Diversity and America’s Generation Gap

RuthOn July 7th, our newest member to DEY’s National Advisory Board, Ruth Rodriguez-Fay, made the following speech at the First Focus Summit that was held at the National Press Club in Washington, DC. Today we are honored to share her powerful words, with permission from Rodriguez-Fay.

 

Diversity and America’s Generation Gap

Ruth Rodriguez-Fay  ~ Diversity Adviser of Save Our Schools

“If you don’t understand the journey of those you serve, you cannot be an advocate for justice.” – Mary Bacon

 

Mary’s quote above is essential to this presentation that I have been honored to share today.  It is critical because of the present day infusion of Corporate America into the design and construct of our public schools.  It is also more so, because those who have set their goal into restructuring our public schools have chosen to isolate certified educators, child development experts and families whose stakes are high in ensuring our children success. Instead, we have everyone from billionaires, hedge funds moguls, real estate investors positioning themselves as the saviors of what they have come to label as “failing” schools.  They have used their $$power to influence legislators into passing an education reform that goes against what we educators have been trained to do.  The disrespect to the teaching profession, especially those of us educators of color, has been unprecedented. No other profession has received such attacks as teachers have, such blatant attacks by non-educators on our ability to do what we have spent our lifetime career mastering.

The Billionaires and hedge funds moguls have waged a war against public education, especially harmful to communities of color, never seen since a century ago, when a similar attempt by Corporate was made. The nation’s largest lobbyists, the American Legislative Exchange Council (ALEC), looking for profit ventures for their investors, determined that public education was a multi-trillion investment opportunity just waiting to be tapped; and they wasted little time to begin to concoct a business-model, profit-making endeavor masquerading as education reform with business, factory-style measure, one that these bandits will never consider subjecting their own children.  My friend, today’s leading respected civil rights advocate, Rose Saunders, almost brought me to tears when she declared that, “this is the worst war ever fought on American soil, for neither the civil war, nor the war for civil rights can compare, for the casualties of this war are our precious children.”

I was hopeful when Governor Deval Patrick of MA announced his Readiness Project, seeking advice on his education policies.  I was honored to serve on his Massachusetts Comprehensive and Assessment System (MCAS) and Assessment initiative, hoping to have the opportunity to present an alternative to the damaging high-stake test forced upon all the children, one that had killed the dreams of so many children who were denied a high school diploma based on this single test.  Learning that our alternative recommendations were denied, and the state would continue with the MCAS, I confronted the Governor at his event at Framingham State University, in an audience of over 300 people, I said face to face, “Governor, I thank you for giving the opportunity to serve in your Readiness Project on MCAS and Assessment.  I am saddened that you did not accept our recommendation for alternative form of assessment, and have made the decision to continue the harmful test.  But, I challenge anyone in this room, including you Governor, to immerse yourself in Spanish for one year, then take the test in Spanish, for that Governor, is what you are asking English language learners to do.” One year of English immersion was all that former Governor Mitt Romney believed English language learners needed to compete with their English speaking counterparts; as a result, MA has continued to demand that all students must take the test, and if they fail, they do not receive a diploma.  That night Governor Patrick promised that he will look into this and pointed me to one of his staff. Unfortunately, MA English language learners still are subjected to the test!

Let us look at how one goes about privatizing public education?  First, you manufacture a crisis and instill public fear.  We saw in the Hollywood propaganda, Guggenheim’s Waiting for Superman, where teachers were blamed for everything that is wrong in the country, and posed schools and the students as “failures”, who needed to be rescued, this time by a business-style intervention.  Create a rallying cry for the need to save citizens from an imminent danger, and only they can provide the relief, in this case, since teachers are the problem, they will provide immediate relieve through their profit-making endeavor, known as Teach for America.  These are recent young college graduates, (no need to have an education degree, only agree not to join the teacher’s union), who will receive 5 weeks of training where they are advised never to associate with union, certified teachers.  These teaching interns are replacing certified, union teachers with years of experience, then are placed in the school districts with majority Black and Latino student populations. They fit right in with the Charter Schools Enterprise, who enjoy the hiring of non-union, and many non-certified teachers.  You then create a system which becomes a self-fulfilling prophecy.  This is done through the enforcement of a high stake test that is used to deny student’s promotion and graduation, evaluate teachers based on student’s test scores, then when a school reaches the level of failing based on the test, then they come in with the claim that since schools are failing they are the only ones that can save them.

