Early years education
Most institutions place the development years between the birth of the child to the age of 8, however, research has shown that the stages can greatly vary and the information processed to be different from one culture to another. Teaching children through the use of playful activities, the youth is prepared for the dynamics that lie ahead in their lifestyles. The basic foundation blocks are set as the child grows and erects a picture of adulthood using those very building blocks.
To highlight the importance of education in the sphere of child development, this paper will seek to discuss the various stages that educators have determined in the process of developing full grown adults. First, educators point to the first stage which is generally between 1-2 years of a child. This stage is particularly important because this is the stage where the child learns the concept of sense of self (Lyons, 2001). Here, the child builds upon his or her identity for the very first time and has a conception of himself or herself. It is important to identify that this is the stage where children first learn how to interact with society, place expectations on themselves, and of course, how they feel others should interact with them.
These stages continue as the child grows and the functionality of processes varies with time. According to renowned scholar and psychologist, Jean Piaget, the stages start from Sensori-motor, move onto Preoperational, and then lead to concrete operations and finally, Formal operations. Initially, the Childs interaction with the world and environment largely determines the skills he or she develops (Marion 2009). In the preoperational stage, using demonstrations and exhibitions, a childs intellect is stimulated. During the age of 7-12, a child begins to learn solid facts and figures such as numbers, conversions and the active integration and interaction with symbols. Finally, during the formal operations stage, children are processed through cognitive developmental aspects. Here, children go through abstract thinking, logical pattern development, and the use of the symbols learnt earlier.
However, the important aspect of the argument is the need for culturing and nurturing. This is the point where children build the stage for their adulthood. Caregivers, educators and parents will be responsible for the development of the child as this is the point where the child will either be adequately developed or will suffer from deficiencies.
Type of development in the early childhood
Generally, theorist and researchers point the point to the Spice of life factors that are developed during the initial stages of a child. Based on that, educators and institutions develop these capabilities through various exercises. What the Spice of life entails is (Marion 2009)
Social development
Physical attribution
Intellectual superiority
Creativity unleashed
Emotional stability
Based on the above 5 factors, institutions and educators try to develop these critical areas in their early education so that they can fit as active, responsible and capable adults in society.
First of all, educators try to emphasis the role of social interaction and development in a child. Using various techniques and ideologies, institutions impart the knowledge of relationship formation, dealing with others and playfulness.
Second, when dealing with physical development, institutions and educators try to perfect motor skills of individuals and other physical determinants a child will need as he or she grows older. This stage is later augmented with intelligence determinants which push the child to understand, comprehend and analyze their surroundings.
Third, children are motivated to unleash their talents. Before that they can be done, various activities are played to identify the talents each student has or can develop. Based on that, they are strengthened and developed through institutionalized care (Wortham, 2007).
Finally, the emotional stability role that must be imparted is how children will deal with emotions. Depending upon the ideology, the development of self sense, and action-reaction forces are exhibited to children through playful activities. Based on this, they learn how to deal and adapt to different emotions and environmental settings (Marion 2009).
Importance of early years education
The basis of this title is the underlying fact of the importance of education imparted in the early years of a child. Often, researchers have cited that the education imparted to a child in his or her formation age is comparable to laying the wiring of an electrical supply. Based on this premise, the wiring of the brain, social activity and intelligence formation is the result of early years education.
Education is often cited as the food for the brain and thus, with effective and prolonged education, a child can grow into a health, intellectually stimulated and socially active adult. Thus, laying the underlying objectives of early years education, which is pertinent to a childs development and learning opportunity. Based on the experiences and activities set out for the child, this process can be achieved fruitfully.
