• 7.2- Exosystem

    7.2- Exosystem
    My parents had authoritarian parents, as they were always told "because I said so," or punished through physical physical means. Both my parents were the eldest, so they were always given the blame regardless of whether they were involved or not. This is how my parents hold me responsible for my own actions, not allowing me to blame another for my faults. They established an authoritative parenting style based on their dislike for authoritarianism.
  • 1.1 Birth

    1.1 Birth
  • 2.4- APGAR

    2.4- APGAR
    Nicolai would receive a 9. I assume the heartrate was of no concern. He had a good strong cry, especially at 3 minutes. He was very active, moving legs and arms, and curling fingers. He had a vigorous cryp, especially when he was touched. His body was a healthy pink, while his feet and hands had a tinge of blue. Therefore a point was lost due to his color. He had an average weight of 8lbs5 oz, and a slightly higher length at 21". He was responsive this his environment and interacted with nurses.
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  • 2.1- Passive Gene Environment Correlation

    2.1- Passive Gene Environment Correlation
    Reading has been an important aspect of my life, since my mother has great interest in the activity. She started reading to me when she was pregnant with me and continued to do so throughout my life. Going to the library was a weekly rituatal and reading was daily act, thus reading was a link gained by my social environment.
  • 6.1- Basic Emotions

    6.1- Basic Emotions
    Showing joy is an adaptive function as I am adapting to my environment (facial expressions acting as means of communication) to get my point across. As a child, I would exhibit joy when my father would lift me up in the air, and this basic emotion helped to get my father to repeat this action. Without this basic emotion, he would not have any measure as to how I am feeling or reacting to a certain action. This was the easiest emotion to gage, because joy is easily read with a smile or giggle.
  • 3.1- Preoperational Magnetism

    3.1- Preoperational Magnetism
    At 2-7, magnetism could be introduced with me having two magnets and showing the chld that opposite ends will attract while similar ends will repel. Now have the child perform this task to use visual and touch senses in understanding the magnetic forces. Have the child formulate why the magnets attract and repel on this simple task, because they are more theoretical as they have a greater imagination. Similar to pretend play, they will have an easier time to find an explanation for magnetism.
  • 4.2- First Word

    4.2- First Word
    My first word was "mama," which is a nominal word. It is also predicative of the fact that my mother was a stay at home mother, and being an ex-kindergarden teacher, she was very active in trying to foster my vocabulary. She was and is one of the most important people in my life, so it makes sense that that would be my first word. This word is also shows the development of language through phoneme and morpheme, since it's an easy word to learn and associated with someone familiar.
  • 7.1- Parental Strategies

    7.1- Parental Strategies
    My parents' main strategy was to treat me and my sister with the same respect they would treat adults, they wanted to keep an open communication and let us learn from our own mistakes. This was constant regardless of our age, meaning efficacy was not demonstrated as they were never wavering of their opinions. The often did not attend to us when crying or allow us to throw tantrums, because they taught us there were better ways to express your emotions, a better more effective way, through words.
  • 5.1- Kohlberg's & Gender

    5.1- Kohlberg's & Gender
    Based on the video and Kohlberg's theory, I assign Parker age two. She was able to correctly identify the gender of adults, but unable to identify the gender of children her age. Therefore she was starting to understand gender identity, which is usually gained by the age three. Due to this fact, I gave her an age close to three, but her inability to clearn distinguish genders regardless of age brought her assigned age down.
  • 4.1- Memory

    4.1- Memory
    I cut my sister's hair when she was 1, so in an effort to redeem myself for that action, I cut my own hair off. Erikson's theory shows my active role in trying to achieve retribution and that my culture played a role of receiving an equal punishment for my actions. I may have also remembered due to my egocentric tendency, because I recall cutting my hair but not my sisters, even though it happened only 1 month prior. The idea of stages are evident, as I was 2 and a half.
  • 5.2 Encouraging Gender Schemas

    5.2 Encouraging Gender Schemas
    Children see gender importance in PE and play centers. In PE, when picking teams, boys are more likely to be selected first and in play centers, each gender is more likely to engage in centers that are more in tune to their gender (i.e.boys in blocks). Adults may encourage children to be gender schematic by having children split up into teams in which there must an alternate order of picking (i.e.boy then girl) or kids are split into mixed groups and must stay in a center that day then alternate
  • 7.3- Crowds and Cliques

    7.3- Crowds and Cliques
    I was in a clique comprised of four girls, whom I met in kindergarden since we were all in the same class. We were involved in the crowd of "shy smart" girls, however we did not feel like we identified with this crowed. Since we were shy, we were also very self concious with a low confidence level, so saying we were smart did not bode well with us. We gravitated towards each other with our common dislike for attention and fear of public speaking.
  • 8.1- Children and Television

