Open Letter to NAEYC

January 6, 2013

Open Letter to NAEYC:
A Call for Leadership in the Field

“We are doing earlier and earlier to children what we shouldn’t do later.”
-Dr. Lilian Katz (keynote NAEYC PDI, June 2011, Providence, RI)

NAEYC has long played a valuable role in identifying and supporting best practices in early childhood education. The strong position NAEYC took with its 1986 publication, Developmentally Appropriate Practice, focused attention on respectful, child centered ways of working with young children and helped to unify the early childhood field and slow a “back to basics” push that began in the early 1980’s. Since that time, a growing concern with standards and accountability has moved education in the United States in another direction. The drive for performance standards and accountability for meeting the standards (usually in the form of scores on standardized tests) was first legislated by the No Child Left Behind Act of 2001, and that has now gained traction from Race to the Top Early Learning Challenge. The national push for standards and accountability has led to the development of academic curriculum and assessment practices that are inappropriate for young children. These trends have led schools to focus on accountability rather than on meaningful learning experiences for young children. Excitement about learning and motivation to learn has been replaced by drill on skills that is tedious and often meaningless to children.

NAEYC appears to have gradually retreated from its strong defense of DAP. The voices of its leadership have not been heard vigorously protesting the proliferation of standards and assessments or offering meaningful alternatives to them. As a growing number of early childhood educators attest, many of these standards, curricula and assessments are developmentally inappropriate, ignore children’s needs, capacities, and cultures, and do not honor how they learn or their uniqueness as learners.

Dr. Lilian Katz, international education leader and former NAEYC president, has helped many parents and teachers understand the key differences between academic goals and intellectual goals. “I believe that we tend to overestimate children academically and underestimate them intellectually,” she writes. And “…early introduction of formal academic instruction may not be in the best interests of many of our children and, in fact, may be damaging in the long term.” (Katz, STEM in the Early Years, 2012) NAEYC would do well to listen to the words of Dr. Katz and make every effort to help keep children’s intellectual curiosity alive and supported in our early childhood classrooms.

Last month, NAEYC released their paper, The Common Core State Standards: Caution and Opportunity for Early Childhood Education. We were glad to see them weighing in to the national dialogue. We encourage NAEYC to provide the leadership that young children and the early childhood field desperately need to push back against the rapidly escalating academic push down. We call on the leadership of NAEYC, as the largest organization of early childhood professionals in the country, to stay true to our historic commitment to the healthy development of young children and to the original ideas of DAP and to forcefully and publicly take a stand on what is happening to early education in our country. We urge NAEYC to offer our expertise to help to revise standards to better reflect what we know about brain development and early childhood pedagogy and to participate in the development of curricula and assessments that are appropriate for young children. We further urge NAEYC to take this active role soon before the push for more academic content in early childhood classrooms puts more young children at risk for failure at the very time in their lives that they should be coming to love learning.

We often encounter members of NAEYC who are disappointed that the association has not spoken out against current harmful practices. Many of these members would welcome strong action and leadership from NAEYC. We realize that there are many pressures in today’s world—financial and political—that can make it difficult to stand up for what we know to be right. Nonetheless, the time has come for NAEYC to embrace its historical commitments and strongly defend what we all know is best for young children.

Sincerely,

    Geralyn Bywater McLaughlin, Director of Defending the Early Years
    Nancy Carlsson-Paige, Senior Advisor of Defending the Early Years and Professor Emerita at Lesley University
    Diane Levin, Senior Advisor of Defending the Early Years and Professor of Early Childhood Education at Wheelock College

And members of the DEY National Advisory Board:

    Sherry Cleary, Executive Director, New York City Early Childhood Professional Development Institute, City University of New York
    Ayla Gavins, Principal, Mission Hill School, Boston
    Stephanie Feeney, Professor Emerita, University of Hawaii at Manoa
    Constance Kamii, Professor of Early Childhood Education, University of Alabama at Birmingham
    Edgar Klugman, Professor Emeritus Wheelock College & Co Founder Playing for Keeps – An Initiative of the Association for Children’s Museums; Facilitator Play, Policy & Practice Interest Forum – NAEYC
    Deborah Meier, senior scholar at NYU’s Steinhardt School, author and activist

