-
Period: to
My Life So Far
-
Infancy: Cognitive
During infancy, I was in the Sensorimotor Stage. My mother has always said that I was a very curious and smart baby. She says that I was always very dependent, and although I was attached to her, I was very interested in exploring the world around me without her. I was always putting objects in my mouth to try and understand how things worked and to try and make sense of my surroundings. -
Infancy: Emotional
My mom always tells me that I was an easy baby. She says that I only cried when I needed something or was bored. She also says I was very easy to please, only wanting to hold a box of band-aids when at the store to keep me entertained. -
Infancy: Physical
I started walking at 15 months old -
Infancy: Emotional
I was securely attached to my mother when I was an infant. When she would leave the house without me knowing, I would be very upset and cry in my father's arms until she returned, then I would feel okay. I did not have to always be being held by her, though. I would just want to know that she was somewhere near me and that I could get to her if need be. -
Early Childhood: Cognitive
During my early childhood years, I was in the Preoperational Stage. I believe I was quite egocentric at this time, as most children are. When I first learned to talk, my favorite words were "shut up" and I used them whenever I could. I thought the world revolved around me, and anytime someone was talking about something I did not want to hear, I would exclaim, "Shut up, shut up, shut up!" -
Early Childhood: Cognitive
When I was this age, I had a map of the United States that also had detachable pieces that could be put back together as a puzzle. Different states were different colors, and although these colors had nothing to do with states, it helped with categorizing them when putting them back together which fits with the research that children conceptualize through categorization. For example: I still see Ohio as red in my head when I picture it because it was red on that map. -
Early Childhood: Cognitive
When I was a child, my mother would let me use a software program call "Hooked on Phonics". This was a computer program designed to help children pronounce words and understand their meanings. After I would finish using the software, I would go find my mother and practice the words on her while she listened and gave me feedback. -
Early Childhood: Emotional
My teachers always described me as a very well-mannered, yet talkative student. They say I was friendly and easy to get along with. My family said the same, although my older brothers claim that I cried too much, but I think it was just because I am the youngest sibling. This is pretty much in line with how I was as an infant and my easy temperament. -
Middle-Late Childhood: Cognitive
During this time, I was in the Concrete Operational Stage. I gained the ability of seriation. In my elementary school, when someone got in trouble, they had to flip their card. First was yellow, a warning, then orange, 10 minutes off of recess, and then red, which meant no recess at all. I was able to understand the meaning behind this series of of colors and what the order of them meant at this age. -
Middle-Late Childhood: Physical
In the exercise activities in middle-late childhood I used a lot of gross motor skills such as moving my legs to run, swinging my arms to throw dodge balls, and moving my body to dance. I used fine motor skills when grasping the monkey bars on the playground, or holding the ball before throwing it -
Middle-Late Childhood: Physical
I got exercise quite often during this time. Between gym class during school, recess, and playing with the neighborhood children, I stayed very active. I was also was very driven in my gym classes to be ranked at the top for whatever event we were doing. I felt good about myself and my physical capabilities back then because I always tried my best and was usually successful. -
Middle-Late Childhood: Cognitive
When I was beginning middle school, I had always been called smart by everyone around me. They only said this when they saw that I had gotten all A's and B's in my classes. It introduced me to the concept of logical-mathematical intelligence- one of the 8 types of intelligences from Gardner's Theory of Multiple Intelligences. This made it hard, however, to accept failure in my math classes in my early high school years. It went against everything I knew and made me feel dumb. -
Adolescence: Physical
I entered puberty around the same time as everyone else. Certain parts came a bit later though, such as growing breasts. It made me feel bad at this time because I thought that that was the reason that boys did not like me as much as the other girls. -
Adolescence: Cognitive
At this age, I was in the Formal Operational Stage. Like majority of teenagers, I had a lot of Adolescence Egocentrism. I really did believe that everyone in my classes in middle school were paying attention to every little thing I did. I was not concerned with their opinions all of the time, but I did believe that everyone had a formed opinion of me despite that not being true at all. -
Adolescence: Emotional
My most important relationship in middle and high school was with my best friend Hannah. Sternberg would have described our relationship as affectionate love because we both shared intimate facts and details about our lives while also promising to be there for each other no matter what. We had no interest in each other romantically or sexually, however, and because of that, our relationship was purely affectionate. -
Adolescence: Physical
I got a moderate amount of exercise during my adolescence years. I did track and field in my middle school years along with gym class. I participated in only one gym class during my high school years that only lasted one semester. I did participate in dance pretty regularly during, though. I did not feel negatively about my amount of exercise during this time, however, when it came time to run, I would be out of shape and it would disappoint me because I know I can do better -
Adolescence: Physical
I used gross motor skills in my exercise activities when running, jumping over hurdles, spinning, and doing other large scale dance moves. I used fine motor skills when I had to grasp the ballet barre, or shape my hands to fit whatever dance position I was in. -
Adulthood: Physical
I am just now transitioning into adulthood, but I do not get much exercise outside of walking to class during the week. I have not had much time to dance or run since coming to college and trying to adjust to new surroundings. It makes me feel sad and I feel that my mental state would be much better off if I were to exercise regularly again. -
Adulthood: Physical
I use gross motor skills when I move my legs to walk to class and when I do a bit of dancing in my dorm room. I do not use as many fine motor skills because I do not do much actual exercise, but I do have to form my hands when I dance to fit the position that I am in -
Adulthood: Cognitive
As an adult, I am still in the Formal Operational Stage. I do a lot of abstract thinking. I am a poet and as a poet, majority of the things I write are not based on physical realness because it does not fit my aesthetic as a writer. Most of my poems are very abstract and metaphorical, putting words to things that are not exactly tangible such as feelings and emotions. -
Early Adulthood: Emotional
My closest relationship right now is with my mother. Our relationship is still securely attached. I am able to function in school and daily life without her being geographically close to me, but we both get uncomfortable if we go more than a day without either texting or a phone call. -
Early Adulthood: Emotional
My most important relationship now is still with my best friend Hannah. Sternberg would describe our relationship as affectionate love because we still have intimacy and commitment, but we do not have any romantic or sexual attraction towards one another.
