Education typically designed for children from 3 years of age to the start of primary school. The educational properties of pre-primary education are characterized by interaction with peers and educators, through which children improve their use of language and social skills, and start to develop logical and reasoning skills. Children are also introduced to alphabetical and mathematical concepts, and encouraged to explore their surrounding world and environment. Supervised gross motor activities (i.e. physical exercise through games and other activities) and play-based activities can be used as learning opportunities to promote social interactions with peers and to develop skills, autonomy and school readiness.

The primary function of pre-primary education is to ensure a safe transition from infancy to childhood and adolescence. Primary education can help children acquire critical psychological resources needed for the transition and for learning in school. Children benefit from experiencing new cultures and learning about new ways of doing things. This can be achieved by organising playgroups, outings, school trips or attending school classes. Children learn to apply their acquired knowledge in meaningful situations, and can gain valuable self-esteem, independence and better coping strategies through developing their independence and ability to deal with themselves and the environment.

Pre-primary education is divided into elementary and post-primary. Elementary education begins at the start of primary school, and is aimed at preparing children to enter into middle and upper-class secondary schools. In most states and territories, all children will attend elementary education until the age of 8. All children who have been placed for adoption through the independent children’s law will attend elementary education regardless of whether they have been permanently registered as a child or an adult.

Primary education includes the basic learning requirements for learning to read, write, speak and understand. School instruction is usually provided in the first years of primary education. Thereafter, children continue to attend school for grades and subjects depending on their personal preferences.

Primary education ends once a child reaches the age of 9. Children who have been permanently registered as a child, or who have been adopted, continue to attend schools for grades and subjects, and will take exams until they reach the age of 16.

What does education mean to children?

Education is the most significant period in children’s lives. Children have a very active life with educational learning often taking precedence over other aspects of their lives. Children spend many hours each week in school and have many responsibilities when studying. They are usually expected to assist their parents in home work, help with homework or chores, take tests, eat with their family and friends and participate in activities that include extra-curricular activities such as dance, gymnastics, swimming and athletics. In addition, children have a very active social life with school trips, birthday parties, holiday celebrations and sports. Some children participate in extra-curricular activities, which take place once or twice a week.

The children’s learning is often affected by adult mood. Teachers may be very busy with extra responsibilities, or the children may not have the opportunity to attend school as often as they would like. As a result, children lose a lot of learning potential. Because learning takes place in a very active manner, learning to read takes longer to a child, compared to learning to write. Education also takes place outside the classroom. Some children need special support in the classroom.

The primary responsibility of children’s education is to make sure that children are not left behind. The main focus of the children is on their learning. The children often feel that they are not learning as fast as they would like, because their parents are unhappy, or because they are not being given what they want. They often lose confidence that they can cope with the normal stresses of school, home or school.

School has a special responsibility to ensure that learning takes place in the least disruptive way possible. The focus must be on the development of the child, not the education of the parents. The constant demands of the current education curriculum means that children may suffer for years. Even if they are very successful at the age of 16 or 18, as they enter the adult years, there is a great deal of stress which can mean that they will underperform their classmates. Children have a more demanding life. They tend to be less considerate, less polite, less kind, less generous and less generous with their time. They tend to be less patient with their friends and less patient with their parents. They tend to be less cooperative in school. They tend to be more self-conscious than their peers.

If the education system fails children, the adults are not happy either. However, there is no point going to court to have the schooling system changed, because it is not a legal issue. The school can change, but only if it is run as a charity.

A good school has to serve the needs of children and not just its shareholders. If the school does not do this, if it tries to cater to the shareholders only, then it will fail in the long term. There is no point asking a charity to run a public company. It does not work. It costs too much, the dividends are too small and shareholders lose all interest in the company.

Charity and community work is not about winning awards or making money. It is about serving the community and serving children for who they are, and giving them the respect and love they deserve.

Let’s face it, there is not a great deal of money in education. Schools are funded by government departments, taxpayers and parents. It is often difficult to convince people to donate for specific purposes. Chances are that it will not add up. The question is how much does a few hundred pounds add up to. For example, it would have been great if our school had received an annual grant of 5,000 pounds to cover the cost of administering the tests for each child to bring them up to the expected standard.

However, it is a good thing that we had a scholarship scheme to help students with academic needs. This gives them a chance to participate in the learning process in a more direct way. The scholarship scheme can be used to assist the children with special needs. Although they may not need the scholarship, they will get something in return for their participation in the scholarship scheme.

Let us take this discussion one step further. What happens when a child is born with learning problems? What if a child does not do well at school? Can the school simply dismiss the child and ask for donations? The child does not have to answer for his performance. It is the parents who are responsible for the child’s performance. Is that fair?

The child is not required to contribute to the school fund in return for the right to teach. He cannot be required to buy his way out of school. The child may have weaknesses that are beyond his control. The school must be allowed to help the child become an effective teacher.

If the child does perform well, can the child ask for a payment in recognition of his achievements?

Children should have the right to compete on a level playing field. If a child can learn, should he be paid to learn?

Parents should be given the freedom to determine how to best use their school fees. It should be possible to find a way that enables a child to gain an education. There should be a choice of providing a scholarship to a course or of investing the fees for private tutoring.

If a child really has serious learning difficulties, should he be encouraged to enrol on a specialised course for learning difficulties? If parents are confident that the child has some difficulty, they should be given the option of investing the fees for these specialised courses.

The child should not be discriminated against. He should be able to pursue his dreams. This has been recognised in the law in certain circumstances. Therefore, it seems to me that it is time for the rest of us to recognise that a child who is a genuine threat to others must share in the rewards that go with his achievements.