Another important aspect to consider when dealing with childhood education is the level of motivation and learning power that is imparted in the process. Both are critical factors which determine adulthood development of the child in the long run. Stimulated learning environments in the early years of a child can help impart a sense of motivation and learning capabilities to a child which in turn help the child learn faster and stronger in later years. Since the child spends the first few years of development, with the most commonly cited year agreement as 8 years, in self realization, it is important to impart training and learning activities which help the child groom him or herself (Morrison, 2008). As mentioned above, childhood education imparts a sense of emotional stability and creativity development in a child as well.
Benefits of education
Though resounding evidence has been shown that education has on socio-cultural factors, there are primary motivators besides this too. For one, it is the money involved that children can expect to earn as they grow up. Research has shown that a college graduate earns after a high school degree.
Figure 1(College Board, 2005) shows the differentiated income levels based on education level. The lower the education standard of a child the lower will be his or her pay in later years. Based on this premise, it is logical to assume that one of the benefits of education is a higher pay scale as an adult.
Most people who study do so for added income benefits and for better career prospects. The graph on the left proves that fundamental fact based on evidences cited.
Another benefit of education can include skill development. Education imparts children with a sense of reasoning and critical reflection. Based on the achievements and absorption of these critical factors, the adults formed are more equip to handle situations of conflict or negotiations, both factors critical in human social environments. Other than that, obviously the skill set obtained can be of academic nature and specialized content. Doctors impart care to society, technologist provides efficient use of machinery and business administrators power the world economy. Each form of education imparts specific skills which help society on the whole.
When we look at figure 5(d) (College Board, 2005), it is easy to distinguish that education plays its role in healthy development as well. Research has shown that children who have had a all round education are more likely to be conservative in their eating patterns and more well informed about health risks.
Based on that, it is logical to assume that education plays a role in health living. Figure 5 D augments this argument showing that obesity decreases with education level in the United States. As the same time, factors leading to heart disease are significantly lower for people who have had an extensive education and significant higher for those who do not even have a high school degree.
Figure 7 shows another benefit that education can impart (College Board, 2005). Viewing the data, it is clear that students who have had longer educational tenures, are more adapt and equip to handle level of analytical abilities mathematics.
The figure shows that those students who earned the highest marks, based on quartiles, were students who had an extensive educational background. The lowest ranks were attributed to those who had no high school degree.
Education and ideologies
Based on earlier arguments that early years education is used to impart training and design for the future adult, it is comprehensible to assume that various ideologies can be transmitted to the child through the teacher in the entire process (Apple, 2004). If the teacher is ineffective, the child will not learn properly and will probably not develop into a well rounded adult. The teaching games, processes and playful activities used can be molded to transfer a value system that not only preserves the culture into the childs brain but at the same time, determines his functionality as an adult (Apple, 2004).
Based on this argument, the paper will discuss two schools of thought capitalism and communism. With due starting explanations and ideological viewpoints, the paper will examine how a capitalist or communist school system affects the upbringing of a child and how that child reacts to society once the socialization process is complete.
Communist education
Most communist countries, such as China and Russia, both use the Marxism ideology to define their view of education especially that in formation of well rounded adults. It is important to understand that the fundamental ideology of communist countries is that education is a tool of transmission. According to Marx, education was a system devised to ensure the transfer of ideologies and culture from one generation to another. He also claimed that this was a system devised to ensure a working class is produced as time goes on. Thus, the link between education and work has been profound in communism (Karabel, 1977).
When we deal with educational systems from China, or Russia, it is easy to distinguish the fundamental ideology that they wish to impart to their children. Obviously, since the communist states suppresses active political thought, singular independence and questioning the state, the concept is to develop adults who conform and obey the fundamental laws and rules of society that is governed by the communist state (Kalinin,2001). At the same time, they ensure that the capabilities induced in children are those of belief in the national system.
Mussolini is often quoted with the remark give us an eight year old child and I can guarantee that he will be a Bolshevik the rest of his life signifies the initiative by communist states to ensure that their youth is molded in a particular fashion. It also signifies the importance on early education and the result it can produce for governments. Thus, when we speak of communist schooling, it is important to accept that the view point held by educators, through government dictation is that of creating adults who not only believe in the fundamental theory of communism and the government, but also accept their ideas without resistance. Thus, creating adults who are submissive to home grown ideology but critical about everything else that contradicts it (Kalinin,2001).
