Today, the expression of the feelings of children is dying. In today’s school, if our child is worried, bored, aggressive, or his academic performance seems to be declining, then we have to make direct communication with our child respecting his repressed emotions.
Vishesh Gupta
After the second wave of Corona, now the partial lockdown and other restrictions are almost over. Schools have also opened in most states. In this period of pandemic, children have been more with their families. Till now, we have been blaming them for not communicating properly with the children. But during the pandemic, parents have played the roles of both family and school with children by understanding them properly. Along with this, the feelings of the children will also be properly understood. Psychological research suggests that children are full of emotions in the early stages. But in the face of the commencement of school education and heavy curriculum, the child’s mood automatically starts disappearing from the school.
Today there is a need to think about why the children associated with the curriculum and their attitudes are disappearing from the education system. Today is class, syllabus, homework, exam and its stress, together Exam Results There are also parental expectations related to But has it ever been thought that the sentiments of the entire education system for which it is made have any place in this education system?
This is the reason that in the present education system, without knowing the nature of the child or his inner feelings, the personality of the children is being filled with many discrepancies due to the nature of this parrot rote education. Therefore, in today’s all-round global competitive environment, the need is felt to integrate the burning elements like their emotional skill development i.e. their anxiety, frustration, protest, stress and academic apathy in the present educational curriculum of children without delay.
Recently, at the University of Sydney, Australia, an analysis of one hundred and sixty research studies related to education and child psychology from 1998 to 2020, as well as a research on forty two thousand students from twenty seven countries, was done. The findings of this research revealed that students who did their stress-free studies by understanding and managing their emotions i.e. anxiety, stress and frustration etc., were successful in giving better academic results. Conversely, students who did not control or manage their emotions during their academic assignments reported lower academic performance and achievement.
It has been clarified in this research that emotional intelligence is a very important trait for academic success in education. It simply means that at the time of giving the result of the work it is very important to control or manage our emotions that surround us. Other findings related to the same research suggest that students who had higher intellectual levels of emotion were more likely to achieve higher grades in their academic studies.
Parents and children are so engrossed in the glare of the present educational structure that they have forgotten that apart from the book world, there is also a colorful world of emotions. Today’s child is struggling with the five stages of non-formal learning from a very young age i.e. Pre-Nursery, Nursery, KG (Kindergarden), LKG, UKG. to be seen informal education This model has come to India from the West. The truth is that this model of education from Pre-Nursery to UKG is, in a way, a replacement for the family education to the child.
In fact, the emergence of this education started in the eighteenth century with the advent of the factory system born out of the industrial system and countries like England, Germany, Canada remained its main centers. The history related to this also tells that the families of parents who worked in factories were completely single. There was neither any provision of upbringing nor primary education for the children born in such families. The industrialists of this type of education arranged for the children of such nuclear families to make their body dynamic with physical development, sports, brain development and to give them informal family environment.
That is so that the children of such working families can get a family like atmosphere in these schools and these workers can do their work by being on behalf of the children. Statistics show that in many countries of the West, population growth has come down to almost zero. The consequence of this was that the number of old people started increasing in comparison to the youth and senior citizens were forced to go to old age homes.
Therefore, there is no one left to socialize the children and introduce them to the worldly life and understand their feelings. This English education took advantage of this social breakdown.
The truth is that today, due to the absence of any elders in nuclear families, a big problem has arisen in not getting the knowledge of early life for the children. The bitter truth related to this is also that due to the rapid increase in income of the upper middle class and single families, all these schools are ready to charge a heavy price in exchange for providing informal education to such families on the lines of the market.
But these schools have failed in providing an emotional atmosphere to the children. Even in a country like India, now the joint family system is rapidly changing into nuclear family. In such a situation, these families are left with no option but to send their children to these pre-schools. Such schools take the pride of keeping children away from the book world and teaching them to make friends, stay away from elders, remove mutual estrangement on mutual basis, communicate their feelings as well as make decisions about themselves. But in reality it doesn’t look like this.
Child psychology states that the age of five is the most sensitive period of children’s development. This is the stage when the child adjusts between family and worldly life. Perhaps this is the time when family, society, nature, values, social relations, etc. decide the direction of his future. Undoubtedly, these institutions have become a substitute for working families on the basis of money, but the social, cultural and emotional foundation of the children growing up in such an environment is getting weakened.
Today this social isolation is giving us the opportunity to keep with the children, communicate with them and try to get to know them. Modern day-boarding or pre-schools can be a safety net for our busy personal lives, but these institutions can never be a substitute for the emotional atmosphere of natural parents and families. Today, the expression of the feelings of children is dying.
Today in school, if our child is worried, bored or aggressive, or his academic performance seems to be deteriorating, then we have to make a direct dialogue with him by respecting the repressed feelings of our child. In true sense, today it is a big challenge before the parents as well as the psychologists and policy makers associated with child education.
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