I have a challenge understanding how these profiteers positioned themselves as the savior of a system that they created.  Remember when the Bush administration went to bomb Iraq?  The campaign prior to the bombing was filled with lies about weapons of mass destruction, how we were going to save the people of Iraq from their evil leaders.  Then, after destroying the country, our government came back to the people saying that our tax dollars will be used to give Chaney’s Halliburton a no-bid contract to repair what they broke.  It is the same playbook they are using in education, create the conditions for failure until the system is broken, then claim that they alone can fix it.  In order to fix what they broke, they use an appealing language, like “innovation”, “reform,” and their favorite, “choice.”  What we have come to understand about “choice,” is that the choice is only for the profiteers not the families of children with special needs nor the English language learners.

Another form used is to deflect the truths with dog-whistle propaganda, glossy presentations that disguise the real ideology of greed under the umbrella of “freedom” and “saving children.” Once the propaganda is solidified, that is when ALEC came in.  ALEC, with funding from Bill Gates, were the mastermind behind the Common Core, who were able to forge alliances with big business and state legislators.  Another brilliance of the profiteers was to buy off both major political parties, as we now know that both Republicans and Democrats have drunk the Corporate education reform cool-aid. This was done through the creation of legislation that politically and financially benefited the stake holders in this case the Billionaires and Wall Street investors and the politicians. They also use the tactic of laundering the policies through a number of non-profit agencies and corporate philanthropy, where the origins are not easily traced.

These are the same “stake holders,” comprised of corporations who are managing charter schools and online schools and other “options” in the place of the “failing schools.” Deals are made with textbook and testing companies that schools must use, generating billions of profits for these companies, while public schools languish from lack of resources, such resources that otherwise schools could spend hiring teachers to reduce class size, or provide essential needed materials.

Charter schools claims to be the solution for the failing schools, have been shown to do no better than the schools they rob the resources from, and many have established policies that “counsel-out” students that they fear will not pass the test, and the public school from where those students come, must take them back.  They traditionally do not take high leveled special need students, nor English language learners.

Now, I want to end with this food for thought: The Common Core was designed with little to none expert educator or child development advice.  When, the President announced its early education initiative, many of us were hopeful that our Black and Latino young children will benefit from early intervention.  But, as we read the wording and began to understand what was involved, it became clear that “test and punish” was now being imposed on children who were 4 and 5 years old. To her dismay, my friend Nancy Carlsson Page, Professor of early education at Lesley University expressed her disdain, as she told me, “for now we have 4 and 5-year-olds, who should be spending their time in play activities, learning about their environment and socializing as well as developing a love for learning, forced to spend the better time of the school year prepping for a single test, a test that has been shown to be harmful and abusive to children.”

Forward together. Not one step back.

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Our fight for public education is only good if we fight for social justice. – Denisha Jones, SOS, United Opt Out, BATs, DEY, Howard University

Closing schools is a hate crime. – Irene Robinson, Dyett Hunger Strike

When you undermine the dreams of the children, you undermine the future.- Rev. Barber II

The best time to plant a tree is 20 years ago. The second best time is right now. – Tanaisa Brown, student organizer from Chicago (quoting a Chinese proverb)

Even if we don’t succeed in righting the moral wrong, the children have to see us trying. – Rev. Barber II

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The BATs swarmed in – ready to march!

My head and heart are spinning as I reflect on the overwhelming weekend in Washington D.C. – the Peoples March and Rally on Friday, the Save Our Schools Coalition for Action conference at Howard University on Saturday, and the organizing meeting on Sunday morning. Folks came from all over the country–Seattle, Philadelphia, Detroit, Boston, New York, Florida, California, Hawaii, Rhode Island, Connecticut and more.

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Jitu Brown ‘s keynote at Howard University

The rally began on the Friday morning – as the news of the Dallas police shootings was still emerging.  As the weekend unfolded, one thing became crystal clear.  Our work to bring well-funded, high-quality schools to every neighborhood is inextricably connected to social justice, economic inequality, poverty, and racism. We can not work in silos in our efforts to reclaim public schools. Jitu Brown, the National Director for the Journey for Justice Alliance explained that we are working on many of the symptoms of the problem but we are not working on the root of the problem. “The virus is white supremacy.” And he is so right. Our country’s historic and systemic racism and the inter-generational trauma that it imposes on people of color – including the white supremacy of corporate capitalism – is the beast that we have to confront and push back against. That is the work of white people in our country today.

