For a long time, we have lamented the loss of childhood because children grow up too quickly. Is this truer today than in the past?

I. Introduction

Hook: “In the volatile, uncertain, complex, and ambiguous (VUCA) world, childhood innocence is increasingly imperiled.”
Background: The rapid pace of societal change impacts childhood significantly.
Thesis Statement: Today’s children face accelerated maturation due to modern societal pressures, making the loss of childhood more acute than in the past.

II. Supporting View 1: Impact of Technology

Topic Sentence: The proliferation of technology accelerates children’s maturation. In some perspectives, this is considered a loss of childhood.
A 2020 UK study found that children spend over six hours daily on digital devices.
BBC: Highlighted concerns about digital overexposure. (https://www.bbc.com/news/technology-child-screen-time-2020)
A 2021 study in Germany showed increased social media usage among preteens, leading to adult-like social interactions.
Deutsche Welle: Emphasised the influence of social media on young minds. (https://www.dw.com/social-media-preteens-2021)
Research in Japan in 2019 indicated that early smartphone use affects cognitive and social development.
The Japan Times: Focused on the adverse effects of early technology use. (https://www.japantimes.co.jp/smartphone-use-children-2019)

Technology exposes children to adult themes prematurely. Therefore, the accelerated maturation due to technology supports the view that children grow up too quickly today.

III. Supporting View 2: Educational Pressures

Topic Sentence: Modern educational pressures contribute to the rapid loss of childhood.
A 2021 Australian study reported increased anxiety among students due to high academic expectations.
ABC News: Highlighted the mental health impact of academic pressure. (https://www.abc.net.au/news/student-anxiety-education-pressure-2021)
Research in Finland in 2019 showed children experiencing stress from early competitive schooling.
Helsingin Sanomat: Emphasised the early onset of academic stress. (https://www.hs.fi/early-education-stress-2019)
A 2020 study in India found that excessive homework burdens children, limiting playtime.
The Hindu: Focused on the homework burden on children. (https://www.thehindu.com/news/national/homework-burden-children-2020)

Educational pressures reduce the time available for play and leisure. Consequently, these pressures force children to adopt adult-like responsibilities prematurely.

IV. Supporting View 3: Societal Expectations

Topic Sentence: Societal expectations push children towards adult roles too soon. This inadvertently leads to loss of childhood.
A 2021 UK report indicated that children face increased expectations to perform well academically and socially.
The Guardian: Discussed the high expectations placed on children. (https://www.theguardian.com/society/child-performance-pressure-2021)
A 2019 French study found that children are encouraged to participate in adult-like activities, such as beauty pageants.
Le Monde: Highlighted the adultification of children’s activities. (https://www.lemonde.fr/beauty-pageants-children-2019)
Research in South Korea in 2020 showed that societal competition drives children to focus on career-building from a young age.
Yonhap News: Emphasised the career pressures on young children. (https://en.yna.co.kr/childhood-competition-career-2020)

Societal expectations erode the innocence and simplicity of childhood. Thus, societal pressures significantly contribute to the loss of childhood in modern times.

V. Opposing View 1: Access to Child-Centric Activities

Topic Sentence: Children today have more access to child-centric activities that preserve childhood.
A 2021 Dutch study found that more playgrounds and parks are available for children’s recreational use.
De Telegraaf: Highlighted the increase in child-friendly spaces. (https://www.telegraaf.nl/playgrounds-parks-children-2021)
A 2020 Canadian report indicated a rise in community-based children’s programmes.
The Globe and Mail: Focused on the growth of community activities for children. (https://www.theglobeandmail.com/child-community-programmes-2020)
Research in Norway in 2019 showed increased government support for sports and arts programmes for children.
Aftenposten: Emphasised government initiatives for children’s activities. (https://www.aftenposten.no/child-sports-arts-programmes-2019)

Access to child-centric activities helps maintain childhood innocence. Therefore, such activities counterbalance the pressures leading to early maturation.

VI. Opposing View 2: Parental Involvement

Topic Sentence: Increased parental involvement helps preserve childhood today.
A 2020 Swedish study found that parents spend more quality time with their children than in previous decades.
Svenska Dagbladet: Highlighted the rise in parental engagement. (https://www.svd.se/parental-involvement-children-2020)
Research in the UK in 2019 showed that modern parents are more aware of the need to protect childhood.
The Times: Focused on parental efforts to safeguard childhood. (https://www.thetimes.co.uk/modern-parenting-2019)
A 2021 study in New Zealand indicated that parents are more involved in their children’s education and leisure activities.
NZ Herald: Emphasised increased parental participation. (https://www.nzherald.co.nz/parental-involvement-childhood-2021)

Parental involvement helps mitigate external pressures on children. Thus, engaged parenting can preserve childhood despite societal changes.