Though common to all ideological systems, the communist system ensures that indoctrination and propaganda through the education system is manifested in the youth so that they pick up the same views as they grow up. For this to be effective, communist educational systems ensure that the views they are producing are different, unique and identifiable (Kalinin, 2001). In turn, though this does not stifle creativity, it does create an adult who is by habit, skill, and conscious cognitive ability, respondent to the rulers and has a unique set of beliefs and ideologies in line with the expectations of the government.
To produce these effects, communist countries generally provide their youth with a set of 5 variables that must be consistent for them to believe in. These include an official ideology, one leading party to believe in, total control on state arms and media, a strong policing system and of course, though sometimes contradicted a centralized economy. Based on these critical factors, education is imparted and belief is generated in the system with young adults and children. With every vital field occupied by the rulers, only one train of thought it processed by the child, and that is the view of the government. So whatever information the child receives, in part and parcel manipulated by the government to maintain social control and order, in the long run and the short (Kalinin,2001).
It is often said, the victor of a war gets to write the history of its nation. Similarly, in communist states, especially China where even free net searches are not possible, the only information available to the children is that which is monitored and governed by the state. Thus, in conclusion, the child has a structure view point, morals, value system and capability set in line with the expectations of that state.
Russian School System
Russian school systems, before the cold war, followed a strictly communistic approach towards schooling. Based on the teaching of Marx, the Russians believed that the people should give themselves up to the State for the betterment of all. This was exhibited in their educational curriculum and structure (Price, 1986).
An example to illustrate how the government would train children was through the metod proektov program. This, though said to favor both Marxism and democracy, was a method in which children of various schools were sent to industrious units to learn about working methods and workers themselves. Made to write reports on the industrialization, its importance and the uselessness of being idle at work, children were ingrained with the ideology that they had to work and that to in an industry to serve the state (Peckren, 2010). Though this program was later discontinued, it provides a good illustration to how children were indoctrinated with a set ideology. In fact, it is pertinent to mention that it was discontinued because the state felt that it was not effective in teaching students the philosophy of increasing production and the communist identity
Stalin, during power, insured that all curriculum, text books, history and teaching methods were controlled by the state or at least influenced by it. The philosophy that he used was to decrease the entire emphasis on social sciences or critical thought. Universities began teaching singular sciences or pure sciences while other institutes would teach the arts. The schooling method was based upon the premise that children should be obedient, industrious and loyal to the country, state, and leader (Peckren, 2010). This entire formulation took place because universities and institutes would offer nothing more to students than facts alone (Price, 1986). The concept, according to Stalin was, to create a New Soviet Man.
As with the United States, it was understandable that the Soviet Union wanted to advance technologically and competitiveness against other countries. for that an educational system had to be devised. However, for the Soviet Union, this had to be started from the earliest stage possible. According to Lenin, the educational system was to provide children with training and skill enhancement that would eventually lead to them conforming to communist values and principles. Because of this mentality, citizens were taught using methods that would ensure that they were patriotic communist bent on industrialization and increasing productivity for the state. At the same time, they ensured there was a love for the military, leader and the communist ideology. Since Marx had already claimed that religion was the opiate of the poor, religion was something highly subdued (Peckren, 2010). Atheist views and personalities developed in the process as more and more children were convinced that the Church was a form of control (Price, 1986). This was done so comprehensively and convincingly that students were often forced by themselves to share communist views with everyone else.
Capitalist Education
The basis of capitalist education lies in the underlying fact of employment in adult years. Work is a social contribution made in respect to future employment prospects in the adulthood of the once child. The underlying notion for this ideology is that it benefits society that each child grows up to be an effective and efficient adult in the business world that capitalism promotes (Peckren, 2010).
