MARXIST NANNY STATE COMING FOR THE FAMILY
Now that we have Early Childhood Education written into the ESSA Act, all the following will be aimed at the American family. A brilliant response to this take-over, penned by a very concerned Catholic, Sara Wood, appears below. It should be read by every Catholic, and especially the Bishops, who, as a group, supported the passage of ESSA.
And just as a refresher,
let us remember what “mental health”, “wellness” and “behavior” means
to the Marxist and Orwellian social scientists, psychologists, and
educators who are now controlling national education.
Psychiatry's Views on Conservatives
"In
August 2003, the National Institute of Mental Health (NIMH) and the
National Science Foundation (NSF) announced the results of their $1.2
million taxpayer-funded study. It stated, essentially, that traditionalists are mentally disturbed. Scholars from the Universities of Maryland, California at Berkeley, and Stanford had determined that social
conservatives, in particular, suffer from ‘mental rigidity,’
‘dogmatism,’ and ‘uncertainty avoidance,’ together with associated
indicators for mental illness."
Psychiatry's Views on Education
"Every child in America entering school at the age of five is insane because
he comes to school with certain allegiances to our founding fathers,
toward our elected officials, toward his parents, toward a belief in a
supernatural being, and toward the sovereignty of this nation as a
separate entity. It’s up to you as teachers to make all these sick
children well – by creating the international child of the future"
HOW DO THEY INTENDED TO RID THE COUNTRY OF THE TRADITIONALISTS AND PEOPLE OF FAITH? READ ON:
“Both
Departments recognize the critical role of family engagement in
children’s success in the early and elementary education systems. As
such, both agencies have developed research-based family engagement
frameworks to guide the development of effective family engagement
policies and practices…
Positive relationships between professionals and families are at the heart of effective family engagement. [OBE, Ed.}
Families
are children’s first and most important, teachers, advocates, and
nurturers. As such, strong family engagement is central – not
supplemental – to promoting children’s healthy development and wellness.
Effective family engagement practices are a marker of quality early
childhood programming. Together, States, LEAs, schools and early
childhood programs have the responsibility to promote effective family
engagement that improve children’s learning, development, and wellness.”
THE STATE ALLOWS PARENTS TO BE “EQUAL PARTNERS” WITH GOVERNMENT.
"It is
the position of the Departments that all early childhood programs and
schools recognize families as equal partners in improving children’s
development, learning and wellness across all settings, and over the
course of their children’s developmental and educational experiences.
Systems
must implement policies and incorporate practices that ensure that all
families have the opportunity to be engaged across all aspects of their
children’s learning, development, and wellness."
PARENTS. AS WELL AS CHILDREN, WILL BE CHECK FOR PROPER “MENTAL HEALTH
"Parental
health and mental health impact parenting and children’s outcomes. For
example, parental depression may contribute to less responsive parenting
and is associated with anxiety and depression in children. 1011 Other
parental mental health difficulties, such as anxiety, trauma, and
substance abuse can also contribute to children’s behavioral and
academic challenges."
THE STATE WILL CONTROL THE FAMILY
“LEAs,
schools, and early childhood programs should align goals and outcomes
with their respective State or Federal family engagement frameworks,
such as the Head Start Framework for Parent, Family and Community
Engagement, the Strengthening Families framework, or frameworks
otherwise adopted in Child Care State Plans or State Educational Agency
(SEA) Plans.”
FAMILY OUTCOMES (COMPLIANCE) WILL BE DATA-BANKED
“Data
collection efforts should help States monitor progress toward their
goals, and these efforts should ensure family privacy and administrative
clarity and transparency in how data will be used to improve family
engagement efforts.”
“Track
family engagement data, including family reported data Local schools and
programs should track progress on family engagement goals, as detailed
in family engagement plans. The specific data collected will be based on
program’s goals, but may include assessments of the program’s family
friendly environment or teacher and provider- family relationships using
valid and reliable tools. In collecting data, it is important to
incorporate input from various reporters, including teachers/providers,
Directors and principals, family support and family engagement
specialists, and families.”
THE FAMILY SANCTUARY INVADED
“Home
Visits: To support ongoing relationship building with families, programs
and schools should conduct periodic home visits so that teachers and
families can get to know each other and communicate about children’s
’goals, strengths, challenges, and progress. If home visits are not
possible for all families, schools or programs should require that
teachers or providers and families communicate at the beginning of the
year to ensure that the relationship is started in a positive way.”
COMMUNITY EDUCATION – “IT TAKES A VILLAGE’S VALUES”
“Establish
Formal Relationships with Community Partners: Children learn in a
variety of settings, starting at home and in their early learning
programs, but extending across the community in libraries, museums,
community centers, and after school programs. Establish formal
relationships with community partners so that families have access to
and are aware of the enriching learning opportunities available in their
community. Encourage partners to adopt similar principles of family
engagement, as appropriate, so families are met with engaging partners
in their children’s learning, regardless of the setting.”
“How Does a Parenting Intervention Work?
A theory of change describes how the intervention developer thinks the intervention will bring about the outcomes [OBE.socialist, soviet-style, ed.] that it was designed to achieve, and the possible pathways and processes through which change will occur.” (bolding added)
