Colors and recreations can affect
the mood of children negatively if they do have hold of them. Many children are
attracted to bright colors. Studies have shown that "color can affect mood."
states Mark Twain in Colour and Children.
At early age the kids in elementary schools in Anacostia take notice of the
dullness their schools project. These kids think of ways of bettering their
schools by adding color to "the classrooms. [Being more specific] Blue and
white." (Kozol 218) they are terrified by the sadness their schools show,
which they shouldn't because it is not their role and it's unhealthy for a kid
to worry of such circumstances at early age. The color blue, according to David
Johnson's article, is "Peaceful, tranquil blue causes the body to produce
calming chemicals...". The kids show concern for their schools, which
makes understandable why these little children look for ways to find calm. At
other schools, Gourdy Elementary in Chicago for instance, the buildings are
"nonetheless depressing." (Kozol 77) They lack playgrounds, swings
and jungle gyms and if they were to benefit from it they'd possibly not "cry
out for something more... "( Kozol 78). Poor public schools, due to lack of
funding, tend to be the least cared of, they lack supplies but worse of all
they lack the interest of a child; the buildings lack vivid environments for
the children. Playgrounds might not be essential to a school's staff but for
kids they are to the kids. Whether kids go "home light- or heavy-hearted
[it all] depends on what happened during play time." "recess is the
emotional core of [the children's] school day" (Bernstein, David); mentioned in The Power of Playground.
Playgrounds make the children feel joyous and content. Yet, when these are
taken away or not present or at reach, kids feel the sad, blue, inactive, the
opposite. The absence of colors and jungle gyms, which are typically not
obtained at the poor schools, tend to bring down a child's emotions.
When there's zero or poor supplies
to provide in schools the students feel less motivated and to a smaller extent
inspired. I, personally, experienced my soccer-mates' little enthusiasm in
continuing in the team because we were offered crumbs. Our school's sport teams
had no equipment especially for soccer, which was the sport that I had involved
with, and the little it did was not under no condition to be used. The ladders
had knots that held them together, the uniforms' numbers weren't completely
taped, the soccer balls were literally falling in pieces, the field was
technically a pond, in the winter, which most of the time dragged us down and
held us from running. The school had a turf field but it was saved either for
football, track or varsity soccer while we were excluded; they were the
school's priority. During practice, under the rain, I often saw the
disappointment on my mates, nothing would come out of their verbally, but you
wouldn't need for them to out-pour their thoughts, their faces would state
everything their minds did. We weren't going anywhere far with what we had that
was a fact. So, as we continued with the everyday practice their motivation
would start to drastically disappear. Alike a plague, I started to sicken as
well. I lost interest because it seemed like we weren't given at most the
basic. I lost motivation in getting enrolled in the sports that held that
specific school. Several other girls, almost most of the team, we can say, lost
their motivation too and quit. When there's nothing being offered when there’s
a no desire to of trade in. The point of giving up everything for nothing in
return sounds somewhat unfair to many of us, so we tend to get discouraged.
Therefore, an absence of inducement is created when encourage (or material)
itself it's not proposed.
Contribution of materials influence
the consciousness a child, when they're not contributed it makes the individual
feel less appreciated. "Her eyes are bright with anger. [And asks] 'Why
are we treated like this?' " (Kozol 186) is a question that echoes the
conscious of a teenager and many more who experience the same recognition of
worth. The useless books, collapsing buildings and other matters make these
individuals unappreciated and treated unfairly. Compare to what the rich
receive in the suburbs these poor people have nothing. The poor notice that
their competitors are treated superior to them when they all belong to the same
kingdom. They notice that there's a dual system that works district schools and
local districts by segregating them, although segregation for them is not a
beneficial. As much as the rich and system try to blindfold the truth they
notice, and coactively reality makes the poor feel less, and although they
shouldn't, the feeling can't be avoided. Un-appreciation can be avoided when
there’s nothing offered.
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