| | Child Upbringing and Educating System
The educational opportunities for children that may be available through participation in the real estate project being developed are one of the most important factors influencing the decision of our like-minded people to join it. That is why this topic deserves a separate article. Here we formulate the main goals and principles of the educational system, access to which should be provided to the children of residents of the real estate complex that we are designing. The system will ensure the development and education of children from an early age and including the stage of obtaining secondary specialized or higher education for those who wish to receive it without changing their place of residence. Designing the education system at the design stage of the real estate complex as a whole will provide it with everything necessary, including suitable premises, teaching staff, legal grounds, and make it accessible by the time the housing built begins to be occupied. An online support service for parents who want to organize their children's education in accordance with the proposed principles before moving or without planning to move will be available much earlier.
It's clear that all parents want the best for their children, as they see it. We would like to develop in our children those best qualities and abilities that we value in people. We want them to use what they have learned for worthy purposes, not to make irreparable mistakes, to be not only successful in their careers, but also happy in their personal lives. This is exactly what the education system should be aimed at. Here we draw your attention to some important distinctive features of the concept of the education system, while work on more detailed design of the system is ongoing. In developing the general concept, we tried to take into account the opinions of many of our like-minded people who are well acquainted with the problems of education and the experience of solving them in different countries. Critical evaluation in the selection of educational methods is necessary because not everything that is trendy and advertised as most effective is actually so.
It should be a system based exclusively on private educational services, which has maximum flexibility and independence from bureaucratic interference. This is especially important because it must accept children of different ages, who are native speakers of different languages, whose parents have different work schedules, etc. All of them need to be painlessly integrated into the common English-language educational and development environment, but without compromising their proficiency in their native languages.
In order to provide each child or young person with an individually appropriate educational path based on accepted basic principles, while respecting all legal formalities, the system uses: services of private educational institutions, both from outside and founded by members of the community; individual teaching and tutoring services, mainly from community members; free and paid educational content for students to study independently; necessary advisory support for students and parents. Whenever possible, live communication is organized with people who are not professional teachers, but who can be useful and interesting for students.
The system doesn't provide for a strict division of educational buildings and premises in the real estate complex between students of different categories and ages. The main focus is on creating a communication environment that has a beneficial developmental effect on everyone, since it is formed by teachers and students with a common, fairly high-level culture. There should also be a system of measures taken by parents with the support of the local community that would prevent children from aimlessly wasting their time or from developing any kind of bad habits and addictions in them.
Care and education of preschool children is provided in the family and outside the family, individually or in small groups. The system promotes cooperation and mutual assistance between parents in organizing the care of young children and their development.
A flexible and balanced combination of different formats is provided for pupils at school and continuing after-school education. However, the emphasis is on their independent work to acquire knowledge and skills. The ability to independently study material and monitor one's understanding of what has been learned should be considered a basic universal skill, and its development will be given due attention, starting from the primary grades.
The system should eliminate the problem that is common in many schools, where some students fail to fully understand the material at a particular stage of the curriculum, and that material remains unclear when their class moves on to the next stage. In such situations, the student understands the new material less and less, and then may stop understanding anything at all. The problem can only be solved through individual additional lessons with a good tutor, if the student's parents can afford it. In the system being designed, there is less volume of group lessons and more independent study, however, each student will be provided with sufficient individual teaching attention. If the mentioned problem occurs, it will be identified in time and resolved on an individual basis.
We consider one of the most fundamental tasks of a properly constructed educational system to be the development of the child’s ability for conceptual thinking, on which their ability to solve any problems in the future directly depends. The optimal and naturally suitable period for the formation of conceptual thinking in a child is the years of their education in primary school. According to researchers whose opinion we share, the main factor for success here is the quality of the programmes in which the child is taught during this period.
Unfortunately, in many schools in different countries, programmes for elementary grades don't ensure or don't fully ensure the development of conceptual thinking in schoolchildren. In some places, the situation has become even worse in recent decades than before. Insufficient development of this fundamental skill complicates learning and future life for people themselves, including it can cause problems in the emotional sphere. On a societal scale, this exacerbates personnel and even social problems. That is why our education system places this issue at the forefront.
Primary school programmes in all subjects will fully comply with all criteria important for the development of conceptual thinking. When solving the problem of developing intellectual skills in children, it's sometimes also necessary to take into account their individual characteristics and circumstances. For example, such a seemingly advantage as a very strong memory may suppress the formation of conceptual thinking in a child, because it is often easier for such a child to memorize material mechanically than to spend effort on understanding its essence. That, by the way, is one of the reasons why those who excel in their studies often don't demonstrate such brilliant success in work or business. If it becomes necessary to continue the education of a child who previously studied under another programme and doesn't have the sufficient level of conceptual thinking, the educational system should first ensure that this gap is filled.
Some primary school programs also don't sufficiently develop children's ability to understand the meaning of texts accurately enough, except for the simplest ones, especially if they contain long, complex sentences. In our educational system, the causes of this problem will be completely eliminated, and children who had it before the transition to this system will receive the necessary additional help to solve it.
The task of ensuring the best development of intelligence dictates, among other things, the policy of studying and using languages in the educational process. Until the age of 13-14, education is conducted in the child's native language to ensure maximum development of intellectual skills and perfect proficiency in the native language. The school curriculum also teaches the children English, but with low intensity - they learn English primarily as a spoken language, actively communicating in it in the English-speaking environment that surrounds them. During this period, minimal knowledge of the local state language is also insured for basic communication when necessary. Then comes a two-year stage of active study of English for its full mastery, with the study of all school subjects in this language. The state language is mastered by each student to the level necessary to pass the mandatory exams in it and implement their future plans, if necessary.
Programmes and teaching methods in primary and secondary schools should take into account and mitigate the adverse side effects that active use of information technologies has on the development and maintenance of cognitive abilities.
Among other features of the educational system, we consider it necessary to draw your attention to the following. It lacks the desire to make maximum use of gaming and entertainment formats, spectacular effects, etc. Children will learn to receive satisfaction as a result of successfully overcoming difficulties, in the process of solving fairly difficult, but feasible for each of them, tasks. They should be taught how to behave rightly in difficult situations that they may encounter outside their familiar and favourable social environment. In particular, children should be able to write, count and solve some other basic problems without using modern electronic devices and the Internet. All this will help them not to remain too helpless in certain unforeseen situations, which no one is immune from getting into.
Comment this on Facebook or X (Twitter). NEXT >> |
|
| |
