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  3. Super-kids and Super Problems —By David Elkind Not

Super-kids and Super Problems —By David Elkind Not

admin2010-07-14  33
问题                        Super-kids and Super Problems
                                                                         —By David Elkind
    Not so long ago, most parents wanted their kids to be like everybody else. They were often as upset if a child were precocious (早熟的) as they were if the child were slow. Precocity was looked upon as being bad for the child’s psychological health. The assumption was "early ripe, early rot."
    Now that has changed. For many parents today there is no such thing as going too fast, and their major concern is that their child stay ahead of the pack (一群伙伴). Far from presuming that precocity has bad effects psycho logically, they believe that being above the norm brings many benefits. The assumption’ is "early ripe, early rich!"
    The major consequence of this new parenting psychology is that many contemporary parents are putting tremendous pressure on children to perform at ever-earlier ages. A first-grade teacher told me that an angry mother screamed at her because she had given the woman’s son a "Satisfactory." "How is he ever going to get into M. I.T. if you give him a ’Satisfactory? ’" the mother wailed.
    Many parents now enroll their child in prestigious nursery schools as soon as the pregnancy is confirmed. And once the child is old enough, they coach the child for the screening interview. "When they count everything in sight," one nursery school director said, "you know they have been drilled before the interview." Parents believe that only if the child gets into this or that prestigious nursery school will he or she ever have a chance at getting into Harvard, Yale, or Stanford. For the same reason, our elementary schools are suddenly filled with youngsters in enriched and accelerated programs.
    It is not just in academic study that children are being pushed harder at ever-earlier ages. Some parents start their preschool children in sports such as tennis and swimming in hopes that they will become Olympic athletes. A young man who attended one of my child development lectures stopped by afterward to ask me a question. He works as a tennis instructor at an exclusive resort hotel in Florida and wanted to know how to motivate his students. When I asked how old they were he told me that they ranged in age from three to five years!
    The pressure to make ordinary children exceptional has become almost an epidemic in sports. I had high hopes for soccer, which can be played by all makes and models of children, big, small, and in between. But in most states soccer has become as competitive and selective as baseball, football, and hockey. The star mentality prevails, and the less talented youngster simply doesn’t get to participate. Play is out and competition is in.
    The pressure for exceptionality is equally powerful at the secondary level. High school students are pressured not only to get good grades but to get into as many advanced-placement classes as possible. Around the country private tutoring centers are sprouting up like dandelions (蒲公英) in the spring, offering lessons in everything from beginning reading to taking college entrance exams. Other parents urge their children to start dating at an early age so that they will have good interpersonal skills and a better chance to win the most eligible mates.
    Clearly, there is nothing wrong with wanting children to do their best. It is not the normal, healthy desire of parents to have successful children that is the problem, but the excessive pressure some parents are putting on children.
    Why this push for excellence? Since parents today are having fewer children their chances of having "a child to be proud of" are lower than when families were larger. The cost of child rearing has also increased dramatically, so a successful child also protects one’s investment. But most of all, many of today’s parents have carved out their own’ successful careers and feel very much in charge of their lives. They see no reason they should not take charge of child rearing in the same manner and with the same success. A successful child is the ultimate proof of their success.
    The result is that many parents are far too intrusive. By deciding what and when children should learn, they rob them of the opportunity to take the initiative, to take responsibility for their mistakes and credit for their achievements. Such practices run the risk of producing children who are de pendent and lacking in self-esteem. Today’s parents want super-kids, but what they are often getting are super problems.
    Although correlation (相互关系) is certainly not causation (因果关系), it is hard not to connect the reported increase in stress symptoms over the last decade with the pressure on today’s children to be super-kids. The stories I hear as I travel about the country are frightening. A girl who was involved in four different out-of-school activities (ballet, horseback riding, Brownies (年女童子军), and music lessons) developed severe facial tics (抽搐) at age eight. Irving Sigel of Educational Testing Service tells the story of a six-year old who, while doing her homework, asked her mother, "If I don’t get there right, will you kill me?" A woman told me that her seven-year-old grandson ran away from home (and all the after-school lessons) and came to her house, where he could have milk and cookies and play with the dog. One mother asked me if I could cure her six-year-old son of his nail biting by hypnosis or by teaching him relaxation. When I suggested that a less demanding extracurricular (课外的) program might help, she replied, "Oh no, we can’t do that."
    Such child behavior problems are symptomatic (表明……症状的) of our times. Our trouble is that we always seem to go to extremes. Parents are either too permissive (宽容的) or too pushy (一意孤行的). Healthy child rearing demands a middle ground. Certainly we need to make demands on our children. But they have to be tailored to the child’s interests and abilities. We put our children at risk for short-term stress disorders and long-term personality .problems when we ignore their individuality and impose our own priorities "for their own good."
    I believe that we need to abandon the false notions that we can create exceptional children by early instruction, and that such children are symbols of our competence as parents. And I believe we should be as concerned with character as with success. If we have reared a well-mannered, good, and de cent person, we should take pleasure and pride in that fact. More likely than not, if we have achieved those goals, the child’s success will take care of it self. Each child has a unique pattern of qualities and abilities that makes him or her special. In this sense, every single child is a super-kid.
The author supports his belief in the "consequences" of parental pressure by ______.
选项
答案demonstrating cause or effect through examples
解析
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