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7.2 Exosystem
Both my parents weren't raised by their own parents. Their parents sent them to relatives to put them through school. So, before my parents had my brother and I, they told themselves that they weren't going to give us up to relatives to put us through school. They decided that they were going to work hard, and earn the money to put us through school, and to make sure that we not take for granted how hard they're working to put each of us through school and to get a good job to support them. -
1.1 Birth
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4.2 First Word
The first word that I said when I was little was "dada" and it was a nominal referring to my dad. It's a single word with two syllables. I didn't use this word for anything else, but only said it when I wanted my dad's attention as a child. -
4.1 Memory
The earliest memory I have was walking into my grandparents store in American Samoa when I was four. I walked in, grabbed a soda from the fridge, a candy bar and asked my grandfather to put it on my dad's tab. But before I walked out the door, I looked at my grandfather and said "Keep the change ya filthy animal." I watched too much Home Alone. I think the "life story" theory works best with me. I don't think I understood narrative until later on. But I this is the earliest memory I have of me. -
5.1 Kohlberg's & Gender
I think that Parker is about 5 years old. I think that she's about five because when her mom asked whether someone was a boy or a girl, one of her responses was "She's a lady and a teacher." So she enforces gender-role norms in the people that she knows. -
6.2 Self-Control
I remember on my 5th birthday, my grandmother was baking me a cake. When she was putting the frosting on, she told me not to touch it until it was time to blow the candles. And if I didn't touch it, she would let me open my present. But, I couldn't help myself. I kept taking frosting off the cake with my fingers and eating it. I had no self-control. This was definitely a delay-of-gratification task if I behaved a certain way, I would get rewarded for it. But I couldn't wait. -
8.1 Children and Television
I remember watching a commercial that promoted the baking oven. The commercial was definitely targeted to me and this relates to the section "Consumber Behavior" in the text. I was always asking my parents to please buy me one because I saw the girls in the television having fun when they were baking. I found myself constantly saying "I want that" -
1.2 Theories
An interesting event that shaped my life was watching my father beat my mother for the first time. I think that Brofenbrenner would say that the environment that I was in would influence me indirectly because the situation had nothing to do with me, but it affected me anyway. Although the reason my father hit my mother was not my fault, it still had its influences on my development. -
2.2 Active Gene Environment Correlation
I have two younger sisters who are adopted. My sister right after me, loves sports. We know her biological family and we know that her sisters played softball and soccer. So, when my sister was in junior high, my parents put her in the school softball and soccer team, and she loved it and she is now in her high school soccer team. -
7.4 Friendships
My childhood best friend was Ashley. We became best friends because our fathers were best friends. We had a lot in common such as singing, coloring, playing Mario and the duck game on the Nintendo. We also socially interacted with each other everyday, played the same games everyday and whenever we had an argument, we always made up afterwards. When we were growing up, I had family problems, so Ashley always made things seem a little better when she was around to hang out with. We had trust. -
5.2 Encouraging Gender Schemas
I think the different subjects that were taught indicated that gender was an important category. When my teacher would ask what subject we wanted to do next, most of the girls would say Reading and Grammar but the boys wanted Science and Math. So, when we had our reading groups, it was usually the girls in their own little groups and the boys had their own groups. The teacher would have encouraged this by volunteering girls to read and not make content interesting to both genders in science. -
7.1 Parental Strategies
My parents had good efficacy when it came to me and my siblings. In a way, my parents were "old school" meaning that they would discipline us using the belt if we got out of hand. Getting out of hand would mean, talking back to mom, not doing our chores, or not being home when we were suppose to. My parents held education in high regard, so they made sure to remind us that we needed to finish school. Most of these were because my parents as well as their parents didn't have a good education. -
2.1 Passive Gene Environment Correlation
I come from a musical family, and since my dad played piano, he had me take piano lessons, and my mother sang, and so she would teach me a song every week to sing at church. Today, I sing in a band, and I play very little piano because I thought my piano teacher was boring. But I do love singing! So my parents put me in a musical environment because they had musical talents and predicted that I would have it too. -
7.3 Cliques and Crowds
In junior high, the clique that I was around consisted of the popular and smart kids in the classroom. We always hung out, played basketball and ate at the same table. The crowd that I hung out with during my adolescence consisted of high school football players and popular girls. My peer groups was popular because we were always encrouaging of each other and supported each other. We were both models as well as reinforcers in positive ways to each other. -
3.3 Personal Fable
I remember an incident where I wanted to go with a group of friends to the theatres. My parents were very protective and would never let me go anywhere by myself. So, one time my parents let me go with a couple of friends, and my friend came to pick me up. After the theatres, we were going to grab some pizza. But, when I came out, my parents were in the parking lot waiting to take me back home. I went home and was so embarrassed and didn't talk to my parents for about a week. -
8.2 School Transitions
When I transitioned into Junior High, I realized that I my self-esteem was getting lower and lower. Many things have contributed to my low self-esteem, but I was also at a point in my adolescence where I was beginning to compare myself to other girls who I thought of or society considered beautiful and popular. Just like the book said, "some researchers have also observed a decline in self-esteem at this time...particularly among girls" -
3.3 Imaginary Audience
I remember when my mom cut my hair for the first time. When she cut it, it was so crooked that when I bent my head, it was straight, but when I straightened my face, one side of my hair was shorter than the other. I didn't hang out with friends or go to church because I was scared of what people would think of me or would make fun of me when they saw me. Actually, nobody even notice. -
2.3 Evocative Gene Environment Correlation
When I came to college out here in America, I thought my singing days were over. I thought I wasn't going to meet anybody that would plug me into a group that had at least something to do with music. But then, I started looking for a church that had the same beliefs as I did and had good music. So, I found a church called Lighthouse and there I found 7 other individuals who were amazing at their instruments and vocals, and I am now a member of a band called Tipping Point! I'm singing again! -
6.3 Moratorium
The crisis that I was in was trying to see whether I wanted to go back home to Samoa to take care of my family and support them. I have been in Samoa my whole life and I wasn't sure if I wanted to go back just yet. I felt like if I went back home, I would be too busy taking care of my family and would have no time concentrating on going for the next degree. I also felt like I wouldn't reach my full potential if I went back home. But on the other hand, I would be with family. So I wasn't sure -
6.4 Achievement
Last year, I took Pacific Seminar 3. And we were to write our autobiography and when I came to the part of what I wanted to do after college, the whole theme of "obligation" and "scripts" came to mind. I've been given a script my whole life on what to do and how to do it. And now is my chance to write my own script. So, I decided to stay out here in California for a little longer and go for the next degree and see where life takes me. I made my decision of staying out here. -
1.3 Methods
I think a good time to get accurate information with a child participant is when they are in a comfortable place. With what we've been learning so far, continuing to make the child's environment comfortable, will allow me to be on the same level and not show a position of authority so I can connect with the participant. One strategy that I can use is to do the survey where the participant points to the face that describes their feelings about a certain object or thing. -
3.1 Preoperational Magnetism
I would use things that the children usually see around them that are usually inseperable. Such as peanut butter and jelly, socks and shoes, macaroni and cheese, etc. And use that to say that in the same way, metals always attract to magnets. -
3.2 Concrete Magnetism
For Concrete, I would simply bring in magnets that the children can touch. Then I would explain the idea of magnetism to them along with the objects that I brought.
