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　　Difference between children's education

　　By 21ST

　　Published on 2003-01-30

　　Posted on 2003-02-04

　　IN certain respects, children are the same all over the world. But many
factors affect the development of children, both parental support and education
being major influences. There are vast differences between schooling styles, and
parental attitudes towards children, in China and the West.

　　Some of these differences have obvious causes, for example, the "Little
Emperor" syndrome in China. Parents everywhere have dreams for their offspring.
However, the concentration of energy invested into planning for a child's future
is noticeable in China, as it is not diluted by the presence of siblings.

　　This adoration can be seen in other ways. One of the most common is
spoiling children, giving them everything they want. Some of the time this is a
reward for good work, although there are children who receive all they want
merely because they demand it from their parents.

　　Hard work?

　　Parents also have this tendency to spoil children in the West. If a child
does start to see itself as the all-deserving star of the Universe, usually its
siblings will tease and bully the child until it stops feeling
self-important.

　　Another contrast between the upbringing of children in China and the West
is in schooling. Without a doubt, Chinese children work harder than their
European and American counterparts. Their industriousness is admirable, and in
comparison, Western students are lazy. In European countries, teenagers will
often have a Saturday job, or holiday job, to supplement their allowance. This
is rare in China, where education is considered of paramount importance, and
time working detracts from study. The same contrast is true of romantic
relationships between teenagers. I spoke to Han Li, a 16-year old student in
Huhhot, about boyfriends. She said: "I have no time for a boyfriend, even if I
did want one. I must study hard, there is a lot of pressure on me to get good
grades and

　　go to university."

　　The style of teaching is very different in China from in the West. The
notion of "repeating after a teacher'' seems old-fashioned and redundant in
America and Europe. Large class sizes may be the reason for the popularity of
this teaching method. In England, any class over 30 is considered large enough
to impair learning. However, I have noticed that this parrot-style of learning
is being replaced with more progressive methods of education in many Chinese
schools.

　　The perfect solution would be to combine Western and Chinese education
methods. Combat the laziness and apathy of Western students; encourage
initiative within Chinese students, by expecting independent thought as opposed
to mindless repetition. As for spoilt kids anywhere, some of these children
would benefit from a smack on the bum.

　　Genevieve Roberts graduated from Leeds University, England. She has spent
the last eight months teaching in China. Anyone with unusual cultural or social
experiences who wants to share them with us here at 21st Century can send a copy
to elt@21stcentury.com.cn.

　　By Genevieve Roberts, SPECIAL TO 21ST CENTURY

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