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Pub Date: |
1984-00-00 |
Pub Type(s): |
Opinion Papers |
Peer Reviewed: |
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Descriptors:
Cultural Education; Early Childhood Education; Educational Change; Educational Improvement; Generation Gap; Government Role; Home Schooling; Learning Readiness; Parent Role; Peer Influence; Research Reports; School Entrance Age; Self Esteem; Socialization
Abstract:
From ancient times through the early centuries of this country's history, early puberty has been considered the proper time to go to school. Now, however, educators and psychologists have brainwashed the public into thinking that public schools can outparent families. The state has taken over education and removed children from the home at too young an age. This practice has led to: (1) a poorer education, as shown by the decline in literacy since the beginning of public education; (2) the creation of a generation gap, as a result of keeping children in institutions and away from parents; and (3) peer dependency and poor self-worth attitudes, because children spend more time with peers than with parents. Research and example have proved the theses that the home is the best educational nest, that parents are the best educators, and that parents are educable. Educational factors that make home schooling successful include the importance of the singular adult example undiluted by too many peers, the need to explore widely without the inhibitions of the classroom, the need for many quality personal adult-to-child responses, and the availability of books in public libraries. The best age for school entrance is in the range of 8-12 years old, as determined by early childhood studies on socialization and readiness for learning. Twenty-eight recommendations to offset many of the myths of modern education--supported by history, research, or common sense--are listed. (DCS)
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Pub Date: |
1973-00-00 |
Pub Type(s): |
N/A |
Peer Reviewed: |
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Descriptors:
Early Childhood Education; Educational Research; Needs; Preschool Education; Young Children
Abstract:
Early childhood studies need to span the gap between research and practice, be able to draw comparisons between needs of handicapped children and those of normal children, sort out the cognitive needs of young people, draw conclusions between education for learning skills and education for responsibility and self-worth, and properly direct the early childhood education focus to the school or the home. (Author/DN)
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