And the following early childhood professionals:

    Deborah Abelman, Ph.D., Early Childhood Education Supervisor, Strong Start, Family Service of Greater Boston, Inc.
    Jeremy Arendt, Owner of Sprouts Home Day Care
    Dr. Kelly A. Baker, Asst. Professor and Early Childhood Education Program Coordinator, University of Central Oklahoma
    Angela Baum, Assistant Professor of Early Childhood Education, University of South Carolina
    Margaret S. Benson, Ph. D. Assistant Professor of Human Development & Family Studies, Penn State Altoona, Altoona, PA.
    Christy Bezrutczyk, Mom, Special Education Teacher, Curriculum Coordinator and Early Intervention/Preschool Administrator in Plattsburgh NY
    Janet C. Bliss, Associate Professor, Department of Social Sciences & Education, Colby-Sawyer College, and Director of Windy Hill School (the college’s early childhood lab school)
    Susan Bumgarner, Pre-Kindergarten Teacher, Wilson Arts Integration Elementary School, Oklahoma City, Oklahoma
    Blakely Bundy, Executive Director of The Alliance for Early Childhood; Past President of Chicago Metro AEYC
    Mimi Brodsky Chenfeld, teacher, writer, presenter
    JoAnne Craig-Ferraz, Kindergarten and Elementary Education, Sacramento, CA
    Lynn Cohen, Associate Professor, LIU/Post
    Marjorie Cohn Dolan, MAT; ECE Instructor Broward College, FL; FL-AEYC Board Member
    Jan Crow, M.Ed, Director Early Childhood Special Education and Title I Preschool Services, WSESU, Vermont
    Denise Da Ros-Voseles, Professor, Department of Curriculum & Instruction, Northeastern State University
    Sharon Davisson, Pacific Oaks College, Adjunct, School of Human Development and Family Studies
    Gloria DeGaetano, M.Ed, Founder and CEO, Parent Coaching Institute, Adjunct Faculty Member, Seattle Pacific University
    Lousie Derman-Sparks, Author, Consultant, Speaker, Anti-Bias Education with Children and Adults
    Deborah DeLisle, Program Director, Hot Springs Community Learning Center, Hot Springs, NC
    Renee Dinnerstein, Early Childhood Literacy Consultant, New York City
    Dana C. Doyle, Professional Development Coordinator, Child Care Council of Westchester, Inc.
    Diane Edwards, Associate Professor/Director of Teacher Education, Colby-Sawyer College
    Jen Ensign, MS, Toddler Teacher at the Windy Hill School,Colby-Sawyer College’s Early Childhood Laboratory School and Adjunct Professor Infants and Toddlers, Colby-Sawyer College
    Beverly Falk, Professor and Director, Graduate Programs in Early Childhood Education, The City College of New York
    Megan Floyd, National Board Certified Teacher: Generalist/Early Childhood – Broadalbin-Perth CSD, NY
    Dr. Vicki Folds, VP Education/Professional Development, Children of America
    Nancy Freeman, Associate Professor of Early Childhood Education, University of South Carolina, Past President of the National Association of Early Childhood Teacher Educators (NAECTE)
    Judy Goth-Owens, Professor, Child Development and Early Education, Lansing Community College,Lansing, Michigan
    Christine Gerzon, early childhood activist, parenting coach
    Karen Haigh, Ph.D., Assistant Professor, Columbia College Chicago
    Marilyn Hayward – Preschool Teacher and Early Years Consultant, South Australia. President of the Early Childhood Organisation (EChO) South Australia
    Lorilee Herbert, Kindergarten Teacher and Early Childhood Advocate, South Hadley MA Public Schools
    Carol A. Herbst, M.Ed., Early Childhood Educator, Bapchule, Arizona
    Carol B. Hillman, author and early childhood educator
    Carla M. Horwitz, EdD, Director, Calvin Hill Day Care Center & Kindergarten and Lecturer, Yale University Child Study Center
    Mary Hynes-Berry, Erikson Institute, Chicago IL. author of Don’t Leave the Story in the Book (2011, TCP)
    Tamar Jacobson, Chair, Department of Teacher Education, & Director of Early Childhood Program, Rider University, Lawrenceville, New Jersey
    Susan Jensen, Early Childhood Educator
    Linnea Johnson, Educational Therapist, Body Smart-Brain Smart
    Sharman Johnston, early childhood educator and doctoral student, Texas Christian University
    K. Craig Jones, Ph.D. Associate Professor of Early Childhood Education, University of West Florida
    Jo Ann Joseph, Education Coordinator, Newark Preschool Council, Inc.
    Carol R. Kautz, Calvary Children’s Center
    Karel Kilimnik, M.Ed., retired teacher, Philadelphia School District
    Margaret King, Professor Emerita, Early Childhood Teacher Education, Ohio University, Athens Ohio
    Duane Kirksey, Education Coordinator for Dorothy Sutton Branch Head Start 8601 State Street Chicago Illinois
