The assumption that children are an investment into the future can be readily recognized in modern day society’s family structure, education, and politics. This view of children as investments is being dramatically played out in contemporary society as more middle aged adults are caring for their own aging and ill parents (Morrison, 2007, p.103). This analysis will examine the impact and implications of this view on families, education, and politics. In addition, this analysis will explore the erosion of this viewpoint and how it is manifested in observable ways. The purpose of this literature review is to contribute to the body of knowledge surrounding the value being placed on children in society.
Children’s roles’ within families has unquestionably changed throughout history, and Steven Mintz, author of Huck’s Raft: A History of American Childhood (2004) debunks the widespread notion that American children’s lives are less stable now than they were in the past. According to Lombard (2005), New England Puritans sought to provide their children with orderly, stable childhoods within a patriarchal framework, where fathers could prepare them for a godly life or sanctified death, but after the American Revolution, childhood became shorter and more uncertain as many children left home at relatively young ages to seek paid work. By 1830, middle-class adults sought to contain their children’s precocity and restore stability to their lives by inventing the modern ideal of childhood as a sheltered period, free from labor, devoted to schooling, and guided by the moral tutelage of mothers. After the civil war, reformers sought to make the middle-class ideal of an orderly, protected childhood available to all children. The Progressives imagined the ideal childhood as an extended period of freedom and self discovery, and they aimed to create child-centered institutions where young people could spend time away from adults for a prolonged period, free to develop in age-appropriate ways without family obligations (Lombard, 2005, p.1521). Thus, According to Lombard (2005), the advent of universal high schooling around 1930 transformed the experience of youth. When young people were segregated from adult society, schools and peer groups became the major forces shaping their tastes, behavior, and values (p.1522). Therefore, one could assume that in modern day society, parents invest in their children though their educational attainment and achievement.
Morrison (2007) points out that over the last several decades some U.S. policies have been based on the view that children are future investments for society in general. Head Start, Follow Through, and child welfare programs are products of this view, which has resulted in human capital, or investment, rationale for child care, preschools and other services (p.104). This monetary return results from students who attend high-quality preschools being involved in less crime, staying in school longer, and paying higher taxes as adults (Barnett, et. al, 2004). As a result, many companies, both non-profit and for-profit offer scholarships, endowments, and grants to students who excel in school. In the media, school is constantly being advertised as a way to “change your life” or “shape your future”. In some states, parents are held legally accountable if their children don’t attend school. Therefore, education is a key factor in the investment of our children as our future, and its advocates are abundant in today’s society.
The erosion of this view point is evident in many facets of modern day society. The emergence of the “for-profit” sector of schools is one example. Many students are being purposely marketed to these schools for the sole purpose of making money. Many of these schools have recently been under fire for making false promises to perspective students and inflating career opportunities after graduating these institutions. Another erosion of children being an investment into our future is the student loan debt crisis. Many students who are fortunate enough to make it through the higher education system face unbearable amounts of student loan debt which can add mental stress and familial unrest. If students are an “investment” into our future, then where is the return after being indebted from attaining the degree? Also, the failing state standardized testing system is evidence of this erosion. Not only are schools coming under fire because of falsifying or tampering with tests, but entire school districts are being investigated and convicted of cheating on these tests. Why are school leaders cheating on standardized tests? One assumption could be that because schools are “graded” and granted government funding based on the performance of their students, it would be in the best interest of the school to have the highest amount of passing scores. But with this cheating, how is the student benefiting? Furthermore, how will this translate into an investment for our future society? The final piece of evidence of the erosion of students being an investment into our future is the education achievement gap between classes and races. Many races and classes of students are being left behind while their counterparts are continually moving forward. How are we investing in these students and making sure they can enjoy the “return” in their investment?
In conclusion, the “value” placed on children in society is evident in all facets of our social and personal lives. Governments spend billions of dollars investing in education. Families spend millions every year investing in their children’s education. But how effective has this “children are our future” attitude been at combating poverty, crime, and illiteracy? If children are our future, then why are teachers paid so poorly compared to other professionals? In terms of the “investment” aspect of our students, teachers can arguably be the most important part of getting a return, yet they are constantly being overworked and underpaid. These are questions for further research and discussion.
References
Barnett, W.S., Belfield, C.R Montie, J., Nores, M., Schweinhart, L.J., Xiang, Z. (2004). Lifetime effects: the High/Scope Perry Preschool study through age 40 (monographs of the High/Scope Educational Research Foundation, 14). Ypsilanti, MI: High/Scope Press, 3.
Lombard, A. (2005). Huck’s Raft: A history of American childhood. American Historical Review, vol.110, p.1521-1522.
