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1.1 Birth
"Late baby"- My parents were undergoing major financial struggles during my mother's pregnancy. Her health insurance had de-activated due to non-payment, so she couldn't have me until a payment was made. -
2.4- APGAR
The APGAR measured Nicolai's heart rate, respiratory effort, muscle tone, reflex responsitivity, and color. I noticed that he was crying and actively moving which told me that his respiratory effort, muscle tone, and reflex responsivity were normal. I did notice them attempting to college data on heart rate, but I didn't pick up the ratings. However, I did notice that the baby was not tested twice, which showed that he wasn't at risk. His color was also completely pink. -
4.2 First Word
My first word was "mamaam", the farsi word for food. This folows the normal process because this word descriibes a nominal (label for an object). This word refers to an object that was important to me because my mother always said that I was never without my bottle of milk. -
1.2 Theories
My family and I lived in Afghanistan when I was age 2-4. Brofenbrenner would interpret this event as very significant to my development because cultural elements of the environment in Afghanistan would remain with me throughout my life. Although I grew up as the first generation in America, I have the first hand experience of "living the Afghan culture" first hand. This is why I am still very "cultured". -
5.1- Kohlberg's & Gender
I would guess that she is approximately 2 years and 3 months old. My guess is based on Kohlberg's congnitive-development thoery and the milestone of acquisition of gender identity. In the beginning, she was able to correctly identify weather a person was male or female. In the later questions, she began answering some incorrectly. I think that she was being "silly" for some of the answers because of the length of the questionaire. I guess 2.3 because she has not yet mastered the concept. -
1.3 Methods
As children approach age 3, they are able to label their own gender, they can identify pictures such as "girl" or "boy", they show knowledge of gender role stereotypes, and thay prefer same-sex playmates and toys. For example, the picture shows the girl holding the pink umbrella based on her preference. In order to make this data more accurate, you would set up a play opportunity and provide the child with many diverse choices of objects to see if data is correct. -
2.1- Passive Gene Environment Correlation
My fathers primarily interests include music. He attempted to transmit this orientation to me by creating a musically based environment at home with family concerts each week. -
4.1 Memory
My earliest memories include wearing an Afghan dress and doing the opening dance at my cousins wedding. Autobiographical memories arise with the help of my parents always talking about this event because it meant so much to them. These interactions and pictures aid in helping me learn a narrative structure. -
8.2- School Transitions
When I was 4 years old, I was eager to begin school. I was very TALL for my age, and when my father enrolled me in school "he accidently" entered me in Kindergarden, After overcoming culutural shock in Afghanistan, I was no longer shy and would initiate conversations to the adults and kids in my class. In contrast to the text, I was would always perform at the near to top of my class academically, and would continue to do so for my remaining school years. Also, math was my greatest subject. -
2.3- Evocative Gene Environment Correlation
My grandma, made a religous pilgrimage to Mecca and began encouraging me to learn and read Arabic in order to learn more about my religion of Islam. Weekly Arabic sessions turned into daily thoughts about this life and the after life. -
8.1 Children and Television
Back in my elementary school years, my parents would force me to watch a new TV show called S&S Afghan TV with them. I never had the courage to tell them that I didn't want to watch it. The program was all in formal dialect Farsi, and I only understand standard dialect Farsi, so I wasn't able to comprehend or fully relate to what they were saying. Also, the show consisted of a man talking to the audience. There was no active participation, visual effects, etc..I would usually fall asleep. -
2.2- Active Gene Environment Correlation
As a child, I loved to play sports and was very athletic and thus attempted to fill my years with sports. I forced my parents to enroll me in ice skating, softball, soccer, and basketball. This was difficult, because my parents didn't agree with the idea of their little girl playing sports. However, it helped shape me into the person I am today. -
2.2- Active Gene Environment Correlation"
As a child, I loved to play sports and was very athletic and thus attempted to fill my years with sports. I forced my parents to enroll me in ice skating, softball, soccer, and basketball. This was difficult, because my parents didn't agree with the idea of their little girl playing sports. However, it helped shape me into the person I am today. -
3.1- Preoperational Magnetism
Initially, I would use 2D pictures of a magnet and metal AND non-metal objects (this would serve as semiotic function). After the child begins to understand the concept of a magnet and how it is attracted to metal objects, I would allow them to experiment with the actual 3D items to demonstrate what they had learned. -
3.2 Concrete Magnetism
During this stage, it may be important to start out this lesson plan by showing the child a concrete example/demonstration. I would show a magnet and a non metal object that are near one another. I would then ask the child to predict what will happen if we move the objects close together. After hearing his answer, I would ask him to give think of reasoning to prove his theory. Lastly, I would demonstrate and ask him to reflect on weather or not his guess was correct. -
5.2 Encouraging Gender Schemas
I remember how my 3rd grade influenced the class' gender schemas. Own-sex schema was developed during one of our class plays where the girl played the princess role and the boy played the role of the super hero. The princess was the dancer and the superhero was the fighter. This indirectly motivated the girls to learn to become better dancers and the boys to learn to fight. -
6.1- Self Conscious Emotions
I remember displaying a self-conscious emotion on Halloween third grade. While my friends all dressed up as disney princesses, my mother decided to put me in a vintage Afghan dress"and call me an Afghan princess. I followed emotional display rules common for my age, because my father warned me that if i didn't look happy in front of my mother, he wouldn't let me go trick or treating. I stayed home "sick" that day because I FEARED the high possibility of being rejected by my peers. -
6.2 Self-control
When i got my first car, my dad parked it in the driveway and asked me NOT to drive it until the day after graduation. I did not demonstrate delay of gratification because the car was very tempting so I decided to drive the car when my dad WASN'T HOME. It's important to note that while my dad directed me NOT to drive the car, he kept telling all his friends about my new car. The words "car" and the image of it sitting in my driveway would focus more attention on the forbidden action. -
6.3 Non-Religous
At this time in my life, I was undergoing a crisis of identity. I didn't know who I was or what I believed. I encountered religion when there was a wedding, special ceremony, or a funeral. My father was very religous and I, like my mothers side of the family was not. I didn't have the right exposure to religion that would allow me to explore. -
3.3- Imaginary Audience
Wearing the headscarf as part of my religous practice had been something I had always wanted to do. I have strong faith and believe it would make me happier. However, the imaginary audience caused me to avoid wearing it, because I was afraid of what people would say and think. This is a part of the formal operational stage because my thinking in this stage was logical and abstract. -
6.4 Religous: Muslim
My mother passed away in March of 2008. After this, my identity crisis further increased as I found myself further lost and confused. I then signed up to go on a religous pilgrimage to Mecca. This is where I was able to explore more about what religion really felt like. This exploration process led to me to commit to different organziation that provided that same emotional support for others. Now, I am a teacher in a mosque of my city, and can honestly say I have found who I am and what I believ