    Tovah P. Klein, Ph.D, Director, Barnard College Center for Toddler Development and Associate Professor, Psychology Barnard College
    L. Kozlowsky, Kindergarten teacher, New York City
    Lisa P. Kuh, PhD, Assistant Professor Family Studies, P-3 Teacher Preparation Program Coordinator, University of New Hampshire
    Marie Ellen Larcada
    Amy S. Lasseter, Licensed Professional Counselor, Georgia (and mother to three children ages 5 and under)
    Debbie LeeKeenan, Director, Eliot-Pearson Children’s School
    Toni H. Liebman, Early Childhood Consultant
    Amy Makice, LCSW, Therapist, Bloomington, Indiana
    Flavia Mastellone, Program Advisor, Early Childhood Education, Berkshire Community College
    Dr. Joan Scanlon McMath, Professor, Early Childhood, Ohio University
    Paula McMurray-Schwarz, Associate Professor of Early Childhood Education, Ohio University Eastern Campus
    Peggy McNamara Ed.D, Chair of General Teacher, Bank Street College of Education
    Phyllis McWhorter, Technical Assistance in EC
    Darrell Meece, Professor of Child Development, School of Education, University of Tennessee-Chattanooga.
    Jeanne Millman, retired, Director of Early Childhood, Newburgh City School District, Newburgh, NY. and Adjunct Professor, Early Childhood, State University of New York, New Paltz.
    Dianna Morton, MLS, Media Literacy Educator
    Rabbi Meir Muller, PhD, Early Childhood Education Instruction and Teacher Education, University of South Carolina
    Regina Nazzaro, Director, Russell J. Call Children’s Center, Northeastern University
    Hannah Nissen, Associate Professor of Early Childhood Education, Ohio University Zanesville
    Shanna Nowosielski, PreK teacher, Day Nursery Association, Indianapolis, IN
    Anne E. Oberlin, MS, Early Field Experience Coordinator and Early Childhood Instructor, Ohio University
    Lucía Obregón, M.Ed., Assistant Professor, Early Childhood Education, Miami Dade College
    Leslie C. Oppenheimer, M.Ed., Curriculum Coordinator, Center for Young Children Laboratory School, University of Maryland
    Cynthia Paris, PhD; Associate Professor; Director, UD Laboratory Preschool;           Coordinator, Graduate Certificate Programs in Early Childhood;University of Delaware
    Jane P. Perry, Teacher Researcher Emeritas, Harold E. Jones Child Study Center, University of California, Berkeley
    Rae Pica, Author and early childhood consultant
    Barbara Plochman, Board of Trustees, Winnetka Public School Nursery and Advisory Board, The Alliance for Early Childhood
    Juana Reyes, EdD, Assistant Professor, Chicago State University
    Cindy Ryan, Assistant Professor of Early Childhood, College of Education, Western Oregon University
    Gil Schmerler, Graduate Faculty, Bank Street College of Education
    Stan Schwartz, Adjunct Professor of Education, Middlesex Community College; Consultant, School Committee member
    Kelly Shehee, M.S.  Preschool teacher of 10 years which includes teaching at a co-op, university child center, and head start.  Currently raising my children and homeschooling.
    Paulette Shreck, Ph.D., Professor of Early Childhood Education, University of Central Oklahoma, Edmond, Oklahoma
    Jennifer Smallwood, MS,Ed., Director, YMCA’s Center for Children and Families; Adjunct Faculty Ivy Tech Community College School of Education,  Bloomington, Indiana
    Andrianna Smyrniotis, Faculty, Child Development, ICC
    Jim Sullivan, Assistant Professor, Early Childhood Education, Miami Dade College
    John Surr, early childhood advocate
    Maureen Sollars, Coordinator, All Our Kids: Early Childhood Network, McLean County Illinois; Member: National Association for the Education of Young Children, Illinois Association for the Education of Young Children Governing Board
    Cadey Sontag, Detroit Public Schools, Head Start Teacher
    Kelly Etu Stanton, Assistant Principal, Columbia Jewish Day School and Adjunct Faculty Member, College of Education, University of South Carolina
    Nora Thompson, Early Childhood Special Education Teacher, Okemos, Michigan
    Vicki D.Vick, Minnesota LqPV School District, Kindergarten teacher
    Paula Ward, Pre-School Teacher at Pathfinder School, Traverse City, Michigan
    Heidi Weiman, Professor of Child and Family Development, School of Education, American Public University
    Amy Wolfe, M.S., CFLE; Assistant Professor of Education, WVU at Parkersburg
    Bart Zehren, life long marketing researcher and, more important, the beneficiary of a life time spent with close family members who have done the real work of teaching young children with unending commitment and dedication as well as unbelievable resourcefulness, endurance and creativity.

