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7.2 Exosystem
My mom grew up as one of eleven kids She saw the lack of attention that each of the kids received. At this point she told herself that she was only going to have two children and that she was going to give them all of the attention that they needed. This was exactly what she did. I received an ample amount of attention as I was growing up. My mom was always the mom that wanted to be involved in everything with me. This is most likely the reason that I have always been close to her. -
1.1 Birth
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6.3 Foreclosure
A large aspect of my life has been in the area of foreclosure in regards to my choice of religion. I have alway been told that I am a Catholic. From the day I was born into a Catholic family to about three months ago I had never really explored what it really meant to be a Catholic. I was always pressured by my family to be what they wanted me to be. I then hit a point of role confusion and began to explore when catholisism really meant. -
4.2 First Word
My first word occured around 12 months of age when I called both my mom and dad "dada." This word would be classified as a nominal because it is a label for a person. This word would also be classified as an overextension because it labeled both my mom and my dad when it was really directed at my dad. As mentioned in the text, it is most common for a child's first word to refer to a person or object. A child's words are also often. In my case, my labeling was not bound within specific contexts. -
7.1 Parental Strategies
My moms responses reflected concepts included in the control theory. She always thought of my specific behaviors as a child as depicting the behaviors that she herself would carry out. For example, I would ask a question, she would tke that question and respond accordingly. My mom also gave examples supporting the concept of committed compliance. I would ask for something instead of demand it resulting in her not needing to use power assertive techniques to get her message across. -
2.3 Evocative Gene Environment Correlations
I have always been eager to learn about cars (inside and out). I was always fascinated by how comething so complicated (transmission) could could move vehicles with such ease. When my dad discovered my interest in cars, he was motivated to work on his car more frequently for longer periods of time so that he could teach me concepts as he worked. Genetic attributes, such as my interest in cars, are likley to bring out behavior patterns in others so that the genetic potential is complemented. -
5.1 Kohlberg's & Gender
I feel that Parker is in the age 2-3 bracket. She is still in the process of fully learning gender identity. During the video it seemed as if she was aware of the genders of all the adult like names, but when it came to herself and children her age she seemed to have great difficulty labeling correctly. When she was directed to label the genders of other girls, she usually labeled them as boys. This is a typical response from a child that is still progressing when learning gender stability. -
4.1 Memory
My earliest memory is of my mom accidentally melting my pacifiers to the extent that I could no longer use them. She was boiling them so that they would be sanitized. She forgot about them and all the water evaporated from the pot. This than caused the pacifiers to melt. The theory that best fits my experience is the theory of mind. When I was able to answer questions regarding the incident, my memory of it improved. These questions served as a recall to my memory. -
6.1 Self Conscious Emotions
When I was in kindergarten I was always very jealous. What ever anyone else had, I wanted. I always seemed to find a way to get what I wanted. One day a girl brought a toy to school. I was told that we were not allowed to bring toys so I thought it wasn't fair. I decided that I wanted hers. While she was getting ready to go down a slide at recess, I pushed her down the slide and grabbed her toy. I ran off with her toy but she began to cry. I felt so guilty that I had to give her the toy back. -
8.1 Children and Television
As a child involved my previous experience affected the comprehension of the programs that I watched. While watching "Goonies" on the TV, I always thought that the bad guys were following the children through the caves to help the children to escape. They were always laughing and in a hurry to find them. As I got older I understood that the bad guys were after the children so that they could have the map that led them to the treasure. I associated previously learned information with the bad guy -
8.2 School Transitions
When I started school I remember my mom crying and being excited at the same time. She tried not to let me see her cry and when I did I didn't understand why she was doing so. As suggested in the text, this was most likely a time of mixed emotions for my mom because she was both eager and anxious for me. A difference would be that I had no previously made friends. The book suggests that this allows for the transition to be easier. I found the transition no hard at all. I made friends quickly. -
5.2 Encouraging Gender Schemas
I feel that one topic was very prominent throughout preschool, 'play time.' During this time the students would go to a specified area and pick toys that they wanted to play with. I remember there being so many different toys. There were always so many choices. I remember one incident in which a male in my class wanted to play with the doll that I had already picked out. The teacher stepped in and told him that I had already picked out the toy and that dolls were for girls to play with. -
2.1 Passive Gene Environment Correlation
