lengthy run, these foundational competencies are a whole lot extra necessary for how adolescents will experience about and operate later in college than the 2½ months reap they would possibly gain from the early talent preparation obtained in preschool, as stated in the  New York Times article.

Rather than debating over free play versus flashcards, possibly we must be asking the better 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 competencies are so vital to emphasize in preschool instead than a focal point on the improvement of the “whole child” and foundational capabilities 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 comprehensive toolkit will answer questions about charter schools and school 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 40 states either have or are in the process of developing Kindergarten Readiness Assessments (KRA), a tool to measure children’s readiness for kindergarten. While KRAs have several benefits for teaching and learning, the results can also be used inappropriately, according to a recent 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 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 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 schooling and, instead, needs to privatize public education.  DeVos has a verified records of aiding efforts that discriminate towards low-income communities and communities of color.  At DEY, we guide the equal probability of each younger baby for an superb education.  We are in particular involved that DeVos will undermine the country wide and kingdom efforts to promote common preschool public education. 
 
For more information about advocacy for appropriate public education, visit DEY’s website at www.thedeyproject.com.

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 trainer 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 adolescents 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 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 agency based totally 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 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 under the poverty line in 2014. The stage rises to almost 70 percentage for Black and Native-American teenagers and sixty four percentage for Hispanic youngsters.  In a latest survey carried out via the Council of Chief State School Officers—which helped design  the Common Core standards—teachers throughout the United States listed household stress, poverty, and mastering and psychological troubles as the pinnacle obstacles 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 knowledge now face a  “profound moral dilemma.”  As top-down mandates dictate the instructing and evaluation of slender educational capabilities at youthful and youthful ages, early childhood educators are compelled to do the “least harm,” instead than the “most good.”

In an change 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 file 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 colleges and communities, and blames them for all its ills.  But out of this malaise, a new activism has emerged, with wonderful strength 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.

​As I examine via the report, I saved underlining the rates from the teachers, as if to enlarge them, to elevate 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 trust in my expertise and judgment as a teacher is gone.  So are the play and learning centers in my classroom.  Everything is supposed to be structured for a specific lesson and rigidly timed to fit into a specific, tight, preapproved schedule.

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The poor influence of reforms on children’s improvement and getting to know can’t be overstated. Practice has come 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 awesome early education, as the man or woman strengths, interests, and wants of teens get lost:

With this intense emphasis on what’s known as ‘rigorous academics,’ drills are emphasized.  It’s tons tougher for my kids to emerge as self-regulated learners.  Children have no time to analyze to self-regulate by way of deciding on their personal activities, taking part in ongoing initiatives with their classmates, or enjoying creatively.  They have to take a seat longer, however their interest spans are shorter.

The authors carry 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 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 analyzing is turning into phase of the predicted ability set of 5-year-olds, and the strain has extended, in some cases, to prekindergarten, the place youth are being requested to grasp analyzing by way of the give up of the year. The repercussions are severe:

It’s imperative for each kindergarten toddler to experience welcomed and included, to be phase of the class. Instead, we’re setting apart the cream from the milk.  From the beginning, we’re telling youngsters who are poor, ‘You’re deficient,’ as a substitute of assisting them grow to be equipped 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 degrees of society to reduce, and subsequently stop toddler poverty.  To do this, we ought to first well known that a slender center of attention on enhancing colleges will now not clear up the complicated issues related with infant poverty.

Breaking the silence used to be in no way so sweet.  Now it’s time, as John Lewis says, to get in precise 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 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 worried 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 option is to call 202-225-3121 and be connected with any congressional member, both Senators and Members of the House of Representatives. Tell the staffer who answers that you are opposed to Mrs. DeVos’ confirmation as Secretary of Education.  They will ask for your name and zip code and tally your call as a “yay” or “nay.” 

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