By tesswat
  • 7.2 Exosystem

    7.2 Exosystem
    When my mother was young she had a rule that she was not allowed to wear makeup until she was in High School and was not allowed to date until she was 16. The rules were the same for her own mother as well when she was young. These factors influenced my mothers decision to not let me wear makeup until I went to High School or date until I was 16 becuase she saw the positive effects of these limitations on her own development and therefore thought it might have the same effect on me.
  • 1.1 Birth

    I was born on my grandfather's birthday.
  • 8.1 Children and Television

    8.1 Children and Television
    When I was young, I had a very active imagination. From ages 3-5 I was constantly assuming the identitites of my favorite ingenues and heroins of movies. This is because when children are that young, they have trouble distsinguishing between telvision and reality. The longest lasting identity I assumed was Dorothy from The Wizard of OZ. I even failed a preschool test meant to assess information you would need if you got lost somewhere: Name: Dorothy Gale, Where do you live: Kansas. Oh My!
  • 5.1 Kohlberg's and Gender

    I chose a time right before I turned 3 because I think that Parker is around 3 years old. According to Kohlberg, gender identity, the concept that the self and others are male or female, occurs around 2-3 years of age. Parker has some knowlege of the genders of her family and acquaintances, but she sometimes guesses wrong with people she does not know very well. Therefore I don't think her concept of gender identity is very solidified yet.
  • 6.1 Self-Conscious Emotions

    In the summer when I was four, I went to my great grandmother's house for the fourth of July. My second cousin Tracy was there playing with me. She was grown up and pretty and I must have wanted to impress her. I have a vivid memory of seeing a berry bush in the backyard and saying that I wanted to eat the berries. My cousin told me that we couldn't eat those berries because they were for chickens, not people. I was embarrassed that I had been wrong and got very quiet and shy for the day.
  • 1.3 Methods

    In assessing how well children of five years old can accurately retain a set of rules, the researcher could begin by telling them three rules and allow them to ask questions. Next a series of "traps" could be set up in another room and the researchers could observe how well thechild follows the rules. Some factors to consider are to make the rules simple to understand and to make the temptation not to follow them fairly low.
  • 7.1 Parenting Strategies

    7.1 Parenting Strategies
    After reading the text, one interesting strategy my parents employeed is the time out. My brother used to resist the time out, and my father would have to physically put him there. e rarely stayed, and so sometimes my father would have to stay with him to make sure he waited out is punishment. This demonstrates a low selevaluation of my father's efficacy, because according to the text, parents who think their efficacy is not high will use harsh punishments and try to exert his dominance.
  • 5.2 Encouraging Gender Schemas

    1. Separate Restrooms- Although this is practiced everywhere, when it is time to go to the restroom, the class gets separated into gender groupings, emphasizing the differences. Furthermore, pink and blue were used inside the restrooms.
    2. Seating charts- Some classes separated girls and boys in seating arrangements
    3. Girls and boys in pictures in assignments, on the walls, in storybooks- Gender schematic clothing and hairstyles were often worn by children portrayed in the classroom.
  • 1.2 Move to Germany

    1.2 Move to Germany
    Bronfenbrenner would interpret this event as a significant influence by my environment on my development. This move to another culture influenced the way I perceive the world and different cultures. It also made me bilingual, which influences my relationship with language in general and my ability to learn new languages.
  • 8.2 School Transitions

    8.2 School Transitions
    When I entered the 6th grade, not only was I changing from an elementary to a middle school, but we were also moving back to the United States from Germany. The cultural differences (less pressure to mature in dating and appearance in Europe) as well as the normal transitional differences from elementary to middle school made it very difficult for me to find my social footing. I did not have a good best friend until 7th grade, and did not have a stable "clique" until 8th grade.
  • 6.3- Diffusion

    Before the presidential election of 2008 I never really thought about politics. I always just sided with my parents and teachers because I figured I did not know anything about politics, I had no imminent reason to learn about them, and these people must know what they are talking about better than I. I had neither explored politics, nor committed to a political identity.
  • 6.4 Achieved

    When the presidential election came along, I figured I had better learn about politics because my mother taugt me that it is important to exercise your right to vote. So I researched. I read the paper. I talked to people with different viewpoints. I thought about the major issues such as health care, war, gay marriage, and abortion rights, and decided what was important to me so I could vote with conviction.
  • 6.2 Self Control

    I did not have any sense of delayed gratification as a child. I would always try and eat raw food, dough, and snack on ingredients because I could not wait for the finished product. One time when I was about 3, my mother was baking cookies and had to pause because my brother was acting up in the living room. Left alone in the kitchen, I proceeded to eat half a stick of butter one finger at a time. Needless to I was very sick that night. Had I only waited for the cookies...