An Assessment on the Contribution by Education and Schooling to the Production of a Good Childhood - Essay Example

?Education and Childhood Introduction Education starts at a very early age. Its efficacy is often also best gained when started at the earliest age possible. For which reason, most children, starting in their infancy have development and learning milestones which they are expected to accomplish at each month or year in their lives. Education is popularly conceded as one of the main factors in establishing a good future, good careers, and good lives for most people. It is also said to be a ticket towards a good childhood. This paper shall provide a critical assessment on the contribution made by education and schooling to the production of a good childhood. It will draw on historical and contemporary examples and research findings drawn from extensive reading to establish adequate proof for these results. This essay shall also consider the oft rehearsed claims that childhood is being crucially compromised by a range of contemporary social, political, economic, moral, cultural, and/or technological developments and may actually be dead or dying. Finally, this study will reflect on arguments about whether education and schooling are contributing to this decline and what, if anything can be done about this. Body Historical and cultural perspectives on childhood Various historical and cultural perspectives on childhood have been discussed and considered by various scholars. Keith Sawyer, a professor with the Washington University in St. Louis sought to conceptualize childhood based on a historical view of paintings as well as current conceptions and interactions for current perceptions. He discusses that medieval society perceives childhood to be non-existent (Sawyer, 2010). He cites medieval art where children are rarely portrayed and when they are, are shown as miniature adults (2010, p. 2). He discusses that medieval times showed that families shifted from the extended to the nuclear set-ups; moreover, age-graded schools were also founded (Sawyer, 2010, p. 3). Thirteenth century paintings also portrayed a growth of interest in childhood; the 16th century showed the coddling period with children viewed as innocent; and the 16th and 18th centuries were the moralistic times for these children (Sawyer, 2010, p. 5). The 20th century is considered the century of the child, where they now had access to progressive and free education. The goals for these children have been directed towards educating the public and ensure their progress. Gender issues became more paramount issues in the 20th century especially with both females and males given equal opportunity to gain education. Gross (2010) also discusses that there have also been various perspectives on childhood throughout the years. Ancient Greece and Rome acknowledged the various stages of development of humans, which included infancy, young childhood, and adolescence. Children were highly valued, especially for boys who were pegged as future warriors. These males were inspected and those not considered fit were often abandoned (Gross, 2010). For a while, infants were considered for the contributions they could make to the family and to the future of the state. In Medieval Europe, fears for the welfare of children were high, mostly because of the high mortality rates of these children from the plagues and other diseases (Gross, 2010). Abandonment of children was still common, especially when these children were sickly or weak. The treatments used at these times were religious interventions (Gross, 2010). Selling of children was also common. In effect, the perspective on children at this point has not been favourable as yet. During the renaissance period, children were still abandoned just like previous times; reforms to these perceptions were however introduced in pursuit of Thomas More’s Utopia. The child was then also perceived as pious, disciplined, as well as teachable. In the setting of Colonial America, children were seen as innocents who were likely to commit evil acts, if not enlightened (Gross, 2010). Children had to be disciplined by parents as they could be stubborn and wilful. The care and training of the child was considered the parents’ responsibility. Parents were also expected to teach their children moral ways to behave. The 19th century set forth a more romantic perception of childhood with children seen as redeemers of corrupt society. Childhood was rediscovered and the mother was viewed as a moral guardian (Gross, 2010). Before the age of 5, these children were said to possess primitive animal instincts and therefore had to be guided, not repressed; and had to be given various activities as well as sensitive tutoring from understanding mentors – their mothers (Gross, 2010). The first American paediatrician Dr. Luther Holt recommended that the best way to secure children’s development and health was to apply scientific studies and processes. As a result, scientific processes were ensured in order to treat diseases and to ensure infection control in foods as well as hygiene (Gross, 2010). The Progressive Movement in the 1890s to the 1920s also brought forth other concerns, including altruism, fears, and the desire to change the environment (Gross, 2010). The 21st century brought about improved concerns for the lives of children and for the improvements in their lives including their health and development. The governments also considered their contributions to child education, health, and development. In considering cultural differences on childhood development, Spicer (2010, p. 28) discusses that parents from various racial and ethnic background view their children’s development in varying ways. African-American parents are less likely as compared to Hispanic or white parents to consider routines and discussions of feelings as crucial elements for children’s development. Whites were also more likely to consider rules, to encourage their children, and to provide them comfort (Spicer, 2010). Differences on the age of school entry were also seen across racial groups. Hispanics and Whites were more likely than African American parents to believe that the ability to play well with others was important to development (Spicer, 2010). African American parents also believed that their parenting was influenced by their religion. Both African-Americans and Hispanics were also likely to gain ideas on parenting from the media (Spicer, 2010). At a very young age – as early as 2 years, children do not take in the world analytically, but establish their connections with the world through their body and through people’s actions. Young children are therefore