We take away the child's ability to be original, their ability to be different, their ability to be creative when we tell them HOW to think. Once we are able to teach a child HOW to think, that will open the door to that child to create ideas that we may have never thought of before.

Testing For Intelligence

When considering a commitment to viewing young children holistically starts with first creating a scale that can allow them to be measured equally.  Some of the different elements that it takes to create that scale are so vast in numbers that it will never be completely accurate measurements for assessing.  Working in a public school, every time the standardized testing period comes around, this is a very big topic that we discuss. Some teachers have EIP students with learning disabilities, some teachers have gifted kids, some children are raised in single parent homes, and some kids have several different resources available to them to assist them with their day to day learning. Socioeconomic status, academic ability, resource availability, as well as ethnicity, are all different factors that are needed to be taken into consideration when attempting to measure the child on a holistic scale.  The child should be measured on their language development, their cognitive development, on how quickly or how accurately they can retrieve information, and also they should be measured on their physical abilities at that particular age.  Even though children may be of the same age. They still have different levels of development and abilities. We have seen this over and over again even at the infancy stages. So measuring their development primarily may create a better scale of accurate assessment scores.

“In China, China’s skill assessment system is more characterized with the planned economy, and

remains little reformed during past over two decades. The ministry of education is the main body responsible for assessment of formal educational outcomes and literacy. (Chinese and mathematics

are test subjects, others are checking subjects)”.

Most of China’s assessments as well as the curriculum focuses on the Chinese economy. The students are taught skills that will enhance their economic abilities in the later future.

http://siteresources.worldbank.org/EDUCATION/Resources/278200-1126210664195/1636971-1126210694253/China_Skills_Assessment.pdf

COPING WITH NATURAL DISASTER

About three years ago a tornado rushed through my hometown. My nephew with the rest of his family were at home that night and immediately when they knew that the tornado was spotted, they went into the middle hallway away from any windows or other possible moving objects. Needless to say, the tornado did some major damage ripping off the rood and destroying their home. My nephew (according to my sister) did not say a word the entire time. It was as though he was either terrified or just was in shock and did not know what to think. After the storm passed and they spoke to the insurance company, they began rebuilding their home. As a result of that natural disaster every time a bad thunderstorm comes along my nephew runs into his parents room because it reminds him of that experience.
Africa is one of those countries that may experience things like droughts. They really do not have many tactics for fixing this issue. They usually just sit around and play the waiting game until the drought passes. Resources can become very limited in Africa as well. Other thing that Africans deal with are things such as disease, hunger, and poverty. As I previously stated, Africa is very limited to its resources, and due to this concern, many children as well as adults go untreated, go hungry, and have little to no money.

http://belfercenter.hks.harvard.edu/files/wpf33africasdiscontent.pdf