IMG_4690For DEY it means expanding our work on poverty, which has the greatest impact on the youngest children. And continuing our work on the growing issue of preschool and kindergarten suspensions – which overwhelmingly effect young black and brown boys. It means more white people must stop talking and begin listening to people of color. It also means getting more involved in local elections to help shift the power.  For me, personally, it will also involve having intentional conversations about this with my white colleagues (other teachers). And in my home, it is having honest conversations about all of this with my two sons – 12-year-old white males.

This year, the Save Our Schools Coalition weekend was set up so that children were invited and involved. And it was a brilliant move on the part of the organizers. Students as young as 12 spoke at the rally and presented at the conference.(You must check out Asean Johnson from the Chicago Student Union on this video) High school students from Boston shared how they expertly organized student walkouts to protest budget cuts and how they are helping the campaign in Massachusetts to #KeeptheCap on charter schools. Even younger children marched, listened, made signs, sang, and inspired us. They are the future and they keep us grounded. They are watching, listening, and learning. And as Rev. Barber II said, if we don’t succeed, “the children have to see us trying.” Amen.

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Student organizers from Boston Public Schools present at Howard University

For those of you who could not make it to DC, please know that the speeches from Friday and many of the sessions from the conference were live streamed and are available to view on schoolhouselive.org. For me, to have shared the stage with the likes of Rev. Barber II, Jitu Brown, Jesse Hagopian, Julian Vasquez Heilig, Asean Johnson, Irene Robinson, the DC Labor Chorus and so many more on such an historic weekend is something I will never forget. Diane Ravitch and Jonathan Kozol were there, as well. They are all champions for the cause.

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Diane Ravitch addresses the crowd

Forward together. Not one step back.

#BlackLivesMatter #PeoplesMarch16

 

Geralyn Bywater McLaughlin

DEY Co-Director/teacher/mother

 

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DEY’s Geralyn Bywater McLaughlin and Denisha Jones address the crowd. You can hear DEY, and everyone, here at schoolhouselive.org . Photo credit Susan Ochshorn.

 

Boston Second Graders Imagine Their Dream School

by Lily Holland

This week in Boston iboston public schoolss a Week of Action to Save Our Public Schools.  For many of my fellow Boston Public Schools teachers, I know it’s felt more like a year of action with everything that’s gone on.

As part of the other actions I will take this week, I want to give voice to a group we rarely hear from: elementary school students.

I teach second grade.  Yes, second graders are adorable but they are also keenly aware of the world around them.  Their endless curiosity leads to a unique perspective on everything from the best Taylor Swift song to the worst food in the cafeteria.

For the last few weeks, I’ve been studying activism with my students.  We’ve studied famous activists from history, learned about the variety of ways people take action and have had community activists and student leaders come speak in our classroom.  After watching their families and teachers advocate for the budget and feeling inspired by the bravery of local high schoolers who led a walk out, my students decided they wanted to take action too.

Yesterday, we started by making a mural that showed what their dream school would be like if money was no object.  Let me start by saying thphoto 1at when I was seven or eight and attending a fully-funded public school in Winchester, MA, I would have dreamed of having over-the-top things like a swimming pool or something outrageous like a movie theater.  My students, attending a chronically underfunded school, instead requested things like pencils, markers, and glue sticks. photo 5 One student asked me if he was allowed to simply say that his dream school would be “shiny and new.”  Another student asked if it was too big to dream of a school where kids who felt sad could have a room with soft things and people to talk to.  Many students dreamed of a better playground and some asked for a class pet and field trips to far-away places.  As they were working, a student came over to ask me if some schools have a whole library in them rather than just one in their classroom.  When I said yes, he changed his mind from a swing set to a library.photo 2

So, please, stop telling me that our schools are fully-funded or that our budget is as big as it can get because my second graders can show you that it’s not.  I feel lucky to work in a school with a principal who fights like crazy to get my students what they deserve and knows that they deserve more than what we’re able to give them.  But, at the end of the day, without a bigger budget, it’s out of her hands.  At this point, it’s hard to not see this budget as a value judgment about the lives and futures of my students.

