Citation

Sigel IE. Early Child Res. Q. 1987; 2(3): 211-225.

Copyright

(Copyright © 1987, Elsevier Publishing)

DOI

10.1016/0885-2006(87)90031-7

PMID

unavailable

Abstract

Since individuals construct educational policies and practices according to their beliefs, the conceptual systems of proponents and opponents of hot-housing must be considered. Such systems can be based either on "closed beliefs" or data. Such consideration may provide an answer to the question, "Does hothousing rob children of their childhood?" Belief systems are built with the constructs of belief, intention, attitude, and value concepts. Beliefs of parents develop from both broad socio-historical views and from the parents' personal histories. If parents and educators form beliefs about hothousing which ignore relevant data, they may educate in a manner which increases "achievement anxiety," and makes children feel they have value only when they are "producing." As an alternative, children should be offered learning activities which provide opportunities for intellectual exploration and flexibility.