Time For School 3 Summary

In the documentary “Time for School 3”, aired in 2009, executive producer Pamela Hogan, conducted an informative and thought-provoking project, which scrutinized the lives of seven children living in Afghanistan, Benin, Brazil, India, Japan, Kenya, and Romania. Despite living in diverse countries, these seven children shared one attribute; the tussle of receiving a basic education.

The study of human development is essential because it enables us to understand, explain, predict, and even control behavior (Gardiner & Kosmitzki, 2010). Having stated that, a theory greatly contributes to our understanding and analysis of our findings by providing a scheme that will lucidly present the information. Super and Harkness’s psychology of the caretakers

philosophy is a theoretical approach that is applicable to all seven children in innumerable ways.
The distinctive parenting techniques exhibited encompassed various amounts of cultural beliefs and personal styles, which greatly impacted not only the children’s education, but also on the children’s attitude towards learning.

Essentially, the ideology of the psychology of caretakers had an enormous impact on the life of Joab, a native of Kenya. Considering that Joab was the eldest child, he had the most responsibilities in the home. In addition, Joab’s parents did not attend school, therefore his mother was a stay-at-home mom and his father was unemployed. However, his mother was a firm believer in her children attending school because she knew how beneficial the outcome would be for her children, but also for their immediate family, and their country as a whole (Hogan, 2009). As a result of her approach to education, Joab had grown to understand the value of learning and he knew to take it seriously. Furthermore, when his mother died, he knew that the only solution was to continue school because of how heavily his mother emphasized education. On the contrary, his father displayed a laissez-faire parenting style (Gardiner & Kosmitzki, 2010). After remarrying, his father abandoned him and his siblings, forcing them to seek food on their own. Joab was not only obligated to the duties of being an older brother, but he had to be a mother, a father, and a student all at

once.
Correspondingly, the same theory can be applied to the life of Neeraj from India. Despite the slight interest Neeraji’s parents had for schooling, it was remarkable to see how much Neeraj still wanted to learn and become successful. Her mother viewed education as a waste of time because she knew too many educated people who were still unemployed. Her father perceived marriage to be more important because he assumed it would grant Neeraj the opportunity to marry an educated man and seemingly become happy (Hogan, 2009). With such an undesirable view about school, it was not surprising that Neeraj would eventually drop out. Neeraj received little close to no motivation from family, eventually leading her interest in school to decrease over time.
Shugufa and Jefferson, who were from Afghanistan and Brazil respectively, lived very interesting and gloomy lives.

They both encountered different challenges, but developed one goal in mind and that was to finish school and become successful. In particular, one of the major challenges that Shugufa encountered was going to school and coming back every day. In the community where Shugufa grew up, women were looked down upon for attending school because many people assumed females were better off doing housework. Therefore, many male dominated groups would attempt to harm and attack females they saw going to school. Looking forward into the next three or four years, I anticipate that Shugufa will successfully finish school; nonetheless will have to deal with one of two challenges. The first challenge is that she will fall prey to being unemployed after receiving her degree because her county refrains her from being a woman and holding the type of title that she deserves. The alternate challenge will be to overcome an increase in safety issues because she will be among the few women in her country to hold a position like the one she earned, which many will

condemn.
Furthermore, taking a look at Jefferson’s life in the next three or four years, I anticipate that he will live beyond the odds of his neighborhood’s slum, and become a successful teacher. However, even though I imagine that Jefferson will become successful, I feel as though in the process of doing so, he may be tempted to come in contact with drugs, but will not do it for long because unlike the rest he is educated enough to know better.
Personally, I strongly do not suppose that any of the seven children’s developmental pathways are set from this point on. Despite what they all have undergone, GOD can make any and everything possible as he pleases. However, this does not mean that becoming successful will be tranquil.
As for Shugufa, her family seems very stable and very willing to do all that they possibly can to have her finish school. An underlying reason for that is because her father is well educated and as a result he understands the significance of knowledge. This means that Shugufa has a very high chance of becoming successful in whatever she decides to study because she has a strong foundation.
Conversely, Jefferson’s developmental pathway may be slightly different than Shugufa. This is because unlike Shugufa, he only has one parent and the foundation of schooling is only being spoken and not displayed by his mother. However, this does not have to be a limitation for Jefferson if he continues to strive and disregard his surroundings.
Based on what I have seen thus far, I do not anticipate on seeing any major changes in either of Shugufa or Jefferson’s life. There are but so many roads these children can travel on. Shugufa will without a doubt finish school, but she will only have to struggle with what she does after she finishes. Likewise, Jefferson may continue to have a positive attitude about school, obey his mother, and finish or he will test the slums to see how that life is.
Individually, throughout the videos, I developed a closer relationship with Nanavi from Benin than the other six children. A major part of this was because Nanavi’s obstacles resembled many of the struggles my own parents tackled while growing up in Freetown, Sierra Leone. Religion and tradition were and continue to be a major part of my parent’s life. Similarly, they both were important to Nanavi. My parents and Nanavi shared the obstacles of losing a father at a very young age, having an uneducated mother who promoted education, walking long distances, and having no textbooks in the classroom setting.
Unlike Nanavi who was able to at least become familiar with her father, my maternal grandfather passed before my mother even got to know him. Fortunately for Nanavi, her father played an important role in her life before he passed. Nanavi’s father made it clear that he wanted her to remain in school despite whatever happened (Hogan, 2009). And when her father died, she remained motivated because her mother strongly asserted that by her attending school, more people would become civilized. Similarly, my grandmother motivated my mother to complete school and achieve her goals. In addition, although many children were discouraged to attend school because of the long walking distance or the insufficient amount of books, neither my mother nor Nanavi made that an excuse.
Essentially, I felt overwhelmed by the end of the video. There was so much that I wanted to do, but could not do alone. Many of the challenges that these children face could be broken if more people in their countries, recognize how beneficial it would be to have plenty more educated children. In doing so, these children would be able to turn around most of these least developed countries.