VII. Opposing View 3: Cultural Shifts Towards Protecting Childhood

Topic Sentence: Cultural shifts are increasingly focused on protecting childhood.
A 2019 Danish study found that societal attitudes are shifting towards valuing and protecting childhood.
Politiken: Highlighted cultural emphasis on childhood protection. (https://www.politiken.dk/childhood-protection-2019)
Research in 2021 in Italy showed a cultural movement towards less academic pressure and more playtime.
Corriere della Sera: Emphasised cultural changes prioritising childhood. (https://www.corriere.it/childhood-culture-2021)
A 2020 Spanish study indicated growing support for legislation aimed at protecting children’s rights.
El País: Focused on legislative efforts to safeguard childhood. (https://www.elpais.com/childhood-protection-legislation-2020)

Cultural shifts contribute to a renewed emphasis on the importance of childhood. Therefore, cultural changes are working to preserve the essence of childhood in modern society.

VIII. Conclusion

Modern societal pressures indeed accelerate children’s maturation, making the loss of childhood more pronounced today. Technological exposure, educational pressures, societal expectations vs. child-centric activities, parental involvement, cultural shifts. While some factors preserve childhood, the rapid pace of the VUCA world makes it harder to maintain its innocence.

The value of reading is timeless. Discuss.

I. Introduction

Hook: “Pages of prose perpetuate profound perspectives.”
Background: The enduring nature of reading has been debated against the rise of videos, podcasts, and games.
Thesis Statement: Reading remains a timeless activity, providing unique cognitive, emotional, and educational benefits compared to modern media.

II. Supporting View 1: Cognitive Benefits of Reading

Topic Sentence: Value of reading is timeless because reading enhances cognitive functions in ways unmatched by videos, podcasts, or games. A 2020 study in the UK showed improved empathy and theory of mind through regular reading.
BBC: Highlighted how reading fiction enhances cognitive empathy. (https://www.bbc.com/news/reading-empathy-study-2020)
German research in 2021 found that deep reading enhances memory retention and critical thinking.
Deutsche Welle: Emphasised reading’s impact on critical thinking skills. (https://www.dw.com/reading-critical-thinking-skills-2021)
A Finnish study in 2019 showed that reading complex texts improves mental agility.
Helsingin Sanomat: Focused on mental agility through reading. (https://www.hs.fi/reading-mental-agility-2019)

Reading stimulates the brain more profoundly than passive media consumption. Thus, reading’s cognitive benefits solidify its timeless value.

III. Supporting View 2: Emotional and Psychological Benefits

Topic Sentence: Value of reading is timeless because reading provides emotional and psychological benefits that videos, podcasts, and games cannot fully replicate.
A 2021 Australian study linked reading to reduced stress and anxiety levels.
ABC News: Showed reading’s role in lowering stress. (https://www.abc.net.au/news/reading-stress-relief-2021)
Research in Japan in 2020 found that reading enhances emotional resilience.
The Japan Times: Highlighted reading’s impact on emotional health. (https://www.japantimes.co.jp/reading-emotional-resilience-2020)
A 2018 Italian study showed that regular reading improves mental well-being.
La Repubblica: Focused on the mental health benefits of reading. (https://www.repubblica.it/reading-mental-wellbeing-2018)

Reading fosters a deeper emotional connection and psychological resilience.
Therefore, the emotional benefits of reading reinforce its timeless significance.

IV. Supporting View 3: Educational Advantages

Topic Sentence: Value of reading is timeless because reading provides unparalleled educational benefits compared to videos, podcasts, and games.
A 2019 French study found that reading enhances academic performance.
Le Monde: Demonstrated reading’s positive impact on education. (https://www.lemonde.fr/reading-academic-performance-2019)
A Swedish study in 2021 showed that reading promotes better language skills.
Svenska Dagbladet: Highlighted language development through reading. (https://www.svd.se/reading-language-skills-2021)
Research in Canada in 2020 linked reading to higher levels of literacy and comprehension.
The Globe and Mail: Emphasised literacy benefits from reading. (https://www.theglobeandmail.com/reading-literacy-comprehension-2020)

Reading directly contributes to superior educational outcomes. Thus, the educational advantages of reading underscore its timeless value.