extremely sensitive to the events in their environment (Cole, et.al., 2010). From birth, a child’s learning in various domains such as arithmetic, physics, psychology are already present. Infants can recognize physical concepts such as gravity, especially when they observe objects falling. Various cultures also have different approaches to learning (Cole, et.al., 2010). For example, a Japanese mother interacting with her 5 months old child in relation to an object would likely orient the child to themselves first and then the object second; for American mothers, the orientation initially is to the object first and themselves second. Several months later, the child would likely be seen following the same pattern of orientation in their daily activities and interactions (Cole, et.al., 2010). Various forms of play also establish different avenues for learning. Variations are seen on how adults allow various forms of play during early childhood. For societies where much value is given to play, children often carry out social experimentation with other individuals in their daily activities. In these cases, mutuality through the use of imaginative play is recommended. Distorting reality often supports learning in real life by allowing the learning process to unfold based on objects and their meanings (Cole, et.al., 2010). Based on these constructions, children are educated based on their stage in the development process and based on environmental and cultural elements. Childhood education provides various benefits to children, including securing for them a ‘good childhood’. There are various determinants for a good childhood. A 2010 UK report described 10 parameters for a good childhood. These indicators include: family, home, money and possessions, friendships, school, health, appearance, time use, choice and autonomy, and the future (Layard and Dunn, 2012, p. 3). Specifically, school and education are key elements in ensuring a good childhood for children. The survey further declares that more children tend to feel unhappy with their lives if they do not have education; these children also consider the school activities and the learning process a means for them to interact with peers. They also consider these tools for them to enhance their learning about the world in general (Layard and Dunn, 2012). Education and schooling help secure a good childhood. Participating in good early quality childhood education brings about various benefits for children (Mitchell, 2006). The knowledge as well as skills which can be learned and developed during childhood can give the child a chance to be a successful learner and to later participate in society (Holland, 1992). Children who have been exposed to good quality early childhood education often manifested with better performance on average as compared to other children who have not experienced such education (Mitchell, 2006) Such differences are persistent in one’s childhood and later through one’s adulthood years. Participation in good quality education is crucial and the length of time spent per week is also an important consideration for these students. Various studies have clearly established that children who have attended good quality childhood education for longer often did better in school as compared to other children who spent shorter years in school (Mitchell, 2006). There is insufficient evidence on the ideal number of hours per week which can be ideally devoted for children with different ages, however, about 20 hours per week has been recommended as the optimal number of hours for early childhood learning (Mitchell, 2006). Arguments have also been set forth on the fact that early childhood education policy must be refashioned in order to support at least 20 hours per week for the learners. A targeted approach may not serve the interests of children who cannot access early childhood education. Targeted approaches focus mostly on costly administrative processes which can create stigma against underprivileged families, thereby causing them to withdraw from relevant programs (Mitchell, 2006). In effect, quality education must be given based on a more generalized set-up in order for children to enjoy its benefits and its related advantages. Elliott (2006) also discusses the presence of compelling evidence which illustrates how enriched learning environments can support qualified practitioners; and improved quality in environments can support better learning outcomes. Children’s experiences, especially those from underprivileged backgrounds are improved when they are placed in high quality early childhood education programs (Elliott, 2006). The high quality programs support enhanced language and social development. For those who are underprivileged, high quality programs are well enhanced when they are implemented in relation to parental support and home visits (Elliott, 2006). Evidence indicates skills gained in early childhood determine future school performance. Evidence also indicates that reading and learning issues detected early can also be addressed early, sometimes even prevented (Elliott, 2006). Improved outcomes for children are apparent when competent staff members interact with small groups of children in quality learning environments. Poor-quality environments seem to lead to no benefits or no results, sometimes to negative outcomes (Currie, 2000). However, the quality of the impact is interceded by family qualities and background which may have a huge impact in child care. In general, program quality is significantly related to improved outcomes and good childhood for children (Elliott, 2006). Elliott (2006) also discusses the importance of trained teachers who can develop and implement a quality curriculum. The stability in children’s lives is also part in gaining a good childhood; and this stability can be secured by a strong relationship with their families (Currie, 2000). In effect, quality education and schooling helps secure the good childhood for most children. Moreover, with a strong family support and relationship, the experience and outcomes for children can be enhanced. The current digital age has ushered in the era of computer use. This era has started to redefine literacy and associated skills (Johnson, 2006). For children, their learning process is now through computers and these computers have also redefined communication technology and literacy. There are various challenges which children today are faced with, one of these challenges, include social challenges (Cawkwell, 2002). The current social settings are vast, especially with social networking being a major influence and a vastly accessible socializing tool. For these children, the