Abstract
Educational pressure on children is worldwide. In the United Kingdom this is seen in the growth of structured classes and courses for two- to four-year-olds such as ‘Making French Fun’ and ‘Musical Appreciation for Under Fours' (Matthews, 1995). Such programmes are of particular interest to aspiring middle-class parents but other groups also have high educational expectations. Some parents with a West Indian background, believing the British educational system to be superior to that in their country of origin, look for high attainments which often results in their children showing psychosomatic symptoms. In developing countries the signs of educational pressure are especially evident.
Highlights
English language newspaper in Lahore in 1988 a mother wrote bewailing the weight of books her four-year-old had to carry each day. She surveyed her son's class and found that the burden borne by these children every day averaged six kilos
It is noticeable that the strain on the very young impinges most strongly where the families are wealthy and make use of private schools a long way from the family home
Leaving home before 7.00 am, they often do not return before 7 or 8.00 pm. Health professionals in these countries are beginning to understand the links between stress agnednerbalodiplyracftuitniocntieorns.' Tfhoerruem wians Lagurcekenmoewnt a aftewa years ago that school examinations always produced a wave of psychosomatic problems
Summary
In Bangkok, for example, many children in the upper social classes as young as six-years-old spend 4-5 hours a day in the back of cars going and coining from school. Health professionals in these countries are beginning to understand the links between stress agnednerbalodiplyracftuitniocntieorns.' Tfhoerruem wians Lagurcekenmoewnt a aftewa years ago that school examinations always produced a wave of psychosomatic problems. In China, educational resources are much more thinly spread, yet the stresses impinging on school children and students are similar.
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