• 7.2 Exosystem

    7.2 Exosystem
    My grandma was very strict & a very controlling person. My mom didn't want to be that way with her kids. She wanted her kids to be able to make their own choices & decisions. She wanted to try to set good examples, but not to try to control her kids. Because my mom set such good examples, I did not need much discipline. I grew up very independently and self-sufficiently. I have earned great trust with my parents and have a strong relationship with them. School is my number one priority.
  • 7.1 Parental Strategies

    7.1 Parental Strategies
    My mom wanted her kids to be able to make their own choices & decisions, since she didn't have that freedom when growing up. She wanted to try to set good examples, but not to try to control her kids. In this way, she had hoped that her kids would display committed compliance and would be eager to respond to requests. She possessed the efficacy to parent without much punishment or discipline. There was no need for grounding or yelling or lectures because her kids were so well behaved.
  • 1.1 Birth

  • 4.2 First Word

    The first word I spoke was "mama," also known as a nominal. Nominals are most frequently the child's first words as they are words that label objects, people, or events. My first word in particular referred to a person that is very important in my life. She is my parent, my relative, my familiar object. I spoke my first word when I was about thirteen months. Prior to that, I was speaking sounds, but because my parents kept practicing with me, I was able to put sounds together to make "mama."
  • 4.1 Memory

    My earliest memory is laying on the kitchen floor of my daycare looking up at the ceiling as I drink warm milk out of the bottle. I was a very young child, so young that I was unable to talk.. When I was able to talk, I talked to my parents about my days at the daycare and recalled the activities, which helped me to remember the memory I have. Talking to my parents enhanced the development of the self-concept and helped me understand what it means to "remember."
  • 5.1 Kohlberg's & Gender

    I think Parker is four years old because she has clearly acquired gender identity, the knowledge that self and others are female or male. She has some gender stability development. She was asked if Parker was a boy or a girl and each time she gave a different answer. She may have been trying to be funny on camera because she did well for some names, but not for others. She could also just be confused as to what gender she is. Maybe her clothes aren't clealry determining that she's a girl.
  • 2.4 APGAR

    From observing the APGAR exam performed on Nicolai, he seemed to be a healthy newborn. The first test, conducted roughly a minute after birth measured his heart rate, respiratory effort, muscle tone, reflex responsivity, and color. I concluded that Nicolai scored a 1 or 2 for each vital sign based on the criteria presented in the book. He was pink, cried loudly, was very active, and cried endlessly. The second assessment measured at five minutes after birth measured the same signs.
  • 3.1 Preoperational Magnetism

    3.1 Preoperational Magnetism
    I would teach the idea of magnitism to children in the preoperational stage by playing dress up. Pretend play is huge during the preschool period where kids are practicing this new schema. I might dress up as a U-shaped magnet with a black end for the north and a red end for the south. I might have another person dressed up in the same costume and demonstrate to the child that two red ends or two black ends together push each other away, while opposite ends attract.
  • 6.1 Self-Concious Emotions

    The first time I got the stomach flu, I had just eaten some tacos the night before. That night, I started to feel ill. All of a sudden, all of the food I had eaten for dinner appeared on my pillow in front of me. I felt very ashamed of myself. I sat oustide my parent's bedroom with my head and eyes lowered. I didn't want to wake my mom up in the middle of the night. When I finally compiled the courage, I told my mom by mumbling, collapsing my body, and looking down at the ground.
  • 8.1 Children and Television

    One of my favorite shows was Rugrats.. The only plot I remember is Angelica telling Tommy and Chuckie that if they swallow a watermelon seed, it will cause a watermelon to grow in their stomach. I don't think I understood the implicit content communicated by relationships among scenes. I never realized how much of a villain Angelica is. Now that I look back on it, Angelica is always taunting the babies in some way or another. I never understood what her motive was for being so rude.
  • 2.3 Evocative Gene Environment Correlation

    Back in second grade, we always had spelling tests weekly. One time I was the only student who performed exceptionally well on a spelling test, so I was rewarded with candy and a chance to read more books in the back of the classroom. My teacher would give me more difficult spelling words in order to better develop my vocabulary.
  • 6.2 Self Control

    One of the activities at my summer camp was going to the camp store where we could purchase chips candy, apparel, and other items. Rather than spending all my money the first day (like most campers), I spent small amounts of money each day because I knew I would get to pocket whatever money I hadn't spent by the end of the week. By controlling what I bought, I ended up richer!
  • 1.2 Theories

