The Importance Of The Ideal Form Of Education

It is my responsibility to prepare the food for children and in the meantime to get involved in their activities. We support the children in their personal development in different ways: explaining situations, setting some interesting activities for

They constantly needed me to motivate them to get to work. It became entirely exhausting continually reminding them to stay focused on their tasks, rather than mingle amongst themselves. It was apparent they wanted to do what they wanted to do and not mind me. The kids clearly decided beforehand not to help out because there was nothing in it for them. Jane Smiley wrote an essay entitled, “The Case Against Chores,” where she argued that kids should not do chores, rather she suggested to give the kids time and eventually they will find something they want to do. This rationale is limiting the child from ever becoming responsible for himself. It places the child in the driver's seat to determine what he considers to be worthwhile work. However, many times in life or on a mission trip, we are expected to serve others and if a child is not initially trained to do something from a level of love, then they will not do anything. Like my mission trip, the majority of the kids acted irresponsibly simply because they expected something in return and could not act from a place of

Annete Laureau’s article, “Concerted Cultivation and the Accomplishment of Natural Growth” and Pierre Bourdieu’s concept of cultural capital both touch upon the way that social class affects child-rearing practices, and how these practices essentially impact the educational success and social mobility of an individual.

The debate that is currently happening throughout America is whether children should or should not be forced to have homework, a standard part of education that has been in existence since at least early 1900’s. Homework began generations ago, and “has generally been viewed as a positive practice and accepted without question as part of the student routine;” however, “over the years, homework in U.S. schools has evolved from the once simple tasks of memorizing math facts or writing spelling words to complex projects” (Vatterott). Not only recently but even at the end of the 19th century was homework getting in the way of family life. Children normally always have house roles that they are expected to complete and around the 19th century “many families could not afford to have their children continue schooling, given the requisite two to three hours of homework each night” (Vatterott). Not just in current situations, but also the 19th and 20th centuries, the children play as helpers and workers in the

It is dawn in the Ugandan village. Bali awakens to the sound of her little brother stirring in his sleep. She gets up and coos in his ear little sounds of endearment hoping to lull him back into a placid slumber. Fortunately she is successful and her little brother continues his rhythmic snores, but Bali does not get to continue resting. She must collect water, stone and wood; she must prepare clean dishes and clothes. She must pound cassava root and collect fish; she must prepare food for her family. By the time she finishes, it is 3:30 in the afternoon and she is enervated. Her juvenile stature is much too frail for the amount of work expected of her, but it must be done. Though Bali is six years old and should be attending primary school, she can not because she has to survive. Not many children, especially in developing countries, have the opportunity to go to school. However just because the children are immersed with chores, does not mean it is morally correct to neglect their right to education. Limited

In some cases, students have to help their parents support the rest of their family by taking on a job. How do you expect every child to complete hours of homework nightly when some have more urgent tasks at hand?

Is this activity right for this child? Does this activity match the social and cultural contexts in which the children in this class live? (Bredekamp & Copple, 1997). Schwein-hart and Weikart (1998) found in their research that a developmentally appropriate curriculum is beneficial for children living in poverty.

Among the activities that can be done with children at home, it is helping out with simple household chores that prove to be very useful as it develops not only cognitive learning in children, but it also inculcates important values that adults would want to impart to the children.

In light of the remit of research and the large sample size, consideration has to be given to the diversity and difference of children and young people (Tisdall, Davis & Gallagher, 2008) when critically discussing and concluding to the extent to which children are recognised as active participants in social life. Despite this, no matter the demographic situation of a child, whatever the place of children is thought to be in industrialised societies, it is not usually regarded ‘at work’, as children are supposed to do is play and learn, which is not necessarily recognised as working (James, Jenks & Prout, 1998). This idea leads to the theme of invisible work versus visible work, and eventually to the divide between the Global North

When I used to think about child work I automatically thought about it as “child work” in regards to labor and exploitation rather than “childwork” through the process of children being used as the object of anothers service. Throughout my life story, I think that the most prominent and continuos form of childwork in which I was the object was K-12 schooling. This type of childwork or work made to serve children, was provided by teachers and educators whom I interacted with. I consider school a form of exploitation in that many teachers and schools benefit from student attendance since that pays for their salary and increases the funding for each school. If taken from this point of view, education serves as an economic actor which benefits

To prepare children for participation in the community around them well, real-life activities like serving food, chopping vegetables or making soup should be introduced to them. Children of this age are capable of contributing productively to the environment in which they live. It is important that they are given the exposure to explore and allow them to feel that their contribution is 'real' and not just 'pretend'. This is typically witnessed in more underprivileged families, where children of this age take charge of the younger siblings and certain home

Does the time we spend in school affect what we learn? Having to stay in a building for 7 hours a day for five days a week, we must ask ourselves if the education system in the US is effective. With more and more parents turning to online school and homeschooling, it seems that people have started to look down upon the public education system. Many voices have started to rise start doubting public education of the US. Having personally had the honor of having been homeschooled and having went to a public school for a year, I would view the education system of the US as a system that has and will keep working, does contain many flaws, and could have better improvements.

The educational system has been a really big issue among educators. Which is a huge problem in the classrooms worldwide. This doesn’t help them plan for their future or give them any idea on what they want to in life. Simply put, agree with Gatto, the educational system shouldn’t split students up based off their test scores. When you separate students based on anything other than their passion you create an environment where they feel uncomfortable and unsuccessful. Gatto’s “Against School: How Public Education Cripple Our Kids and Why.” explains the main reasons why the educational system should be changed by using Gatto’s solution.

Education is the method of facilitating learning, or the acquisition of information, skills, values, beliefs, and habits. the wealth of information acquired by an individual when studying specific topics or experiencing life lessons that give an understanding of one thing. education needs instruction of some kind from a private or composed literature. the foremost common types of education result from years of schooling that includes studies of a spread of subjects. the function of education is to show one to think intensively and to think critically. intelligence and character, that's the goal of true education. the goal of education isn't to extend the quantity of information however to form the possibilities for a child to create and see, to make men capable of doing new things. it's the foremost powerful weapon that we are able to use to alter the world.

Throughout the world, the idea of childhood has several different meanings to the backgrounds of the people. In some countries, children aging roughly through their first twelve years of life, it is accepted for children to have carefree learning through play. Contradicting with the Middle Ages, when the children, ages four and five were treated like adults and expected to fend for themselves. (Macionis, John J.) Depending on the financial standings of the country and family depends on how long the childhood is extended throughout their life. In poor countries, the work is demanded, thus, the childhood ends earlier, as were within richer countries, not everyone has to work, allowing childhood to be prolonged and for the young people to learn the skills needed in a high-technology workplace. (Macionis, John J.)