GLOBAL FAMILY ENLIGHTENMENT ORG.
managed by I. BIDEBERI
Global Family Enlightenment Organisation - GLOFEO - is a non-profit organisation founded with the basic aim to support the local community through family education and conflict resolution models, thereby supporting local development and systematic moral reinforcement. GLOFEO is registered to work in Tanzania mainland with registration number 00NGO/00004297.
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WHY CHILDREN PLAY HOUSE!
The children in the area loose their interest in learning and their creativity is getting lost during their schooling and upbringing
It is generally believed that the most important issues the kids need to learn in such pre-schools are the alphabet and the numbers. These are repeated again and again and again. The teaching method called 'gas station attendant method' which perceives the child's brain as an empty drum to be filled (up) with knowledge. This perception applies to all of the educational system.
In Swahili, the word 'learn' 'Kujifunza' or 'kujifundishia' literally means to teach him/herself something, which is diametrically opposed to the common perception of the relationship between teacher and student in today's schools. This affects the children so that their creativity and natural sceptical senses slowly become extinct, when they during their many school years constantly find themselves in a situation, where they have to listen to, what adults say and obey blindly or simply copy without using the knowledge actively.
Children in Matopeni and generally in Tanzania are seen as inexperienced, and therefore their ideas are either not taken seriously, being neglected or ignored by everyone from older family members up to the highest levels – i.e. the government. This is because children are considered to be immature and hence for the lack of understanding of, that their views may have value - even for adults.
Punishment of children in schools is a sensitive issue. Officially it is forbidden! But often it happens that children from a young age will be physically punished for example by a teacher with a stick, provided that they are disobedient and / or as part of bullying from either older students or teachers. Such experiences make the kids to hate school, which affects their ability to learn.
At home, children are subjected to verbal threats and obligations that go beyond their abilities. Such an environment creates fear and destroys self-confidence in children and with few opportunities for children to develop their abilities to be inquisitive, innovative and have an independent mindset, and it affects, therefore their capacity for independent thinking, self-awareness and the ability to exploit their natural talents.
Another part of the problem is that children when growing need challenges to ewoke their creativity and their eager for learning new things. In the current environment, where children are playing with whatever they find on the street the amount of challenges very quickly dries out and lead them into more dull activities.
In the society is discussed why graduates from university and other educational institutions cannot cope with the jobs they are given. They simply cannot apply the knowledge taught in a practical situation. A sign of the above mentioned problem: That children/students just learn ot repeat – not to use knowledge. Often you will meet employees who are NOT willing to go for courses UNLESS they are paid for doing so. Even if the course is free of charge. WHY? Because ‘I have got a certificate, and hence I do not need more schooling’. The curiosity has been lost during the current pedagogic regime. As well as the creativity.
Therefore it is important for children to have the opportunity to work independently and develop their ego under free circumstances. They
In the big picture there is a need for developing dialogue with parents, teachers and educational institutions on pedagogical principles and the whole attitude towards children and their learning.