Testodren Reviews [2022] – A MUST READ BEFORE YOU BUY

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.thedeyproject.com) we work to promote splendid 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) now not solely left us puzzled however raised various essential questions.

Should a learn about that located a 2½-month obtain in tutorial competencies when taught in preschool have an impact on early childhood coverage and practice? How can one argue for giving up large chunks of playtime for educational instructing to make such minimal positive aspects in educational 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 educational capabilities to preschoolers in the 1960’s and 1970’s discovered that beneficial properties made in educational overall performance over youth in extra play-based Head Start applications had been usually long past by way of 2nd grade (i.e., “fade-out effect,” as referred to in the article).  Furthermore, lookup in many European countries, which do no longer begin formal studying preparation till age seven, suggests that beginning formal instructing of analyzing in the past has little benefit.

Play-based early childhood packages are all-too-often misunderstood.  Just having performed in a preschool is no longer 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 endeavor day-after-day, this is no longer nice play or, necessarily, even play.  And, even when a toddler does grow to be greater entirely engaged in an pastime 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 trainer additionally makes selections about how to combine extra formal early literacy and math abilities into the play—for instance, via 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 category meeting.  With block building, the instructor and baby may talk about shapes, as she tries to discover the proper form for her structure.

This variety of intentional teacher-facilitated gaining knowledge of via play contributes to the many foundational capabilities young people 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 fine attitudes towards problem-solving.  And, in the lengthy run, these foundational capabilities are a whole lot extra necessary for how youngsters will experience about and operate later in faculty than the 2½ months attain they may achieve from the early ability education obtained in preschool, as pronounced 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 lookup on the advantages of high-quality play in preschool packages so regularly ignored?
  2. 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?
  3. Why are play and gaining knowledge of so regularly handled 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 training is now borrowing thoughts 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 method of growing Kindergarten Readiness Assessments (KRA), a device to measure children’s readiness for kindergarten. While KRAs have numerous advantages for instructing and learning, the consequences 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

2/22/2017

“Stop Humiliating Teachers” through David Denby used to be posted in the Feb. 11, 2017 difficulty 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 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.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 teacher carried the torch for democracy at the confirmation hearing for Betsy DeVos, Donal Trump’s nominee for Secretary of Education.  “The Senate should to be a rubber stamp, Patty Murray said.  We owe it t the American people to put families and children first, 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, referred to as their senators, and urged individuals of the HELP committee to dump her, Defending the Early Years, a nonprofit employer primarily based 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 hooked up in research.  According to the National Center for Children in Poverty, forty seven percentage of teens beneath six years historical lived in  low-income families near or under the poverty line in 2014. The degree rises to almost 70 percentage for Black and Native-American kids and sixty four percentage for Hispanic youngsters.  In a current survey performed 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 studying and psychological issues as the pinnacle boundaries to pupil 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 accurate intentions however frequently little formal  knowledge of early child development.”   Those with the expertise now face a  “profound ethical dilemma.”  As top-down mandates dictate the teaching and assessment of narrow academic skills at younger and younger ages, early childhood educators are forced to do the “least harm,” rather 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 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 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 believe in my information and judgment as a instructor is gone.  So are the play and studying facilities in my classroom.  Everything is supposed to be structured for a particular lesson and rigidly timed to healthy into a specific, tight, preapproved schedule.

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The bad have an effect on of reforms on children’s improvement and getting to know can’t be overstated. Practice has turn out 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 terrific early education, as the character strengths, interests, and wants of young people get lost:

With this severe emphasis on what’s known as ‘rigorous academics,’ drills are emphasized.  It’s a great deal more difficult for my young people to grow to be self-regulated learners.  Children have no time to analyze to self-regulate with the aid of selecting their very own activities, collaborating in ongoing initiatives with their classmates, or enjoying creatively.  They have to sit down 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 facts units to evaluate 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 vital for each and every kindergarten toddler to sense welcomed and included, to be section of the class. Instead, we’re isolating the cream from the milk.  From the beginning, we’re telling youngsters who are poor, ‘You’re deficient,’ alternatively of supporting them emerge as capable and experience profitable and section of their class.  Then it’s ‘remedial this, remedial that.’  It’s discrimination.

The record concludes with a collection of recommendations—from the actual professionals in the room.  The first calls for the withdrawal of present day early childhood requirements and mandates. Another urges the use of true assessment, based totally on observations of children, their development, and learning.  Number ten addresses baby poverty, our country wide stain:

Work at all stages of society to reduce, and sooner or later stop infant poverty.  To do this, we have to first well known that a slim focal point on enhancing faculties will no longer remedy the complicated issues related with infant poverty.

Breaking the silence was never so sweet.  Now it’s time, as John Lewis says, to get in good 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&. 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 identify and zip code and tally your name as a “yay” or “nay.” 

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