importance of street experience against academic qualifications in a changing world

 importance of street experience against academic qualifications in a changing world

Locke/Rousseau & “No Child Left Behind” focuses on the importance of street experience against academic qualifications in a changing world. In the modern technological and industrial era, lack of formal educations exposes millions of children to destruction, leading to initiatives such as No Child Left Behind Act passed in 2002 to standardize education. Utilizing standard criteria in the testing of math and reading ought to be conducted on a similar model, eliminating structural inequalities that expose students to future financial and social instability (Harvey-Koelpin,2004). Through tabula rasa theory of Locke, implications of imprinting darkness and fear in a child lead to future avoidance of night activities, manifesting the need for a common social framework to avoid negative associations. In the contemporary world, No Child Left Behind is challenging to implement since social stratification is predetermined based on income structures. As such, children from developing and resource staved nations tend to endure hardships increasing missing out on formal education compared to embracing of white-collar professions among individual accessing academic and financial mobility.

 

Pros and cons of Montessori Education include learning progress depending on the level of a child’s understanding since the curriculum is individualized. A benefit of Montessori Education is focusing on the talents of children undertaking the curriculum, hence a hands-on approach to teaching and learning. A crucial importance of Montessori Education is that children learn through play while eliminating onset of boredom (Montminy, 1999). Demerits of the Montessori Education is a tuition-based model that is expensive and tedious to customize for each student.

Moreover, Montessori Education does not adopt a standardized testing methods leading to difficulties in rating children competencies at the professional level. The Montessori Education model of education is appropriate in school and education environments with sufficient staffing of teaching resources in private models, compared to public and general forms of learning. A final demerit of the Montessori Education is the lengthy durations of time it takes to train a child, corresponding to the standardized model of education globally.

Media & Violence, according to Bandura, are the external attributes of social modelling through traditional media. Through the Bobo doll experiment, children manifested violent behaviour indicating classical conditioning. The correlation of media and Violence is the rationalization of aggressive behaviour through movies, online games and television programmes leading to an upsurge of social vices in the community. Effects of media is encouraging aggressive forms of conduct and behaviour, and limiting individual restraint from improper impulses (Hartmann, 2017). Furthermore, Bandura demonstrated through the BoBo Doll procedure that media habituates and desensitize violent behaviours, leading to the rationalization of crime and cruelty in society. Dominant television and social media ought to control the effects of violent role models and the impact on children behaviour and ability to control aggressive impulses in the process of role and identity formation. Parent supervision of children’s access to violent media is essential in the process of shaping and culturing a child of social vices. For instance, limiting access to extreme online games fosters emotional growth and development while valuing human life and avoiding the rationalization of cruelty and bullying in communal environments.

Vygotsky’s Place in History attributes to contributing to children psychology models and explaining the effects of the zone of proximal development. As a seminal Russian psychologist, discussions on the impact of a gap that exists between what a child knows and doesn’t know determines the actual developmental level of learning. Vygotsky suggested that independent problem solving by a child correlated with interacting with the more knowledgeable other (Zavershneva, & van der Veer, 2018). This meant that the level of education and understanding of an adult or a guardian has a positive impact on the learning and education process of a child. Guidance during the zone of proximal development is crucial in shaping perception and problem-solving skills of a child and future independence in life.

Criticisms of Bettelheim’s views on Autism derives from the assertion that is was behaviourally and physiologically possible to treat disorders in children. Bruno Bettelheim relying on Freudian psychology postulated that children who have autism had chances of behavioural modification attributing to the theory that disorders were not natural but induced by the immediate environmental factors affecting a child. Psychoanalytical and psychological inaccuracies by Bruno Bettelheim postulated that a weak nurturing system resulted in affection deficiency leading to varying forms of autism. Moreover, Bruno Bettelheim claimed that autism children derived from mothers and fathers who failed to form a psychological bond. Through the refrigerator mother theory, Bethlehem contended that lack of maternal warmth created an emotional and mental distance between a caregiver and a child, leading to forms of autism.

Margaret Mahler’s theory on child development discuss the benefits of maternal and infant relationship. In the process of raising children, the stages of Normal Autistic Phase: Birth to 1 Month determines the process of analyzing external stimuli based on the mother’s tenderness and care. As such, the consistent attentiveness of the mother is essential in raising successful and emotionally balanced children compared to inattentive caregivers. During the Rapprochement – 16 to 24 Months, young children tend to be active in the vicinity of a mother and becomes low key in the absence of a caregiver (Ribeiro, & Caropreso, 2018). As such, affection and proximity to the caregiver in the form of attention determines the personality traits of children and the immediate family settings influences manner of stimuli processing. Similar to the psychoanalytic stages by Jean Piaget, young children are sensitive to maternal care and the comfort of the immediate environment. Lack of availing affection and family identity to young children could foster attachment and trust challenges, leading to unstable personalities during adulthood.

Schachtel’s view of childhood rests on the assertion that children’s memories manifest through behavioural traits or mannerisms. In the theory of Childhood Amnesia by Schachtel, he asserts that during psychosexual development, the inability of a child to communicate manifests through overt behaviours and mannerism. As such, this conforms to the notion that our overt behaviours develop based on our inherent childhood memories, since as adults, we possess the ability to communicate and shape our personalities (Schichtel, 2016). Instances of childhood amnesias attribute to suppression of traumatic events that cold evoke unstable psychological and mental experiences. Children memories that suppress forms of abuse tend to shield children from developing attachment and trust deficits during adulthood, and parents ought to limit the occurrence of PTSD. Schachtel’s view of childhood emphasizes respecting children process of growth and development, by avoiding cruelty and suffering that could affect the personalities during adulthood.

Death and Dying in the Last Lecture by Randy Pausch focused on the themes of self-actualization by achieving our dreams. Pausch challenge individuals to seek inspiration in life from our dreams and understanding how they impact the lives of others. For instance, the concept of death manifests an inescapable future, thus encouraging individuals to find a purpose in life irrespective of other individual’s opinions and assertions. Through building Virtual Worlds, the computer scientist seeks to facilitate growth in children and aiding them to accomplish their life endeavours (Meier et al. 2016). Through the Abraham Maslow hierarchy of human needs, Pausch asserted that collective responsibility was essential during the early life stages. At the same time, individual integrity and motivation were essential to achieve individual dream during adulthood. For instance, he challenges the audience to name items of desire as if it was their last wish, with the details at the base of the hierarchy model becoming a frequent mention. As an individual age towards eventual death, realization emerges on the essence of Enabling the Dreams of Others indicating ascription to higher levels of the Abraham Maslow hierarchy of needs. Finally, the phrase Last Lecture was an indication of his ultimate wish of earning his existence judged according to his input in other individual’s lives.