V. Opposing View 1: Engaging Nature of Videos and Podcasts

Topic Sentence: Videos and podcasts offer engaging content that appeals to modern audiences.
A 2019 study in the UK found that podcasts enhance auditory learning and engagement.
BBC: Showcased the appeal and engagement of podcasts. (https://www.bbc.com/news/podcasts-auditory-learning-2019)
A 2020 study in Germany showed that videos can improve visual learning skills.
Deutsche Welle: Highlighted visual learning through videos. (https://www.dw.com/videos-visual-learning-2020)
Research in Italy in 2021 found that multimedia content is more engaging for young learners.
La Repubblica: Focused on the engaging nature of multimedia. (https://www.repubblica.it/multimedia-engagement-2021)

The engagement offered by videos and podcasts attracts a broader audience.
However, while engaging, they lack the depth of cognitive benefits provided by reading.

VI. Opposing View 2: Accessibility of Modern Media

Topic Sentence: Modern media like videos and podcasts are more accessible and convenient than reading.
A 2020 Australian study showed the widespread accessibility of educational podcasts.
ABC News: Highlighted the convenience of podcasts. (https://www.abc.net.au/news/podcasts-accessibility-2020)
A Finnish study in 2019 found that videos are more accessible to people with literacy challenges.
Helsingin Sanomat: Emphasised accessibility through videos. (https://www.hs.fi/videos-literacy-accessibility-2019)
Research in Japan in 2021 showed that modern media is more convenient for busy lifestyles.
The Japan Times: Focused on the convenience of modern media. (https://www.japantimes.co.jp/convenience-modern-media-2021)

The accessibility and convenience of modern media cannot be denied. Despite this, reading offers unique benefits that modern media cannot fully replicate.

VII. Opposing View 3: Interactive Nature of Games

Topic Sentence: Games offer an interactive experience that traditional reading cannot provide.
A 2018 Swedish study found that educational games improve problem-solving skills.
Svenska Dagbladet: Highlighted the benefits of interactive learning through games. (https://www.svd.se/educational-games-problem-solving-2018)
Research in Canada in 2020 showed that games enhance strategic thinking.
The Globe and Mail: Emphasised strategic thinking skills developed through gaming. (https://www.theglobeandmail.com/games-strategic-thinking-2020)
A 2021 French study found that interactive games promote active learning.
Le Monde: Showcased active learning through interactive games. (https://www.lemonde.fr/interactive-games-active-learning-2021)

The interactive nature of games offers unique educational benefits. Nevertheless, the immersive and reflective experience of reading remains unmatched.

VIII. Conclusion

While modern media offers convenience and engagement, reading’s cognitive, emotional, and educational benefits remain timeless. Cognitive enhancement, emotional resilience, educational superiority vs. engagement, accessibility, and interactivity. The value of reading, with its profound and timeless benefits, surpasses that of videos, podcasts, and games.

Children today have forgotten how to play. Assess this statement.

I. Introduction

  • Hook: In an age dominated by screens and structured routines, the nature of childhood play is undergoing significant transformation.
  • Background: Brief overview of the importance of play in child development and how it has changed over the years.
  • Thesis Statement: Although modern technology and structured schedules have altered traditional play, children today still engage in play through digital platforms and organised activities, suggesting that play has evolved rather than disappeared.

II. Supporting View 1: Impact of Technology

  • Topic Sentence: The pervasive presence of technology has significantly reduced traditional forms of play among children.
  • Example 1: In the United Kingdom, a study by the Royal Society for Public Health found that children spend an average of 3-4 hours daily on screens, limiting time for physical play.
  • Example 2: In Japan, concerns over increased screen time have led to initiatives promoting outdoor activities, such as the “Play, Play, Play Campaign” aimed at reducing children’s screen dependency.
  • Analysis: Discuss how these examples demonstrate the shift from physical to digital play, suggesting that traditional forms of play are being neglected.

III. Supporting View 2: Structured Schedules

  • Topic Sentence: Children’s lives today are often overly structured, leaving little room for spontaneous play.
  • Example 1: In South Korea, the highly competitive education system results in children attending after-school academies, reducing their free time for unstructured play.
  • Example 2: In China, the “Tiger Parenting” approach emphasizes academic and extracurricular achievement, further restricting time for leisurely play.
  • Analysis: Examine how these cultural practices and educational pressures contribute to a decline in free, spontaneous play among children.

IV. Opposing View 1: Evolution of Play

  • Topic Sentence: Despite changes, children today still engage in forms of play, albeit in different ways.
  • Example 1: In Finland, the educational system incorporates “Lego Serious Play” in classrooms to blend learning with creative play, highlighting an innovative approach to play.
  • Example 2: The popularity of online games and virtual worlds in Europe, such as Minecraft and Roblox, where children build, explore, and interact, showing that digital play can be creative and social.
  • Example 3: In Australia, the rise of adventure playgrounds designed to encourage risk-taking and imaginative play, reflecting an adaptation to modern play preferences.
  • Analysis: Discuss how these examples illustrate that play is not forgotten but has adapted to contemporary contexts and technologies.

