Abstract
This paper presents a comprehensive review of the impact of educational legislation on child psychology, drawing comparisons between the United States (USA) and various nations in Africa. Educational legislation serves as a critical framework shaping the learning environments and experiences of children, influencing not only academic outcomes but also the psychological well-being of students. This review explores the nuanced ways in which educational laws in the USA and Africa contribute to the development of child psychology.In the USA, legislation such as the No Child Left Behind Act (NCLB) and the Every Student Succeeds Act (ESSA) has played a significant role in shaping the educational landscape. These laws aim to ensure educational equity, accountability, and improved academic achievement. The impact of such legislation on child psychology is multifaceted, influencing factors such as self-esteem, motivation, and stress levels among students. The competitive nature of standardized testing and accountability measures can shape students' perceptions of themselves and their academic abilities, impacting their psychological well-being.In African nations, diverse legal frameworks govern education, reflecting unique cultural contexts and challenges. The review examines how educational legislation in Africa, such as the Dakar Framework for Action and national education acts, addresses issues of access, quality, and relevance. The impact of these laws on child psychology is explored through the lens of cultural influences, community dynamics, and the role of education in shaping identity.Comparative analysis between the USA and Africa reveals both shared and divergent influences of educational legislation on child psychology. While the USA emphasizes accountability and standardized assessments, African systems often focus on broader goals of community development and cultural relevance. Understanding the psychological implications of educational legislation in these diverse contexts is essential for policymakers, educators, and mental health professionals working to create educational environments that foster positive psychological development in children. The review concludes with insights into potential areas for future research and collaborative efforts aimed at optimizing the impact of educational legislation on child psychology globally.
Keywords
Educational; Child; Psychology; USA; Africa; Legislation; Review
Citations
IRE Journals:
Fadeke Adeola Atobatele , Chioma Angela Okonkwo
"Educational Legislation's Impact on Child Psychology: A Review in the USA and Africa" Iconic Research And Engineering Journals Volume 8 Issue 6 2024 Page 1041-1051
IEEE:
Fadeke Adeola Atobatele , Chioma Angela Okonkwo
"Educational Legislation's Impact on Child Psychology: A Review in the USA and Africa" Iconic Research And Engineering Journals, 8(6)
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