    8.1- Children and Television
    I used to watch The Secret Life of Alex Mack, a girl who gained powers after being exposed to a mystery chemical. At age 6, I was still grasping the concept of reality versus fiction, so I thought this was an actual girl who survived a chemical spill. I did not understand that television characters were actors, but I was able to understand this was fantasy. I knew that powers were not real.
  • 6.3-Foreclosure

    In fifth grade, I was determined to become a manthematician because of my love for math. I would finish all math assignments ahead of time and help tutor my peers, because I wanted to develop my mathematical skills. However, I did not explore my options, because I thought there would not be a better application of both my skills and interest. So I did not explore but I was committed, which demonstrates foreclosure.
  • 1.2 Theories

    1.2 Theories
    In 2nd grade I was required to get glasses. Erikson would see this as my first major roadblock in my quest for identity as children are cruel with constant ridicule of appearance. During this age, we were in the transition of initiative versus guilt and industry versus inferiority stages, meaning I was learning both intrusion and construction. So I was trying to remain optimisitic towards the other children's reaction but trying to create friendships.
  • 3.2 Concrete Magnetism

    3.2 Concrete Magnetism
    At 7-11, magnets can be taught with an experiment. Give a child a magnet along with different materials that may or may not be attracted, and ask the child to separate the materials into two piles (attracted/unattracted). Then ask the child to find similarities within each pile. Have the child formulate what makes something magnetic based on the similarities or differences between the piles to help understand how magnets work. The child is dealing with contrete operations with hands-on experimen
  • 2.3- Evocative Gene Environment Correlation

    2.3- Evocative Gene Environment Correlation
    I was always eager in mathematics. I would get bored in class, because I had already mastered certain techniques we were learning about algebra. So my teacher provided me with a middle school textbook in order to challenge me. This opportunity helped me gain acceptance to a private school, where I was able to engage in advanced math courses. Therefore, my eagerness to learn influenced my environment, as my teacher responeded to my interest.
  • 6.2- Self control

    6.2- Self control
    I wanted a volleyball and received an allowance of $2/week, so I needed to save at least two months worth. However I was unable to display self control. Although I had a goal, my impatience led to a lack of understanding of delay of gratification. I was unable to regulate my behavior, because I was tempted into purchasing smaller items each weekend. I did demonstrate private speech as I put a drawing of a volleyball up in my room to remind me of my goal, but this did not prove to be effective.
  • 8.2- School Transitions

    8.2- School Transitions
    For my middle school transition, I moved to a different island to attend boarding school, so I faced many more changes than a majority of my peers. Similar to the text, my self esteem decreased, because there were new kids, a new school, new rules, and uniforms, which led me to believe I had little control over my life. However this control did not affect my school performance, just my social performance, as I was undergoing an identity crisis.
  • 3.3- Personal Fable

    3.3- Personal Fable
    I first started attending boarding school in 7th grade, I had wanted to go to this school, but the repercussions of home-sickness set in. I had no one to talk to because my parents saw my desire to attend as me not wanting to live at home, my friends were still at home, and the other boarders' parents forced them to attend. I logically thought, no one could understand my perspective because they were not regretting their previous decisions.
  • 1.3 Methods

    1.3 Methods
    Children entering puberty are going through many changes, trying to identify themselves, making this an important time to gather data. Pre-teens can be given surveys or interviews, the latter being a better measure of opinions and open honesty. They can also be put in different social positions (i.e. different jobs) individually to see their reponse and adaptability. They could also be put in a group that is given a task and time limit, then we can see the roles that each individual will take.
  • 7.4- Friendship

    7.4- Friendship
    Marisa and I were friends since middle school, and we created an intensive frienship, engaging in effective communication and gaining trust. We were first aquaintances, but one day she played a joke on me, and I retaliated. This transformed our relationship into a friendship, especially since we had similar cultural background, extra-curricular activities, and an interest in school. This may have been a reaction of our want to befriend someone who resembled us from different aspects.
  • 2.2- Active Gene Environment Correlation

    2.2- Active Gene Environment Correlation
    I went to space camp in fourth grade, because I had an affinity to mathematics and science and I was an introvert. Applying my appreciation for the subjects with other kids made it easier to be social due to our common interest. We also tended to be on the awkward side, again making it easier for me to relate and discover my own identity. This group also helped me discover my passion for engineering, after participating in a mock mission to the Moon.
  • 6.4-Achieved

    During 9th grade, I took a class called Engineering Technology because I was interested in engineering but I did not want to commit to the idea yet. I felt that this introduction course would provide enough of an introduction for me to determine whether or not this was something I could see myself doing in the future. Then I took more science and math electives, demonstrating a feeling of commitment. The combination of both a sense of exploration and commitment shows achieved identity.
  • 3.3- Imaginary Audience

    3.3- Imaginary Audience
    I joined marching band in high school because I was enjoyed music and wanted to travel, however the hideous uniform made my self-concious. So when we wore the costume, I would try to hide and blend in with the crowd, because I was afraid that others were judging me and calling me a band geek. I was thinking logically, because I have observed the stigma that comes along with band in the media and first hand experience in middle school.