Mintz, S. (2004). Huck’s Raft: A history of American childhood. Cambridge, MA: Belknap Press.
Morrison, G. S. (2007). Early Childhood Education Today. Upper Saddle River, NJ: Pearson. ISBN: 9780132286213.
Children’s roles’ within families has unquestionably changed throughout history, and Steven Mintz, author of Huck’s Raft: A History of American Childhood (2004) debunks the widespread notion that American children’s lives are less stable now than they were in the past. According to Lombard (2005), New England Puritans sought to provide their children with orderly, stable childhoods within a patriarchal framework, where fathers could prepare them for a godly life or sanctified death, but after the American Revolution, childhood became shorter and more uncertain as many children left home at relatively young ages to seek paid work. By 1830, middle-class adults sought to contain their children’s precocity and restore stability to their lives by inventing the modern ideal of childhood as a sheltered period, free from labor, devoted to schooling, and guided by the moral tutelage of mothers. After the civil war, reformers sought to make the middle-class ideal of an orderly, protected childhood available to all children. The Progressives imagined the ideal childhood as an extended period of freedom and self discovery, and they aimed to create child-centered institutions where young people could spend time away from adults for a prolonged period, free to develop in age-appropriate ways without family obligations (Lombard, 2005, p.1521). Thus, According to Lombard (2005), the advent of universal high schooling around 1930 transformed the experience of youth. When young people were segregated from adult society, schools and peer groups became the major forces shaping their tastes, behavior, and values (p.1522). Therefore, one could assume that in modern day society, parents invest in their children though their educational attainment and achievement.
Morrison (2007) points out that over the last several decades some U.S. policies have been based on the view that children are future investments for society in general. Head Start, Follow Through, and child welfare programs are products of this view, which has resulted in human capital, or investment, rationale for child care, preschools and other services (p.104). This monetary return results from students who attend high-quality preschools being involved in less crime, staying in school longer, and paying higher taxes as adults (Barnett, et. al, 2004). As a result, many companies, both non-profit and for-profit offer scholarships, endowments, and grants to students who excel in school. In the media, school is constantly being advertised as a way to “change your life” or “shape your future”. In some states, parents are held legally accountable if their children don’t attend school. Therefore, education is a key factor in the investment of our children as our future, and its advocates are abundant in today’s society.
The erosion of this view point is evident in many facets of modern day society. The emergence of the “for-profit” sector of schools is one example. Many students are being purposely marketed to these schools for the sole purpose of making money. Many of these schools have recently been under fire for making false promises to perspective students and inflating career opportunities after graduating these institutions. Another erosion of children being an investment into our future is the student loan debt crisis. Many students who are fortunate enough to make it through the higher education system face unbearable amounts of student loan debt which can add mental stress and familial unrest. If students are an “investment” into our future, then where is the return after being indebted from attaining the degree? Also, the failing state standardized testing system is evidence of this erosion. Not only are schools coming under fire because of falsifying or tampering with tests, but entire school districts are being investigated and convicted of cheating on these tests. Why are school leaders cheating on standardized tests? One assumption could be that because schools are “graded” and granted government funding based on the performance of their students, it would be in the best interest of the school to have the highest amount of passing scores. But with this cheating, how is the student benefiting? Furthermore, how will this translate into an investment for our future society? The final piece of evidence of the erosion of students being an investment into our future is the education achievement gap between classes and races. Many races and classes of students are being left behind while their counterparts are continually moving forward. How are we investing in these students and making sure they can enjoy the “return” in their investment?
In conclusion, the “value” placed on children in society is evident in all facets of our social and personal lives. Governments spend billions of dollars investing in education. Families spend millions every year investing in their children’s education. But how effective has this “children are our future” attitude been at combating poverty, crime, and illiteracy? If children are our future, then why are teachers paid so poorly compared to other professionals? In terms of the “investment” aspect of our students, teachers can arguably be the most important part of getting a return, yet they are constantly being overworked and underpaid. These are questions for further research and discussion.
References
Barnett, W.S., Belfield, C.R Montie, J., Nores, M., Schweinhart, L.J., Xiang, Z. (2004). Lifetime effects: the High/Scope Perry Preschool study through age 40 (monographs of the High/Scope Educational Research Foundation, 14). Ypsilanti, MI: High/Scope Press, 3.
Lombard, A. (2005). Huck’s Raft: A history of American childhood. American Historical Review, vol.110, p.1521-1522.
Mintz, S. (2004). Huck’s Raft: A history of American childhood. Cambridge, MA: Belknap Press.
Morrison, G. S. (2007). Early Childhood Education Today. Upper Saddle River, NJ: Pearson. ISBN: 9780132286213.
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