I come now to another great evil belonging to our system. The effort to provide for the education of children is a great moral and mental stimulus. It is the great natural opportunity of forethought and self-denial; it is the one daily lesson of unselfishness which men will learn when they will pay heed to none other. There is no factor that has played so large a part in the civilization of men as the slow formation in parents of those qualities which lead them to provide for their children. In this early care and forethought are probably to be found the roots of those things which we value so highly–affection, sympathy, and restraint of the graspings of self for the good of others. We may be uncertain about many of the agents that have helped to civilize men, but here we can hardly doubt. What, then, is likely to be the effect when, heedless of the slow and painful influences under which character is formed, you intrude a huge all-powerful something, you call the state, between parents and children, and allow it to say to the former, “You need trouble yourself no more about the education of your children. There is no longer any occasion for that patience and unselfishness which you were beginning to acquire, and under the influence of which you were learning to forego the advantage of their labor, that they might get the advantage of education. We will give you henceforth free dispensation from all such painful efforts. You shall at once be made virtuous and unselfish by a special clause in our act. You shall be placed under legal obligations, under penalty and fine, to have all the proper feelings of a parent. Why toil by the slow irksome process of voluntary efforts and your own growing sense of right to do your duty, when we can do it so easily for you in five minutes? We will provide all for you–masters, standards, examinations, subjects, and hours. You need have no strong convictions, and need make no efforts of your own, as you did when you organized your chapels, your benefit societies, your trade societies, or your cooperative institutions. We are the brain that thinks; you are but the bone and muscles that are moved. Should you desire some occupation, we will throw you an old bare bone or two of theological dispute. You may settle for yourselves which dogmas of the religious bodies you prefer; and while you are fighting over these things our department shall see to the rest of you. Lastly, we will make no distinctions between you all. The good and the bad parent shall stand on the same footing, and our statutes shall assume with perfect impartiality that every parent intends to defraud his child, and can only be supplied with a conscience at the police court.” This cynical assumption of the weakness and selfishness of parents, this disbelief in the power of better motives, this faith in the inspector and the policeman, can have but one result. Treat the people as unworthy of trust, and they will justify your expectation. Tell them that you do not expect them to possess a sense of responsibility, to think or act for themselves, withhold from them the most natural and the most important opportunities for such things, and in due time they will passively accept the mental and moral condition you have made for them. I repeat that the great natural duties are the great natural opportunities of improvement for all of us. We can see every day how the wealthy man, who strips himself entirely of the care of his children, and leaves them wholly in the hands of tutors, governesses, and schoolmasters, how little his life is influenced by them, how little he ends by learning from them. Whereas to the man whose are much occupied with what is best for them, who is busied with the delicate problems which they are ever suggesting to him, they are a constant means of both moral and mental change. I repeat that no man's character, be he rich or poor, can afford the intrusion of a great power like the state between himself and his thoughts for his children. Observe the corresponding effect in another of our great state institutions. The effect of the Poor Law –which undertakes the care in the last resort of the old and helpless–has been to break down to a great extent the family feelings and affections of our people. It is simply and solely on account of this great machine that our people, naturally so generous, recognize much less the duty of providing for an old parent than is the case either in France or in Germany. With us, each man unconsciously reasons, “Why should I do that which the state will do for me?” All such institutions possess a philanthropical outside, but inwardly they are full of moral helplessness and selfishness.
Teachers and paraprofessionals are increasingly working in inclusive settings and are responsible for meeting students’ Individualized Educational Plans (IEP). They are members of the IEP or IFSP teams and need adequate training to effectively work with children with unique learning characteristics. This certificate trains individuals interested in working as paraprofessionals in Early Intervention or Early Childhood Special Education and Inclusionary classrooms.
Early Childhood Education - Essay Prince
Oct 20, 2012. Early childhood education teachers who have a philosophy of teaching are better prepared for success. Find out which areas a teaching.