The view is driven by neo-conservatism which believes in privatization entirely and the lack of state play in anything regarding business. Through this way, national assets are decreased and the deregulation that follows eventually ends up building a competitive atmosphere which fuels the capitalist market (Barnes, 2000). Such attempts have been integrated in the status of education of children as well.
The concept put forward by this theory is that of self reliance. Therefore, all capitalist structures impart educations that teach children how to be competitive, self reliance, independent and thus free, to function beneficially to the free market economy. History has shown, particularly in the United Kingdom that this theory has changed and altered the course of governmental action over the years in the education sector. First and foremost, after Margaret Thatcher came to power, the UK system began changing from welfare ideals towards privatization of the educational sector. With time, the new ideals set by the capitalist system resulted in a different concept of education. Children were seen as global money making assets. The emphasis on learning has drastically decreased and rather has been shifted towards the skill set acquired by children to better perform in their jobs.
The evidence of the above theory lies in the deregulation of the education sector due to capitalism. For one, treating parents as customers and business philosophy for the imparting of education has drastically changed the way children are taught in capitalist societies. For one, the element of competition is driven by the fact that schools themselves drive internal and external competition (Brooker, 2005). Second, since economic measures are used to determine the level of education, education has begun to shape into something entirely related and linked to the business and corporate sectors of the capitalist economy (Brooker, 2005). Thus, a capitalist system now promotes a model of business rather than a model of education. The skill set imparted to children encompass technocratic knowledge with a combination of managerial performance. At the same time, everything is driven by the factor of performance, both in imparting education and learning education.
Capitalist systems use a system of norms, values and beliefs to guide the young population towards the ideals of the ideology itself. Norms encompass expectations of society, where as values encompass social ideals. Beliefs are held as something true. These three critical factors are interlinked through one coherent philosophy and ideology capitalism.
Capitalism orients students towards a different drive as compared to those of communist counterparts. For one, it motivates students on the basis of external rewards. The basis of this is that students need to be taught the fundamentals of the capitalist system which also works on the basis of external rewards (Bowles, 1976).
Respect for authority, and loyalty are taught through the school system as well. The way the student teacher interaction takes place, the placement of student desks and teachers, and of course the hierarchal relationship between the two augments the mentioned argument. Loyalty towards the institution is also propagated. These facts prepare young children towards their role in society which can be held as loyal workers who obey their corporations.
The inequality in the entire system is also a source of distinguishing the capitalistic structure from that of the communist structure. For one, during the course of childhood education, some pass, some fail. Some are awarded more marks while others less. The differentiation created prepares students for the competitive environment that awaits them in the corporate sector (Bowles, 1976). At the same time, many researchers even claim that schools impart the teaching of learned boredom to ensure that students learn how to manage boredom, since many a times they will be working in monotonous jobs on the factory floor.
Individualism is promoted throughout the schooling years with teachers teach about valued individuals. At the same time, the values of limited resources are also propagated to the students in terms of choices and decisions during their course of study. Violence, lying, cheating and meritocracy are promoted to ensure that the adults that are formed value these beliefs. Without them, society would not only be unproductive but there would also be chaos throughout different institutional structures. Now, with the recent advent of specialized fields, many researchers claim that the capitalist school system is actually preparing young children towards the specialized working nature of the capitalist economy.
Education in the UK
The system in the United Kingdom follows a similar pattern as discussed above. The high level of status differentiation is predominant in the entire curriculum and educational sector, preparing students for win-lose situations that are also predominant in the capitalistic structure.
The basics of the theory can be highlighted through the different levels of education in Britain. There are three types of schools where students can study Grammar schools, Secondary modern Schools and Technical schools. This was in fact devised by law through the Butler Education Act in 1944.