V. Opposing View 2: Organised Play and Activities

  • Topic Sentence: Structured and organised activities still provide valuable play experiences for children.
  • Example 1: In Italy, after-school sports clubs and arts programmes offer children opportunities for play and social interaction within a structured setting.
  • Example 2: In the Netherlands, the “Brede School” initiative integrates play and learning through community-based extracurricular activities, supporting holistic development.
  • Analysis: Explore how these organised activities maintain the essence of play while fitting into modern schedules, ensuring children still benefit from play experiences.

VI. Conclusion

  • Restate Thesis: While technology and structured schedules have transformed traditional play, children today continue to engage in play through digital platforms and organised activities, indicating that play has evolved rather than been forgotten.
  • Summary of Key Points: Recap the main supporting and opposing views discussed.
  • Final Thought: Emphasise the importance of recognising and supporting diverse forms of play in modern childhood to ensure well-rounded development and happiness.

Young people today have little to no skills to meet the challenges of the future. Discuss.

I. Introduction

  • Hook: In an ever-evolving world, the readiness of today’s youth to face future challenges is a topic of heated debate.
  • Background: Brief overview of the skills traditionally deemed necessary for future success and the changing landscape of required competencies.
  • Thesis Statement: While some argue that young people today lack the necessary skills to meet future challenges due to deficiencies in traditional education and life skills, others believe that the adaptability, technological proficiency, and innovative thinking of the younger generation equip them well for the future.

II. Supporting View 1: Deficiencies in Traditional Education

  • Topic Sentence: The current education system often fails to equip young people with essential skills needed for future challenges.
  • Example 1: A study by the National Center for Education Statistics showing declining scores in critical thinking and problem-solving among high school students in the U.S. and Europe.
  • Example 2: Employers’ frequent complaints about graduates lacking basic skills such as communication, teamwork, and time management.
  • Analysis: Discuss how these examples highlight the shortcomings of the traditional education system in preparing students for the real world.

III. Supporting View 2: Lack of Life Skills

  • Topic Sentence: Many young people today are deficient in basic life skills that are crucial for future success.
  • Example 1: The increasing reliance on technology for simple tasks, leading to a decline in practical skills such as cooking, financial management, and basic repairs.
  • Example 2: The rising rates of anxiety and depression among young people, often linked to a lack of coping mechanisms and emotional resilience.
  • Analysis: Examine how these trends suggest that young people may struggle to navigate everyday challenges and maintain mental well-being.

IV. Opposing View 1: Technological Proficiency and Adaptability

  • Topic Sentence: Young people today possess high levels of technological proficiency and adaptability, which are crucial for future challenges.
  • Example 1: The success of young entrepreneurs in the tech industry, such as Mark Zuckerberg and Elon Musk, who have revolutionized their fields through innovation.
  • Example 2: The rapid adoption and adaptation to new technologies, such as the widespread use of coding skills and digital literacy among teenagers and young adults.
  • Analysis: Discuss how these examples illustrate the younger generation’s readiness to thrive in a tech-driven future.

V. Opposing View 2: Innovative Thinking and Problem-Solving

  • Topic Sentence: The younger generation’s innovative thinking and problem-solving abilities prepare them well for future challenges.
  • Example 1: The rise of social movements led by young activists, such as Greta Thunberg with climate change and Malala Yousafzai with education, showcasing leadership and advocacy skills.
  • Example 2: The development of groundbreaking solutions to global issues by young inventors, like Boyan Slat’s ocean cleanup project.
  • Analysis: Explore how these initiatives demonstrate young people’s capacity to tackle complex problems with creativity and determination.

VI. Conclusion

  • Restate Thesis: While concerns about deficiencies in traditional education and life skills are valid, the adaptability, technological proficiency, and innovative thinking of young people indicate that they are well-prepared to meet future challenges.
  • Summary of Key Points: Recap the main supporting and opposing views discussed.
  • Final Thought: Emphasize the importance of fostering both traditional and modern skills in education to ensure a well-rounded preparation for future challenges.

Young people today never had it so good. Is this true of Singapore?

There is a widely held view that Singapore’s youth has grown up in sheltered, comfortable environments and enjoy high standards of living – a far cry from the struggles and hardship that the older generations had to overcome.