I think I’ve changed my mind.  When I introduced this activity, I originally said I dreamed of a school with an outdoor garden that my students and I could use to grow healthy food.  Now I think I dream of a school where seven-year-olds don’t have to just dream about the schools they deserve.

Lily Holland teaches second grade in the Boston Public Schools.

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Senior Advisor Nancy Carlsson-Paige Reflects on the 2016 Network for Public Education Conference

The 2016 Network for Public Education Conference, held April 15-17 in Raleigh, NC, is truly an experience—something hard to describe.  For a few days in April, education and social justice activists from around the country come together in a burst of energy and synergy to share lives and ideas and to build an education movement for equity and justice for all children.

I was glad that Denisha Jones, DEY National Advisory Board member, and I attended because our session was the only one focused exclusively on young children.  Our panel was called T-E-S-T and Not PLAY is a Four-Letter Word:  Putting the Young Child and the Teacher at the Center of Education Reform.  Susan Ochshorn, early childhood author and journalNPE 2016 3ist, moderated, and we were joined by Michelle Gunderson, first grade teacher and early childhood leader in the Chicago Teachers Union. We covered many issues in a short time including the decrease in play and active learning in classrooms for young children, the disproportionate effects of corporate education reform on black and brown children and those in low-income communities, and the need to strengthen our advocacy for young children.  Lots of folks attended the session and I was really glad we were there to connect early childhood issues to the larger landscape of education reform that were the focus of the conference.

Many people came up to me over the course of the three days in Raleigh to tell me how they follow DEY, appreciate us, and benefit from using our materials.  It was really heNPE 2016 2artening to realize that we are voicing important ideas and issues that might otherwise not be accessible to teachers and parents.  People are using the papers we’ve put out in a variety of ways as well as our fact sheets, and many say they read our website regularly.

At the conference, we learned about many new documentary films being made about the current state of education in our country.  All of these films and how to order them are listed on the NPE website.   In a separate session we saw a “fine cut” preview of the almost finished documentary Backpack Full of Cash.  This film is being made by Sarah Mondale and Vera Aranow who made the PBS series called SCHOOL which received so much acclaim.   Their new film unwraps the movement to privatize our nation’s schools, telling a straightforward and understandable narrative through the eyes of the communities affected.   The film should be out in the coming year and I think its time is right.

On Saturday, we listened to a riveting keynote speech from Reverend William Barber, president of the North Carolina chapter of NAACP, about the history of racism in our schools and the continuing reality of systemic racism that permeates our society today.  Rev. Barber is a gifted orator who can move his listeners to new levels of awareness by his artistic crafting of words and powerful delivery.Themes of charter schools, over-testing, privatization, racial justice, poverty, global education, democracy, and public education ran through the speeches and sessions of the conference, helping all of us to heighten our understanding and also our resolve to continue our work.  I felt re-energized about our work at Defending the Early Years, proud of what we do, sure that we should keep on.

Maybe next year YOU will want to attend the Network for Public Education conference—you won’t be disappointed!

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DEY at NAEYC’s Annual Conference

DEY Panel at NAEYC
Our DEY panel at NAEYC received a standing ovation! Diane Levin facilitated our panel on the challenges of the Common Core – drawing on the expertise of Joan Almon, Constance Kamii and Lilian Katz. Their messages, which are captured in the advocacy reports they have all published with DEY, truly resonated with the audience. We were able to archive much of the session on video, and have added the clips to our Defending the Early Years’ YouTube Channel.
You can also watch clips from our organizing meeting with Denisha Jones. We had over 50 people in attendance to work with us in identifying key educational issues as well as potential next steps for dealing with the issues. Thanks to Blakely Bundy for her immense help in making this event a success!

DEY’s Nancy Carlsson-Paige receives Hero in Education Award from FairTest


This evening DEY’s Nancy Carlsson-Paige was awarded the Deborah W. Meier Hero in Education Award by our colleagues at FairTest. We are deeply honored to share Nancy’s acceptance speech here:

Thank you FairTest for this Deborah Meier Hero in Education Award. FairTest does such great advocacy and education around fair and just testing practices. This award carries the name of one of my heroes in education, Deborah Meier—she’s a force for justice and democracy in education. I hope that every time this award is given, it will allow us to once again pay tribute to Deb.  Also, I feel privileged to be accepting this honor alongside Lani Guinier.