The idea behind this notion was to prepare different children with different skill sets. Thus, the grammar school would provide more curriculum based education where as the modern schools would provide vocational training. Though in status both would remain the same, each would be different in nature. However, the basis of the entire argument was dumbfounded. The academic nature of education, technical skills and the provisions of higher education required students to attend grammar school. Automatically, grammar schools became different both in status and in nature. Above all else, the element of haves and have nots is also established through this system of capitalism (Weis, 2006).it was true for the United Kingdom as getting into a grammar school required passing the 11-plus intelligence test. Some passed where as others did not, automatically creating a divide between those children who were thought of as intellectually stronger than others.
The entire structure of the UK school system is based on status differentiation. Some students are given education in some sectors, where as other students given school in other sectors. The basis of often intelligence, test scores and abilities that each individual possesses. However, this shows a concept of capitalism that is predominant in the schooling system as well that of limited opportunities and the survival of the fittest.
Beyond that, though there are state funded educational institutions for schooling, most schools are now privately owned. Thus, in the end, those with the resources, particularly money, will be able to attend better schools with better facilities (Swartz, 2003). This creates a spiral where the elite will remain the elite and the poor will be subjected to lesser opportunities. All in all, the students attending private institutions will always have a better chance of continuing education at the best institutes later in life. Plus, they will be better placed in society as well. The inequality of resources is predominant here as it is in the capitalist system. Another problem in the UK is the adjustment of students who come from poorer or weaker backgrounds into high society educational institutions. They are beaten down by the kids belonging to richer families and are often forced to drop out or leave.
Gender inequality and the segmentation of society are present in the UK educational systems. For one, natural sciences are generally categorized as masculine subjects based on classification. Whereas modern languages and Arts are categorized as feminine subjects. Based on this rhetoric, female students often feel subjected to join feminine subjects based on peer pressure, and the socialization process that has already been imparted since years ago. According to Abbot and Wallace, men control most authority positions in schools. Children in those particular schools are given role models who are male and thus come to accepting that men have a higher status than women. They also highlighted the consequence of the way teachers see female students in the perspective that they will get married and raise children. Thus, they are made to develop caring and feminine roles.
Another important form of capitalist manipulation in school systems is that of ethnocentricity. Research has shown that a lot of schools in the United Kingdom are now a mix between different cultures. However, even so text book teach knowledge that is pertinent to European history or the colonial past dominance of the U.K even though that it does not represent many of the students studying in the school.
Conclusion
Based on the citation of arguments and facts above, it is easy to distinguish the similarities between the two systems in an objective manner.
First, it is clear that both systems operate to control their populations in some way or the other. When it comes to capitalism, the concept is to prepare children to take their roles in a society oriented towards business philosophy and competitive free market theory. Based on this premise, children are trained to be the most adapt and equip to deal with the circumstances that lie ahead. Communism on the other hand creates a system which prepares children towards a life of industrious growth where the state has to benefit from all their endeavors. They are made to believe through massive propaganda that this is the right way and belief in the ideology is held most important.
The difference between the two system occurs when we analyze the nature of ideologies both wish their nations children to pursue. Capitalism trains children with a perspective of taking up positions in a capitalist economy where as communism prepares children of working in a communist environment.
The benefits of the system clearly show that children are given enormous attention in their training. They are taught right from the start and it would not hurt to prepare them for the future, which even though manipulated and tainted, is the best of it. Thus, in eventuality, governments actually train children to be prepared to handle the realistic future.
At the same time, with directed creativity and intelligence, its fair to assume that had these ideologies not been placed on the children the level of creativity and innovation would far over seed its current level. The likes of Mozart, Einstein and Michelangelo would have a greater probability of being born. The monotonous training would end.
Both systems have their fair points and drawbacks. It is important to consider that each nation has its own ideology and way of operating. Cultures often command such thinking and it is fair to assume that each culture would want propagation. Systems like these ensure that the culture is in fact transferred from one generation to the next.
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