To add your name to our letter, please email our director, Geralyn Bywater McLaughlin at geralynbywater@gmail.com. Write “Open Letter” in the subject line and please let us know how you would like to be identified. Thanks!

11 thoughts on “Open Letter to NAEYC

  1. I am thrilled to see this rally call to NAEYC and I appreciate the delicate context you acknowledge while also firmly advising that NAEYC does not have to reinvent the DAP wheel to make a stand for insuring that Common Core State Standards are providing “standards of experience” a la Katz, Young Children, May 2007.

    You all are way more savvy of the politics, history, and as you say, financial aspects to this Call than I. My one recommendation to this otherwise TOTALLY RIGHT ON AND NECESSARY stand up to NAEYC is to format a few bullet points to make clear the steps you are asking NAEYC to take.

    I am honored to be a part of this Call and to add my name.

    Like

  2. Pingback: Open Letter to NAEYC – A Call for Leadership in the Field | Defending the Early Years

  3. I agree with the premise that Early Childhood Educators need to stand by the principles of DAP and I would urge NAEYC to push back against inappropriate practices in Early Childhood classrooms. In fact, I strongly believe that Developmentally Appropriate Practices need to be implemented in all school grades. It’s about time we change the way our schools have been educating our youth. The principles of DAP need to be extended to all grades.

    Lucía Obregón, M.Ed.
    Assistant Professor
    Early Childhood Education
    Miami Dade College

    Like

  4. At a recent meeting of the Board of the Florida Association for the Education of Young Childen the DEY letter to NAEYC was discussed in depth. The Board was pleased to sign onto the letter in support of the long standing goal of NAEYC to promote Developmentally Appropriate Practices in all programs for young children.
    Barbara Backus
    FLAEYC
    President

    Like

  5. As a life member of NAEYC and the director of an accredited program, I would expect NAEYC to do what is right and ethical, as required. I am very concerned about Common Core Standards and the comprehensive assessments that are being developed. I hope that NAEYC will be the champion in this discussion and to protect childhood, follow the mission.

    Like

  6. Pingback: Educator Dr Lilian Katz: We underestimate children’s powers of intellect | The Philosopher's Paperclip

  7. As a mother of seven children; three of which have learning difficulties, I feel that these state standards and new fangled ways of teaching our youth has all but, and not limited to the confusion that our children are facing. What happened to No Child Left Behind? There are many children that are being left behind with the new Common Core Standards and many times the teachers do not have the time to try to catch the child up! I feel that the entire system has gotten confused somewhere along the line and has forgotten that children are not miniature adults and that they should be allowed to be children and learn on their own terms. I feel for many of the teachers that are also struggling with the standards mandated state to state and pray that this madness will stop. Respectfully, Roseangela Dupree. Concerned Mother and home school teacher of two beautiful struggling children:)

