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Selecting Children For Academic: Though, for example, it has been commonly accepted that a verbal intelligence test is the best test available for selecting children for academic education at around the age of eleven, we cannot always be sure that justice is being done to children from homes where linguistic standards are low. In Birmingham, England, some years ago, several thousand children who took Watts's vocabulary tests were divided into two groups representing poor and comparatively well-to-do districts respectively. The results showed that at ten years of age the children from the higher socioeconomic levels were able to score an average of fifty per cent better than their less fortunately placed fellows.
Where is the dividing line between acceptable challenge and overwhelming pressure? Is academic attainment a true indicator of future success or happiness? What effect does academic pressure have on children's long term health? Going to school can be enlightening or damaging for children and young people and there are whole batteries of questions associated with stress, pressure, children's health, development and learning. This chapter explores some aspects of stress and its management in learning environments, such as nurseries, schools and colleges. It cannot answer all of the many difficult questions but examines some ideas that might promote a more human and humane approach to schooling, teaching and learning.
Certain rewards or reinforcements are probably of major importance in the socialization of the child. Children, in general, are most frequently praised for academic performance—lessons well done, good grades, improvement; assistance to mother or other member of the family, to unfortunates; being quiet, polite, obedient; performance in sports and games; giving or sharing; doing creative work. However, in a progressive American school relatively little praise was given for academic performance and for being quiet, polite, and obedient.
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