demand to be within this social network is significant (Gifford-Smith and Brownell, 2002). Inasmuch as it allows them to expand their social activities, it also opens them to negative peer influences, including drugs, smoking, alcoholism, and other vices (Robertson, et.al., 2007). This social setting also makes them vulnerable to the dangers of the digital age, including online stalking, online bullying, as well as paedophilia. However, it also gives them opportunities to be politically aware of the world around them. Modernization and technological innovations in the current electronic and digital age provides various opportunities as well as challenges for children in different cultures. Various cultures often interact at increased rates and often have economic and cultural clashes (Fletcher, 2007). The nature of the net, cell phone use, video games, music, television, and other forms of media keep most people in the world connected with each other (Kenway and Bullen, 2001). Globalization has covered a significant ground; and it has left few areas uncovered. In this context, parents and teachers are tasked with assisting children in developing their natural instincts towards harmonized and controlled processes in order to ensure healthy and moral development (Fletcher, 2007). Failure of this process can create issues with the child’s development. Children are naturally inquisitive and their pathways to exploration can vary; these pathways may be through art, through science, or through religion. Exploring these questions often gives these children hope and it relieves them of their apathy. Apathy and despair can sometimes lead children to various dysfunctions like alcohol abuse, materialism, self-centredness as well as materialism (Fletcher, 2007). In the current context, the challenge for parents and educators is on how to steer children away from these vices and issues. With adequate education processes, it is possible to guide and teach children the important values and lessons they need to learn in order to prevent any development, legal, social, and ethical issues (Higgonnet, 1998). With the dawn of the industrial age, various changes have been seen, including: schooling replacing work as children’s primary obligation; drop of birth rates; decrease of death rates (Stearns, 2009). These changes improved parental relations and allowed for improved emotional investment on individual children for most parents. With better education for children, better economic conditions were also seen for families (Stearns, 2009). Furthermore, with more women going to school, birth rates also dropped and the age of birthing women registered at older ages. As a result, the value of education for modern societies has been apparent and has now been considered a valuable tool for advancement (Stearns, 2009). These were beneficial results seen in relation to education and the modernization of life. These developments would further be improved with the dawn of the digital age. The current digital age brings about various features and demands for education. These demands include computer literacy (Watt, 2010). The classroom therefore has been transformed into a more diverse learning setting, accommodating both traditional and contemporary features of instruction. The demands of the modern learner include out-of-school literacy which can be gained and accessed by most anyone (Lee, 2001). Children are also likely to use and encounter current media tools such as blogging, instant messaging, podcasts, and desktop video editing as well graphic designs in their learning process. These are also media which they are expected to know when they enter the future workplace. For educators, the challenge is on how to teach children to be competent in all these media (Lee, 2001). These educators must not assume that all their students are computer literate, and instead they provide these children the proper tools for computer competence. These children also need to be taught the proper skills and knowledge in order to ensure their safety and security under the digital media. These children also need to be taught how to take advantage of all the advantages that the digital media can give them in terms of their academic activities (Buckingham, 2000). In effect, teachers must guide students in learning structural as well as functional tools which they can apply not only during their formative academic years, but also during their future careers. The new avenues of learning in the globalised setting are now being defined by various emerging technologies. The child-learner is exposed to the television, to videos, to games, to the internet, and to films. This is the current learner in popular culture—a child of the cyberspace. Under this media, children are often left alone to learn because adults have been learned in the actual landscape, not the digital landscape and are not adept at navigating the latter (Rodgers, et.al., 2006). Children of the cyberspace age, narratives and characters are fluid and transmitted across various media and characters are in constant play; they are alive and it exists in their cyberspace. This learning process opens children to risks which relate to imitation and addiction to violence as well as engagement in risky models of behaviour. This is where the educators and parents are still very much needed. They are guardians of the digital and electronic media, and they offer barriers and protective tools for children to use in order to avoid their various vulnerabilities within the digital landscape. Conclusion The development of schooling and childhood is based on the historical and cultural developments enjoyed by man. From the child being relegated to the background, the child now takes centre stage in society. There is a major contribution made by education and schooling to the establishment of a good childhood. With education and schooling, children are given the appropriate tools of learning. They are also given opportunities for a good future. Various dangers to learning and to children are present in our society, including vices and violence. The digital and cyber technology has also presented both advantages and disadvantages to learning. It also features risks for the safety and security of children; but it also provides learners with useful tools for functionality. Education and schooling provides learners with the tools they can use in order to enjoy the benefits, and still avoid the risks of cyberspace learning. References Buckingham, D., 2000. After the death of childhood: growing up in the age of electronic media. Cambridge: Polity Press. Cawkwell, G., 2002. 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