A few weeks after I entered kindergarten my parents grew aware that I had a desire to learn how to read. I always labled objects for no apparent reason. If I was not sure of the name of something I would ask my mom to write it out for me. She would then read the word to me as I followed her finger across the letters that represented the sounds of the word. This feature of writing down a word and reading it to me supported and complimented my genetic potential for semantic relations. -
6.2 Self Control
When I was about seven years old I wanted to get some markers. I constantly bugged my mom to go buy some. Eventually she told me that if I stopped asking her I would be able to get two packages of markers instead of just one. After about 4 hours of waiting quietly, we finally went to the store and I was able to get my two packages of markers. This was an example of a delay-of-gratification task. I waited for a more highly desired outcome. I displayed both self-regulation and self-control. -
2.4 Apgar
I found the Apgar exam to be very interesting. Nicolai's health appeared good overall. The nurses listened to his heart rate, examined his color, helped clear his lungs, and measured his size. When announcing both Nicolai's color and length, the nurse told both parents that he was within normal limits, indicating that he was healthy. I feel that Nicolai would have scored a two when the nurse checked his temperature. At 98 degrees he was within normal limits. -
2.2 Active Gene Environment Correlation
When I was a young girl I loved school and loved to learn. As suggested by the textbook, I prefered to have friends that were similar to me in that they also loved school and the ability to learn. I first noticed my selection of a specific friend type when I was in sixth grade. I was attracted by and saught out experiences that were more compatable with my genotype. In this case, I was the one stimulating my own desired behaviors. -
1.2 Theories
A significant event that helped to shape my life occured when I was able to get my very own dog. I feel that Piaget would have a very interesting interpretation of this event. He would look at the situation from a distant view and just watch my dog and I interact. I feel that he would be most fascinated with my growth in responsibility. I explored my world of dog ownership very cautiously so that I could have a better understanding of how it worked and what I had to do. He would then note that I -
3.3 Imaginary Audience
There were many times in highschool that I felt I had an imaginary audience. On one instance I had gotten my hair cut by a friend that was in beauty school. She cut my hair wrong to the extent that all I wanted to do was stay home so no one would see me. I had this feeling that they would all look at me and laugh. This is a perfect example of formal operations because I thought hypothetically about people seeing my hair and laughing. I assumed that it was going to happen. -
7.3 Crowds and Cliques
When I was growing up I spent a lot of time in my clique. As we progressed through different schools, it always contained my best friend and I, Our traits in common were a mix of identities with two different crowds including the preps and brains. Describe both a clique and a crowd that you were a part of during your adolescence, and explain how it illustrates content from the text on peers. I always turned to my clique for support in alomst everything seeing as how we had most of the same class -
7.4 Friendship
My relationship with my best friend Brittany has existed since kindergerten.As the years went by our relationship grew stronger. Our relationship would be classified as intrusive. Out of all of our friends in our clique, her and I have the most affective and intensive communication. As mentioned in the text, We only wanted to play with each other when we were younger. If a third wheel tride to join in we were always really unhappy and tried to prevent it from happening. -
6.4 Achievement
About three months ago a decided to start exploring my religious options. I looked to Christianity as a potential option because it seemed to be a less strict version of the Catholic ideals. As I explored this I felt myself becoming more satisfied with the new information and just the overall feelings of comfort. I wanted to be a Christian due to my own inquiries and knowledge. This point of achievement felt so amazing. I had finally achieved an identity that I alone was happy with. -
1.3 Methods
During a diagnostic evaluation of a child's speech and/or language it would be very important to have accurate and reliable information. During this time a child may feel uncomfortable which may skew the test results. In order to make the child comfortable I would begin the assesment with informal measures such as play. During this time the clinician can play with the child. This will show the child that the adult can have fun too. It will also help to build rapport. -
3.1 Preoperational Magnetism
To teach a achild in the preoperational stage magnetism I would use a magnet on one side of a piece of paper and put paper clips on the other side of the paper. The magnet would be dragged across the paper, forcing the paper clips to move. After the child has learned the concept, she may go home and pretend play so that the schema are better understood. The child in this stage is egocentric and only notices her one dimensional world. The child's symbolic thought is typically present in language. -
3.2 Concrete Magnetism
A child at this stage will have an easier time understanding the vocabulary of an adult when discussing science. I suggest that the child watches a video on magnetism. Although 'magnetism' is not a concrete concept, the child can watch how substances react to the magnets. A child in this stage has decentered thinking capabilities, making it easier for her to learn. At this stage the child also has an undrestanding of reversability and conservation, making the video more simple to understand.
