In the article “Doing Nothing is Something”, Anna Quindlen tells that today’s American children are overscheduled as the adults are. Parents do not give their children time for “boredom”. They constantly try to schedule summer vacation in any possible way. So thus, they deprive children of any chance to simply bore at least one week. Contrariwise, Quindlen states that “doing nothing” is not a wasted time because it is the time when people actually used to think. Thus, Quindlen argues that parents bring up children with standard thinking as they deprive them of ability to think that is “doing nothing”.
1 Introduction and Thesis Statement
If there is one issue that unties all policy makers everywhere on the globe, from Jerusalem to Teheran, it would probably be their universal underestimation of music education. As discussed below, by putting music and other arts at the bottom of the educational hierarchy (Robinson, 2006) the American policymaker is about to risk one of the cornerstones of his future in order to save a nickel today. But why is it so?
This paper neither discusses the cultural value of music, nor advocates the importance of preparing the next generation of American Idols. It does not take a stand in such matters. Instead, it presents evidences and ideas from three fields of interest, namely the principal responsibility for the students’ cognitive well-being, developing work moral and promoting innovation, and shows how closely related are these issues to music education in schools. Moreover, looking at the evidence, it is unclear how other components of the education system can compensate for the loss of one its major backbones.
Children are the most fascinating and exciting human beings. They are always sincere, they always say what they mean and it is simply always relaxing and calming to be around them. When sitting on the bench in a city park looking at children play one may see that all children like all grown-ups behave differently. Even at the age of three or four some children are already leaders, while others have somebody’s will imposed on them. Such state of things depends partly on the personality of a child, though mainly on the stage of development he/she is in. Thus, in order to understand children and their behavior it is necessary to hold theoretical knowledge on this matter. The following paper is going to talk about the levels and stages of child’s development based on the theories of the Swiss scientist and philosopher Jean Piaget. At the end of the paper the reader will be presented with brief information on the significance of Jean Piaget’s work as well as criticism.