 

When I was invited to be here tonight, I thought about the many people who work for justice and equity in education who could also be standing here.  So I am thinking of all of them now and I accept this award on their behalf—all the educators dedicated to children and what’s fair and best for them.

 

It’s wonderful to see all of you here—so many family and friends, comrades in this struggle to reclaim excellent public education for all– not just some–of our children.

 

I have loved my life’s work– teaching teachers about how young children think, how they learn, how they develop socially, emotionally, morally. I’ve been fascinated with the theories and science of my field and seeing it expressed in the actions and the play of children.

 

So never in my wildest dreams could I have foreseen the situation we find ourselves in today.

 

Where education policies that do not reflect what we know about how young children learn could be mandated and followed.  We have decades of research in child development and neuroscience that tell us that young children learn actively—they have to move, use their senses, get their hands on things, interact with other kids and teachers, create, invent. But in this twisted time, young children starting public Pre-K at the age of four are expected to learn through “rigorous instruction.”

 

And never in my wildest dreams could I have imagined that we would have to defend children’s right to play.

Play is the primary engine of human growth; it’s universal–as much as walking and talking. Play is the way children build ideas and how they make sense of their experience and feel safe.  Just look at all the math concepts at work in the intricate buildings of kindergartners.  Or watch a 4-year old put on a cape and pretend to be a superhero after witnessing some scary event.

 

But play is disappearing from classrooms.  Even though we know play is learning for young kids, we are seeing it shoved aside to make room for academic instruction and “rigor.”

 

I could not have foreseen in my wildest dreams that we would have to fight for classrooms for young kids that are developmentally appropriate. Instead of active, hands-on learning, children now sit in chairs for far too much time getting drilled on letters and numbers.  Stress levels are up among young kids.  Parents and teachers tell me:  children worry that they don’t know the right answers; they have nightmares, they pull out their eyelashes, they cry because they don’t want to go to school.  Some people call this child abuse and I can’t disagree.

 

I could not have foreseen in my wildest dreams that we would be up against pressure to test and assess young kids throughout the year often in great excess—often administering multiple tests to children in kindergarten and even Pre-K.  Now, when young children start school, they often spend their first days not getting to know their classroom and making friends.  They spend their first days getting tested.  Here are words from one mother as this school year began:

 

My daughter’s first day of kindergarten — her very first introduction to elementary school — consisted almost entirely of assessment. She was due at school at 9:30, and I picked her up at 11:45. In between, she was assessed by five different teachers, each a stranger, asking her to perform some task.

 

By the time I picked her up, she did not want to talk about what she had done in school, but she did say that she did not want to go back. She did not know the teachers’ names. She did not make any friends. Later that afternoon, as she played with her animals in her room, I overheard her drilling them on their numbers and letters.

 

The most important competencies in young children can’t be tested—we all know this.   Naming letters and numbers is superficial and almost irrelevant in relation to the capacities we want to help children develop: self-regulation, problem solving ability, social and emotional competence, imagination, initiative, curiosity, original thinking—these capacities make or break success in school and life and they can’t be reduced to numbers.

 

Yet these days, all the money and resources, the time dedicated to professional development, they go to tooling teachers up to use the required assessments.  Somehow the data gleaned from these tests is supposed to be more valid than a teacher’s own ability to observe children and understand their skills in the context of their whole development in the classroom.

 

The first time I saw for myself what was becoming of many of the nation’s early childhood classrooms was when I visited a program in a low income community in north Miami.  Most of the children were on free and reduced lunch.

 

There were ten classrooms–kindergarten and Pre-K.  The program’s funding depended on test scores, so—no surprise—teachers taught to the test.  Kids who got low scores, I was told, got extra drills in reading and math and didn’t get to go to art.  They used a computer program to teach 4 and 5 year olds how to Bubble.  One teacher complained to me that some children go outside the lines.

 

In one of the kindergartens I visited, the walls were barren and so was the whole room.  The teacher was testing one little boy at a computer at the side of the room.  There was no classroom aide.  The other children were sitting at tables copying words from the chalk board.  The words were:  “No talking.  Sit in your seat. Hands to Yourself.”

The teacher kept shouting at them from her testing corner:  Be quiet!  No talking!

 

Most of the children looked scared or disengaged, and one little boy was sitting alone.  He was quietly crying.  I will never forget how these children looked or how it felt to watch them, I would say, suffering in this context that was such a profound mismatch with their needs.