The young never had it so good. There is a widely held view that Singapore’s youth has grown up in sheltered, comfortable environments and enjoy high standards of living – a far cry from the struggles and hardship that the older generations had to overcome. While this view is not an unreasonable one, we must also consider the fact that youths today face challenges in a world that is becoming increasingly uncertain. The prevailing set of challenges in the political, economic and social domains may be radically different from those in the past, but they are no less daunting and pernicious. It would be superfluous to agree that young people in Singapore lead easier lives than ever before.

Proponents of the view that young people have never had it so good until today point to the abundant education opportunities made available to youths today. It is undoubtedly true that compared to past generations, youth enjoy far greater access to learning in today’s day and age. In Singapore’s context, the government has gradually introduced a greater number of education bursaries and scholarships offered to students from less-privileged backgrounds to ensure that the education system remains a meritocratic one that rewards those who work hard, while not denying access to those who may not afford education. This is a vast improvement from the past where it was not uncommon for young people to skip school because of the need to stay at home to look after their siblings or to work in order to contribute to the monthly household income. In recent years, the government has created diverse education routes and pathways. The musically or artistically inclined can now choose to pursue their secondary education in the School of the Arts (SOTA), while budding athletes can opt to enrol in the Singapore Sports School.   In this sense, today’s education landscape in Singapore has made life for young people much more accessible and empowering. If strictly measured by this yardstick, then we can say that young people never had it so good.

Apart from better education opportunities, young people in Singapore today enjoy higher standards of living compared to the generations that came before them. Rapid urbanisation and modernisation in the last few decades have witnessed attap-roof houses and family farms being replaced with high-rise flats, high-technology buildings and manicured streets lined with trees that are regularly pruned to prevent overgrowth. While communal public toilets, non-air-conditioned buses and potholes on muddy roads form a bulk of the memories of many older generations in Singapore, many Singaporean youth today cannot imagine sleeping without air-conditioning or deprived of the many creature comforts they have now. Many, as such, view the young people today as a mollycoddled bunch who are unable to survive physical hardship and discomfort. In addition to increased standards of living, the increase in spending on luxury and branded items amongst the young in Singapore today lead many to regard this as evidence that youth today have a much easier life as compared to before.

However, when one takes into account the circumstances and the new set of challenges that our young people have to face, the perspective that young people never had it so good before appears one-dimensional. In the economic sphere, the vicissitudes of what has been termed the ‘roller-coaster global economy’ has led to much fear and anxiety over jobs, inflation and economic uncertainty. The oldest millennials born in 1981 would have entered the workforce at a time when the global economy was suffering from an unprecedented collapse of the financial sector, and research by the Federal Reserve Bank of St Louis go as far as to suggest that these millennials might be unable to accumulate sufficient wealth for retirement. Younger millennials born in the 1990s and 2000s have to contend with economic uncertainties like the US-China trade war, the implications of climate change on supply chains, and rapid unprecedented rates of technological disruption to traditional industries. This is a vast contrast to the situation in Singapore’s early days of economic development in the 1960s and 1970s which saw the creation of large numbers of jobs in the rapidly growing manufacturing industry, and strong and sustained economic growth rates. Young people in Singapore today thus face greater pressure to remain competitive and employable, contrary to the perception that they lead smooth-sailing lives with their whole lives charted out for them. From an economic perspective, young people today never had it so good.

Additionally, while young people today are generally more educated than past generations, the overall increase in education standards means that there are greater expectations to do well academically and it is even more difficult for one to stand out amongst a sea of university students, especially when 4 in 10 Singaporean youth will eventually be degree holders. Moreover, the influx of foreign talents in recent years has raised the bar for many graduates, making it more competitive in getting jobs. As a result, young people, despite being given more education opportunities, now face greater difficulty in getting their desired jobs, and often have to make do with jobs that do not match their qualifications or aspirations. A recent research study conducted by the Lee Kuan Yew School of Public Policy and the Ong Teng Cheong Labour Leadership Institute suggest a pernicious, worrying underbelly of underemployed millennial graduates, some of whom are earning less than $2,000 a month from their full-time jobs despite their education qualifications. This suggests that young people in Singapore may not necessarily be better off compared to past generations when we take into consideration the increasingly competitive and uncertain job landscape in which they have to survive and thrive in today.

In our world which is increasingly fraught with fear, insecurity and uncertainty, the young are living in a Singapore that is beset with novel challenges that previous generations did not have to grapple with. As the famous historian R G Collingwood once said, “every new generation must rewrite history in its own way”. In this light, when assessing this or any generation, both the positive and the challenging aspects must be taken into account. Therefore, notwithstanding the better education or job opportunities available to this generation, it would be inaccurate to say that the young in Singapore never had it good if we understand also the myriad issues surrounding today’s generation.