This conclusion has great meaning for the counselor of disadvantaged youth. A number of research studies indicate that disadvantaged youth have little feeling of control over their destiny. In other words, disadvantaged youth have little faith that the world has a place for them and do not believe that school will aid them in making progress in our occupational-educational world. What more appropriate way can be found to help a child to gain a feeling of control over his future than to provide him with appropriate career development experiences? Children cannot, of course, project themselves into their adult future, but they do fantasize about occupations and do have an interest in what they can or cannot become. Consequently, it is crucial for the counselor of disadvantaged youth to constantly be aiding them to increase their level of aspiration and to believe that they can become what they wish to become. It is important to recognize that reality factors such as aptitude and ability have little meaning for children before the ages of eleven or twelve. Therefore, the words "you can't" have no place in elementary school career development and guidance activities. This does not mean that requirements for success in particular occupations cannot or should not be discussed. Quite the contrary. Following are several suggestions taken from the Developmental Career Guidance Project's Career Guidance Manual for Elementary Teachers (Detroit: Wayne State University, 1971) that illustrate how this can be accomplished.
Education and the World of Work
The elementary school child must be assisted in his awareness of the relationship between education and the world of work. One way this can be accomplished is through discussion of various categories of occupations. The teacher can first discuss with the class the following questions: "Why do you need a good education?" (To get a good job) "What is a good job?" (Enjoy the work, money, etc.) "There are thousands of different kinds of jobs. You tell me the names of some jobs that you know. I will write the jobs on the blackboard." Divide the blackboard into four parts. Label the parts unskilled, skilled, semi professional, and professional.
Compare the jobs listed in the four categories, discussing such factors as education or training needed, salary to be expected, and job satisfaction. Then have the students complete the following assignment:
"We have listed many jobs. Now I would like you to draw a picture of what you would like to be when you grow up. While you are drawing your picture, think about why you want the job. What is it about the work that you think you would like? What is it about the work that you might not like? Is it a daytime job or a nighttime job? Is it a quiet job or a noisy job? Will you work with other people or work alone? How much education or training do you think you will need to do the job?"
Invite the children to talk about the jobs they have illustrated in relation to these questions. After the discussion, take each child's paper and categorize it according to the four levels of skills. Encourage the children to talk about the level most frequently selected and the one least selected. Guide the children in evaluating the reasons certain jobs are more chosen than others.
Invite a speaker from the Employment Security Commission to talk to the children about jobs with bright future outlooks and those that will be disappearing by the time the second graders will be ready for the world of work. Remind the speaker that visual aids are more useful in working with young children. Encourage the children to question the speaker. This technique helps the speaker address himself to the children's level of concern.
Take the children on a tour to a business to observe workers. When possible, let them ask questions about job activity, qualifications, rewards, and failures.
Have the children talk about their trip into the world of work. Guide the children in listing the kinds of jobs they saw. Let the children try to categorize the jobs according to the skill.
A Look at My Education
"So far we have talked about the amount of education people need to get certain jobs. Now, we are going to take a look at your education. You have learned many things. In some subjects you may do very well, but in other subjects you may not do as well as you would like. For example, Jesse may get Bs in arithmetic but get Ds in gym. Or, Sally may get As in science and Cs in writing.
"Who would like to tell us about the subject you are good in and the ones you are not so good in and why?"
Direct the children to evaluate their education thus far by filling out a form, "A Look at My Second-Grade Education." Glance at the children's papers to see if they have realistically evaluated themselves from your own knowledge of the class. At this grade level it is not necessary to challenge unrealistic self-concepts. Often pupils still are primarily fantasizing. Later on, at about 12 to 14 years of age, they are ready to begin understanding and coping with reality factors.
Adult Workers on Our Street
Young children (first or second graders) can be assisted in their career development through studying the adults on their street who are participants in the world of work. Following are some introductory discussion questions. "Every day you see grown-ups leaving their homes to go to work. Who leaves your house to go to work? Where or to what place do your parents go to work? What kind of work do your parents do? What kind of clothing do they wear to work?" (Some children will describe uniforms. Point out that different types of jobs require different forms of dress.)
"Henry, what do your father and mother like about their jobs? What do your father and mother dislike or not like about their jobs? When you get big, would you like to have your father's or mother's job? Why? Why not?"
Following this, students may be asked to draw a picture of how they think their parents look when they are at work. Are they happy? Why or why not? Then invite several parents to talk to the class about their work. Encourage the children to ask questions.
Filling Out Job Applications in the Classroom
Children should become acquainted with the need for language arts skills in applying for the future job of their choice.
"We have talked a lot about the kind of work that people you know can do. We have heard about many jobs. Now, we are going to pretend that you need a job and that I have the jobs you want. In order to get the jobs, you must fill out a job application paper. This job application paper will tell me something about you. Listen carefully so that you can follow my directions." Direct the children in filling out the job application paper.
The teacher should evaluate the aspirational levels of the children on the job application form (unskilled, skilled, semiprofessional, professional) to determine as nearly as possible those areas that need greater understanding and emphasis for the children's future employment outlook. Those jobs that will be extinct should be pointed out. Those with bright future outlooks should be emphasized.
Display the application forms and have the children discuss filling out job applications correctly. Assign classroom jobs. Repeat the job application process at intervals during the semester in order to provide all children with the chance for job success.