 

It’s in low-income, under-resourced communities like this one where children are most subjected to heavy doses of teacher-led drills and tests.  Not like in wealthier suburbs where kids have the opportunity to go to early childhood programs that have play, the arts, and project-based learning.  It’s poverty—the elephant in the room—that is the root cause of this disparity.

 

A few months ago, I was alarmed to read a report from the Department of Education Office for Civil Rights showing that more than 8,000 children from public preschools across the country were suspended at least once in a school year, many more than once. First of all, who suspends a preschooler?  Why and for what?  The very concept is bizarre and awful.  But 8,000?  And then to keep reading the report to see that a disproportionate number of those suspended preschoolers were low income, black boys.

 

There is a connection, I know, between these suspensions and ed reform policies: Children in low income communities are enduring play deficient classrooms where they get heavy doses of direct teaching and testing.  They have to sit still, be quiet in their seats and comply.  Many young children can’t do this and none should have to.

 

I came home from that visit to the classrooms in North Miami in despair.  But fortunately, the despair turned quickly to organizing.  With other educators we started our nonprofit Defending the Early Years.  We have terrific early childhood leaders with us (some are here tonight: Deb Meier, Geralyn McLaughlin, Diane Levin and Ayla Gavins).  We speak in a unified voice for young children.

 

We publish reports, write op eds, make videos and send them out on YouTube, we speak and do interviews every chance we get.

 

We’ve done it all on a shoestring.  It’s almost comical:  The Gates Foundation has spent more than $200 million dollars just to promote the Common Core.  Our budget at Defending the Early Years is .006% of that.

 

We collaborate with other organizations.  FairTest has been so helpful to us. And we also collaborate with –Network for Public Education, United Opt Out, many parent groups, Citizens for Public Schools, Bad Ass Teachers, Busted Pencils Radio, Save Our Schools, Alliance for Childhood and ECE PolicyWorks —There’s a powerful network out there– of educators, parents and students—and we see the difference we are making.

 

We all share a common vision:  Education is a human right and every child deserves one.  An excellent, free education where learning is meaningful– with arts, play, engaging projects, and the chance to learn citizenship skills so that children can one day participate—actively and consciously–in this increasingly fragile democracy.

Geralyn McLaughlin, Deborah Meier, Nancy Carlsson-Paige and Lani Guinier

Geralyn McLaughlin, Deborah Meier, Nancy Carlsson-Paige and Lani Guinier

 

 

 

 

 

 

 

How can you defend play to your school administrator?

We received the following question from a friend and former student who is now a kindergarten teacher:

 “I am public school kindergarten teacher, who is trying to convince my principal to let there be play in the kindergartens in my school.  Can you recommend books to give him to help convince him that this can do positive things for the children’s skill learning, especially in social studies and science areas?”

Below is what we suggested…what would you add??

Here are a few quick ideas we culled from our recommended reading/resources page at DEY http://deyproject.org/recommended-reading-and-resources/:

book: A Mandate for Playful Learning in Preschool: Applying the Scientific Evidence by Kathy Hirsh-Pasek, Roberta Michnick Golinkoff, Laura E. Berk and Dorothy Singer, Oxford University Press – (this book includes many references to kindergarten as well as preschool)
paper: The Crisis in Early Education: A Research-Based Case of More Play and Less Pressure by Joan Almon and Ed Miller (Alliance for Childhood states: “This four-page article succinctly makes the case for play-based education.”)
 
article/blog: Education Reform is Malpractice by Steve Nelson, Huffington Post on July 22, 2015
 
article: The Decline of Play and the Rise of Psychopathology in Children and Adolescents by Peter Gray, American Journal of Play, volume 3, number 4. © 2011 by The Strong. (a .pdf)

article: The Serious Need for Play, by Melinda Wenner for Scientific American Mind, February/March 2009

video: The Role of Play in the Overly Academic Kindergarten by the Gesell Institute. This seven and a half minute YouTube video is well worth your time and is easily shared with others. “Play is being banished from kindergarten classrooms across the U.S. Learn how this is impacting the nation’s youth. Narrated by Marcy Guddemi, Executive Director of the Gesell Institute”
video: DEY’s video Lively Minds
What other resources would you use to advocate for play in your kindergarten? Let us know so we can add them to our list!