School, it’s not for Everyone, but it is for Someone Some people say school is bad for children. “They set foot in the building expecting to learn something and be challenged in every subject, but, in a sense, school is just a long lesson in learning how to turn yourself off” (Holt 74). It is a cold, ugly, boring building where students are almost always forced to do tasks far more difficult then what they can handle. Pushing kids to do well in school is part of a teacher’s job, but not every child is the same. All kids learn differently from their peers; one might be strong at math, while the other struggles their way through it. Children can never be too young to educate and the younger a child begins education the better.
Children become lazier with their work. Although teachers might say no question is ever a stupid question, it is not true. “The child soon learns to not ask questions because their teacher is not there to satisfy his curiosity” (Holt 73). Not all teachers are like that, some love when their kids ask them questions because that means that they are listening, but some just teach out of the book and never interact with their students, which makes them scared. Would you want a teacher like that? How is a child supposed to learn if his teacher seems like they are not there, but act like some robot spitting out words at them? Many schools have nasty teachers like this, but children need to get used to all kinds of people, not just the sweet ones. Life in the real world, well, it’s a tuff one.

The first two years of a child's life are spent in the creation of a child's first "sense of self"; most children are able to differentiate between themselves and others by their second year. This is a crucial part of the child's ability to determine how they should function in relation to other people. Early care must emphasize links to family, home culture, and home language by uniquely caring for each child, which is known as the key worker system. Parents can be seen as a child's first teacher and therefore an integral part of the early learning process. Language development occurs at a rapid pace in children between the ages of one and five years old. Children who are secure in their environment and with the people around them are more likely to engage in frequent, age-appropriate conversations. These daily interactions lead to more advanced language skills by promoting vocabulary development and conversational skills. Through activities such as daily group discussions, finger-plays, songs, and read-alouds, children develop the fundamental language skills they will continue to build on throughout their lifetimes. “In recent years, several studies have concluded that state-funded pre-K programs enhance the cognitive development of children” (Gormley). Parents try to teach their children things from the very beginning, and do a very good job at that. They start with the alphabet, then go to simple words, shapes, and numbers. “Ideas can seem very obvious to adults but that is only because they have become to familiar with these concepts. Such ideas are not at all obvious to young children” (Lindon 202). Although some parents do a great job of what they need to up until kindergarten, they cannot teach their children everything that a school could. “The things children learn during these years play a very important role in the proper development of children” (Harville). Children need guidance for them everyday, every step of the way. Their little minds are always curious and always wanting to learn something new, even when they just learned something. School is a great opportunity for them to learn above and beyond. Sure teachers may push children to their full potential, but that is because they want the best for them. The education a child receives will set the groundwork for future successes. Some parents say that watching TV or being on the computer way be harmful to their children, but the