Tuesday, 4 November 2014

Is school damaging children?

We pack our children's bags and dress them all the same and send them off to school every day, without for a second thinking of the risks.
This is a dangerous thought process to adopt when we see carers and teachers constantly in the media being convicted/accused of Paedophilia, violence and murder, Dunblane and Ian Huntley are among many in the school/nursery settings.
With such humongous trust being handed to these people by ourselves it's little wonder that they have such massive opportunities to commit these horrific crimes.
This is not the only example of abuse in the education system, emotional abuse is wide scale and the government openly allows, even promotes, abusive regimes/laws into schools/nurseries.
This will only be a small insight into how abuse is apparent in education and how they manage to introduce this as a positive or 'normal' thing.

Neglecting to see the damage an action may do to a child and then continuing to follow through is emotional abuse.

Two-year-olds from disadvantaged families should be enrolled in school nurseries to improve their chances, the chairwoman of Ofsted has suggested.
Many children from poor backgrounds have a "dire" start to their education, according to Baroness Sally Morgan.

We know from studies that starting school too early is damaging, we also know from statistics that poverty is caused by the very same people asking for a younger start for 'disadvantaged' children.
http://www.theguardian.com/teacher-network/teacher-blog/2013/dec/10/school-starting-age-five-six-uk-eu .
88% of countries in the world have a school starting age of six or seven in order to ensure that their children are given the space and time to develop all their neuro-physiological, social and emotional capacities. They must also be allowed to develop their innate theory-building and meaning-making capacities, giving them the confidence to explore their environment in a way that has real meaning and context for them.
The findings are alarming and prove that early starters are at risk of long term damage.
The members and supporters of the Save Childhood Movement's 'Too Much Too Soon' Campaign believe that children in England are starting formal learning too early, that the value of their creative and expressive play is being undermined, and that they are subject to developmentally inappropriate pressures that are damaging to their long-term health and wellbeing. http://www.toomuchtoosoon.org
It's clear from these studies that the government are neglecting our children and causing a delay in the learning and emotional development of their tiny minds.

What is a development delay?

Child development refers to the process in which children go through changes in skill development during predictable time periods, called developmental milestones. Developmental delay occurs when children have not reached these milestones by the expected time period. For example, if the normal range for learning to walk is between 9 and 15 months, and a 20-month-old child has still not begun walking, this would be considered a developmental delay.

Developmental delays can occur in all five areas of development or may just happen in one or more of those areas.
Additionally, growth in each area of development is related to growth in the other areas. So if there is a difficulty in one area (e.g., speech and language), it is likely to influence development in other areas (e.g., social and emotional).

These are the signs that a developmental delay may be happening to your child:

There are several general "warning signs" of possible delay. These include:
Behavioral Warning Signs
Does not pay attention or stay focused on an activity for as long a time as other children of the same age
Focuses on unusual objects for long periods of time; enjoys this more than interacting with others
Avoids or rarely makes eye contact with others
Gets unusually frustrated when trying to do simple tasks that most children of the same age can do
Shows aggressive behaviors and acting out and appears to be very stubborn compared with other children
Displays violent behaviors on a daily basis
Stares into space, rocks body, or talks to self more often than other children of the same age
Does not seek love and approval from a caregiver or parent

Gross Motor Warning Signs
Has stiff arms and/or legs
Has a floppy or limp body posture compared to other children of the same age
Uses one side of body more than the other
Has a very clumsy manner compared with other children of the same age

Vision Warning Signs
Seems to have difficulty following objects or people with her eyes
Rubs eyes frequently
Turns, tilts or holds head in a strained or unusual position when trying to look at an object
Seems to have difficulty finding or picking up small objects dropped on the floor (after the age of 12 months)
Has difficulty focusing or making eye contact
Closes one eye when trying to look at distant objects
Eyes appear to be crossed or turned
Brings objects too close to eyes to see
One or both eyes appear abnormal in size or coloring

Hearing Warning Signs
Talks in a very loud or very soft voice
Seems to have difficulty responding when called from across the room, even when it is for something interesting
Turns body so that the same ear is always turned toward sound
Has difficulty understanding what has been said or following directions after once she has turned 3 years of age
Doesn't startle to loud noises
Ears appear small or deformed
Fails to develop sounds or words that would be appropriate at her age

It tends to be the way the government and school body works to blame the parents or child for such above symptoms, but as we have seen In this report, just one of the many abuses occurring within education, school itself is a very dangerous place to be for a child!.
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