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ERIC Number: ED099437
Record Type: RIE
Publication Date: 1974-Oct-25
Pages: 9
Abstractor: N/A
Reference Count: 0
Neonatal Precocity and the Black Experience.
Morgan, Harry
For some time now, classroom teachers have encouraged quiet manners and docile servitude of children who attend school. There is evidence to support the notion that this type of environment is not necessarily the best for maximizing the learning potential of all children. A variety of research efforts indicate that American black children and children who reside in what are commonly called Third World countries need an active environment for the most successful transfer and acquisition of knowledge. It seems to be true that our educating institutions have developed a system of teaching and learning tuned precisely to the nature and needs of white children. It also appears that certain upper income blacks--through direct interaction with the white subcultural habits, child rearing practices, values, motives, and life styles in general--are equally successful in "school learning" as whites. Conformity to the white cognitive model, however, should not constitute the whole of what we should be striving for in our schools. Most importantly, child development professionals and related practitioners, by supporting the low motor model, instill fear in the hearts and minds of black mothers who would otherwise be interacting openly and freely with their babies natural behavior. Black children need all the developmental freedom they can muster. (Author/JM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Association for the Study of Afro-American Life and History (Philadelphia, Pennsylvania, October 1974)