    Like

  8. Pingback: Quotes and Statements Which Inspire Me | mrst74

  9. I received an email from NAEYC linking to their position paper on CCSS and DAP. It requires careful reading as they make a point of saying the standards are supportive of DAP-however they go on to say that there are no validation studies to show the standards themselves (not the practices, such as play) are appropriate or reasonable. Thank goodness the white paper issued by DEY clearly states they are NOT. I am not sure why NAEYC seems to be intent on showing support for the CCSS. Must be $? tinyurl.com/pjwazas

    Like

  10. We received this open letter today and share it on behalf of Mimi Brodsky Chenfeld

    Open Letter TO NAEYC

    I am honored to add my name to the long list of distinguished educators who are advocating Developmentally Appropriate Practices for our young children – PLAY – at the center of how our young chidren best learn. As the focus on Early Childhood grows everyday , the dangers of betraying our children and their teachers multiplies as truly HARMFUL policies are put into place – testing, academic standards, curriculum directives- etc. Those of us who have been in this extraordinary profession for many many years are beyond alarmed at these events. WE have already lost countless children to the joys of learning- I have articles published decades ago decrying the beginning of these new definitions of early childhood education- When kindergarten children already feel they “hate school” , when parents hold back children from beginning kindergarten when they have come of age, when children are AFRAID to start what used to be such an exciting majorevent (now dreaded)- we must use every way possible to thwart this truly DANGEROUS development. And, the gap between the haves and have nots (the public schools and private programs) grows wider every day and the children who MOST need joyful, creative, play-centered , developmentally appropriate learning experiences are the students most hit with state, federal, etc. constrictions.
    As the world’s greatest organization for Early Childhood Education, I urge (beg) NAEYC to continue to represent in strong, articulate ways of communication our concerns. (We are losing, not only our children to the love of learning but we are losing our teachers who cannot be with our children under such policies and directives.)
    Please keep clear and strong as we try to redirect these policies.
    Peace and Hope!
    Mimi Brodsky Chenfeld, author, educator, national consultant

    Like

  11. We Watch Television

    We watch television
    To make it through one more day
    We put children in rooms with walls and send parents off to work.
    Don’t cry.
    Wash your hands.
    Go to the table.
    Act right so you can grow up.
    Grow up to watch television to make it through one more day.

    I don’t want to be among the living dead she tells me.
    She is three and can speak with her eyes.
    Her screams are met with shrugs-
    “She has attachment issues,” they say….I hear something else.

    She is in a world where we stick the elderly in linoleum institutions- sterile and manicured. Where three year olds are called students and we are all- each and every one of us- a day late and a dollar short playing a madman’s catch up to a life just out of reach. She is screaming for us to climb back into our own humanity. To fold it around us and bury ourselves back into the womb of creation where the ecosystem of god is waiting. She is screaming bloody murder in this classroom because she knows the living dead walk among us and someone must scream or we will all go mad and we will not have a clue as to why

    May you live in interesting times.

    We zap our dinners hot and hit the brakes in a sea of red lights—congested roads —-lines of ants marching nowhere….are we mad? Will they look back upon our time and say “This is when the madness began.”

    The trauma in the room descends into my blood and I go to the bathroom, get down on my knees and pray as if the cement floors were an altar to the gods.
    I am a lightworker, I will invoke the light—“god rain your light on Classroom 2.”

    Classroom 2 is where all hell has broken loose. Children scream and cry for there mommies while four year old boys whose brains are littered with the relentless debris of poverty smack teachers across the face and spit on my shoes.

    It is a cry for love I tell the teachers—they look back- half gone- their eyes flooded with stress.

    My young beautiful violent children, I want to hand you dirt and worms. I want to give you clay and bugs, shells and smells…I want to blow the roof off the building and invoke the blessings of all of heaven to rain and shower upon you. All you want is joy and all I want to give you is the freedom of running through the October woods. I want to give you leaves of orange and talk about their veins, I want to look you in the eyes and flood you with light by the very act of my gaze. I want to torch Teaching Strategies Gold and blare on every loudspeaker that teachers are human beings once again. “The race to the top has been cancelled” I would declare and the whole building would exhale in the memory of joy, dust, delight, sunlight and sorrow of which every childhood contains.

    But the reports are due, the other 18 classrooms call.
    I am sorry my children, but the day is over and it is time for me to watch tv.

    Like

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