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

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

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