Ready for Learning and Ready for Life by Gunzelmann Betsy;

Author:Gunzelmann, Betsy;
Language: eng
Format: epub
Publisher: Rowman & Littlefield Unlimited Model

Figure 10.1 Multiple Influences on the Individual.

According to the American Academy of Pediatrics:

Development can be uneven, too, with a child’s social development lagging behind his intellectual growth, or vice versa. In addition, “normal” behavior is in part determined by the context in which it occurs—that is, by the particular situation and time, as well as by the child’s own particular family values and expectations, and cultural and social background. (2015, para. 1)

Thus, children can be negatively or positively impacted by outside forces. Herein lies an important key: we already have a tremendous research base of how the environment can be changed to fit the needs of children to learn optimally. It is not that we do not need continued research; this is a given. But we do need to begin to connect and apply consistently (for all children) our current knowledge to our educational and parenting programs.

As with the previous individual elements, the interaction with one’s environment and varying settings such as home, school, and community involves a synergy unique to each person. However, as we shall see the environmental factors do impact all individuals either positively or negatively, although unfortunately some more than others.

Let us begin by taking a look at the community/family situations; children residing in less-affluent communities, particularly our inner-city schools, have little access to the schools that have more material, resources, and even more experienced teachers. Many new teachers begin their professional teaching in the inner-city schools, but as soon as possible move to the suburban schools for higher pay and safer surroundings—of course, there are many dedicated inner-city school teachers, and I do not mean to detract from their dedication and determination, but the trend for many capable teachers is to exit these schools as soon as possible.

Many of our inner-city schools are dilapidated with health violations, including mold, asbestos, and lead paint, among potentially several others, which are all clear physical health risks. When children (or school personnel) health is impaired, their readiness to learn also decreases. Previously I have researched parents of children who began school healthy as kindergarteners, and by the end of the year many were on medication for asthma as a result of the environmental mold. It is very difficult to focus when one is constantly sick and the side effects of the medication also may interfere.

In addition, there are the overall community risks in high-crime areas involving gangs, drug and alcohol abuse, and so forth. Even in our most prestigious schools, drugs, alcohol, and bullying exist every day. When children do not feel safe in their schools, little learning is apt to occur. Moreover, safety policies implemented need to be well connected with the research on child development and psychology to understand that some approaches such as staged lockdowns and terror attacks may cause significant emotional harm and scare the children, with the children losing their focus on studies.

This reads well as is true for being prepared for the possibility of threats such as tornadoes or of natural disasters.

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