    1.2 Theories
    The event that has helped shape my development is Camp Howard, an overnight summer camp that I have attended for 11 years, eight years as a camper and three years on staff. As a camper, I am removed from the luxuries of home, such as a cell phone, television, and computer, as well as the comforts of home, like parents. I am given the opportunity to experience such a unique world with other campers. I am directly affected by those people who I experience my week of camp with. Every week differs.
  • 2.1 Passive Gene Environment Correlation

    Growing up, my parents enrolled me in a Catholic, academic-oriented elementary school. They both highly valued education, so they found a school that had small class sizes and was close to home. The school was challenging, but helped me in reaching my genetic potential. The private education catalyzed my development of my diligence, thoughfulness, and intelligence. I always completed my homework on time and to the best of my ability and never stressed about not getting a project done.
  • 5.2 Encouraging Gender Schemas

    5.2 Encouraging Gender Schemas
    Every year n the first day of elementary school, my teachers would have all of our seats preassigned with a specific colored piece of paper with our name on it and maybe some stickers or decorations of some sort. The colored pieces of paper were usually limited to two options that were gender specific: purple for girls, blue for boys. In the reading corner of the classroom, books were organized according to category, such as cars or barbies.
  • 3.2 Concrete Magnetism

    I would teach the idea of magnetism to a child in the concrete operations stage by taking advantage of the child's movement away from centration. I would hand the child two U-shaped magnets and let him/her experiment with putting the different ends together and seeing what happens. I would also tell the child to walk around and see what items the magnet attracts and what items it doesn't attract. This way the child is seeing how magnets act in the real world.
  • 1.3 Methods

    1.3 Methods
    Surveying kids on the types of toys that they find interesting is a time to get accurate data from kids. Kids interests change quite often as time goes on. One day they are interested in penguins and the next they're into Yu-gi-oh. Instead of getting self-report data, observational data could be used by putting the children in a room filled with all types of toys and watching what toys they gravitate to. The children may be more likely to act normally since there isn't an authority figure there.
  • 8.2 School Transitions

    8.2 School Transitions
    I wouldn't consider my transition from elementary school to junior high school a huge event in my life. I went to a small private Catholic school, so transitioning to middle school didn't change much. I had the same classmates, but I got to move between three adjoining classrooms to simulate high school. I remember having a decline in self-esteem in middle school as my peer group consistently kept changing. I lost my best friend and felt very alone while going through puberty.
  • 7.4 Friendship

    7.4 Friendship
    Back in middle school, I had a best friend name Marianne. She was two months older than me and lived only a couple blocks down the street. We were so close that we used to spend lots of time with each other...usually more time than we spent with our parents. We often gossiped about our other classmates, went shopping, went to the movies. She was the best at helping me get ready for school dances and she gave the best advice. I could count on her for anything that I needed.
  • 2.2 Active Gene Environment Correlation

    2.2 Active Gene Environment Correlation
    When it came time to picking a high school, I had two options: public or private. I decided to attend the private high school because it would provide me better opportunities in applying for college and I would be surrounded by other students as dedicated as I am to succeeding in school. It was entirely my decision to attend a private high school and surround myself with students that would challenge me and help me in reaching my genetic potential.
  • 6.3 Diffusion

    6.3 Diffusion
    When I got my college information packet in the mail the summer before freshman year, I knew I wanted to study engineering. I loved math and science, so I knew the field would be a good fit. I just wasn't sure what area I want to focus on. I opened my packet and discovered I had declared a major: computer engineering. I hadn't done much research on the different fields because my focus wasn't that important to me. I knew engineering would provide me lots of opportunities for a successful career.
  • 3.3 Imaginary Audience

    3.3 Imaginary Audience
    The MOVE trip was a chance for UOP freshman to get to know other freshman while doing community service around the valley. Before we left for our project, we did icebreaker games to get to know everyone. I was super super quiet because this was the first time I'm meeting these people, so I didn't want to make a quick idiot of myself. I assumed that every freshman was very judgemental, so a good first impression was key. When all was said and done, I made one of my very best friends on the trip.
  • 7.3 Crowds & Cliques

    7.3 Crowds & Cliques
    Back in high school, I was associated with the "jock" crowd. In the fall, volleyball, the winter, basketball, and the spring, track and field, all while still playing volleyball year-round. Most of my peers also participated in a sport, so this particular crowd was very large. In regards to a clique, I was considered more of a floater. I was friends with everyone and didn't tend to stay with the same clique all the time. I had athletic friends, theatre friends, brainiac friends, many more.
  • 6.4 Moratorium

    6.4 Moratorium
    After my first year in the major, I began asking lots of questions about whether this was a good fit and whether I was dedicated enough. I don't know much about computers other than the basics, so everything is new to me. Now that I have finished my second year, I'm still searching for answers to these questions. I'm taking different classes to broaden my horizons and I've been doing some research on this particular field.