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7.2-Exosystem
My mom said she thinks this event directly effected some of her parenting styles. My mom was somewhat of a strict parent and was very involved in my life. She would not let me out late and wanted me home before 10 PM (highschool senior). This drove me crazy and lead to many quarrels between my and and me. When I asked her why she was so strict and chose to parent me this way she told me an event that happened in her home country (Korea) that involved a teenage girl getting kidnapped. -
7.2-Exosystem cont.
She told me that that story has stayed with her all these years and she thinks that is the reason why she was so strict with me. After hearing this I felt bad for all the back talk I gave her whenever she asked me to come home early!!! :( -
Birthdate
I was born on this day ready to explore the world! -
5.1- Kohlberg's and Gender
I think Parker was around age three when she was giving the responses in the video. Parker has reached the cognitive milestone of gender identity which is having the knowledge that self and others are female aor male. Kohlberg states that this concept is acquired between ages two and three and it provides a basic categorizing principle with which children begin to divide the world. The next developmental stage in Kohlberg's theory is gender stability which I beleive Parker did not have yet. -
4.2 First Word
My first word was "umma" which means mom in korean. During the one word stage, it states that kids first worare most frequently nominals, which are labels for objuects people or events. It was not a surprise that my first word was "umma" becuase she was and is someone very important to me. -
4.1 memory
The earliest memory I have is taking pictures with my brother when he was just a year old. I made him cry because I forcefully tried to get him to look at the camera. I think I remember this event because it was the first time I made my brother cry and it was around the time I started to talk. i could verbally state my experience. And as my theory of mind was developing I could remember events more easily. -
6.1 Self Concious Emotions
I remember when I was around 4 years old getting in trouble at school. I don't remember exactly why I got in trouble but the teacher stopped the whole class to pull me aside and talk to me. I had never gotten in trouble before and only experienced other kids getting in trouble. I thought of how kids would react and say when other kids got in trouble and I was embarrased because I knew the kids would say thing about me too. I was ashamed so I would look down at my feet and kind of squirm. -
6.1 Self Concisous Emotions Cont.
I remember my specific body motions that correlated with how I was feeling because I got in trouble for that also. The teacher notcied that I was looking down at my feet and squirming. She took this as disrespect and on top of getting in trouble for whatever I did in the first place I alot got in trouble for not looking at her straight in the eyes when she was talking to me and squirming around. That was the point when I started to cry. -
7.1-Parental Strategies
I remember when I was 6 years old I stuck my tongue out at my dad and it ended up with an angry dad chasing me up a flight of stairs with me crying hysterically thinking, "What did I do?!" Even though I did not know why sticking out my tongue was wrong, In direct relation with Bell's control theory, my behavior approached the upper limit of my dad which resulted in the behavior that my dad displayed towards me on the stairs. His punishment style was provoked because of my characteristic. -
8.1 Children and television
One thing I specifically remember watching on the television is not a show but a commercial. The book says that knowing that things on television are fictional is a developmental process. I think I was in the process of developing the fictional vs non fictional knowledge because I knew at age 6 that sesame street and power rangers were fake but when I saw a toothpaste commercial where the toothpaste made cleaning noises when used I was amazed and begged my mom to get me that toothpaste. -
8.1 Children and Television CONT
I had some cognitive skills to know that things were fake but when a real thing (toothpaste) was commercialized with a fake aspect I did not have the developments to think that something about the commercail on toothpaste was fake. -
2.3-Evocative Gene Environment Correlation
Not to brag :) but I was very talented in music at a young age. My dad used to play violin and I one day picked up his childhood violin and started to play. Of course it was horrible but I was interested in it and my dad was so excited and booked me violin lessons with a teacher the very next day. My dad took a part in encouraging something that I wanted to do. He furuther assisted me in fullfilling my interest in vilion. -
5.2- Encoding gender schemas
When I was six years old and in the second or first grade I specifically remember the teacher emphasizing the importance of grabbing the "girl bathroom pass" before going to the bathroom if you are a girl and grabbing the "boy bathroom pass" before going to the bathroom if you are a boy. I think adults and teachers encouraged gender schema by decorating certain things "girly" and having the girls play with them vise versa for the boys. If girls sat with their legs apart they would be told to -
5.2- Encoding gender schemas cont.
sit correctly while the boys would not be told anything. Many events and actions took place at a young age which heavily encouraged gender schema. -
Moving
When My family moved away from New Jersey to California, I was leaving everything I knew and going to a different place. I stil remember to this day how sad and heartbroken I was. I truly beleive that this was my first experience in feeling utter disappointment and pure sadness. I think Eirckson might say that this event where I faced an emotional challenge formed a part of me in shaping a part of my identity. -
2.2 Active Gene Environment Correlation
I was a very happy and athletic child and I remember when I was around 7-8 years old I only had friends who liked to play outside and play kickball 24/7. I didnt realize at the time but now that I think back to my childhood I realize that I was actively seeking out kids that were like me and had the same interests as me. Very interesting! -
7.4-Friendships Cont.
We have been friends for a long time and have grown to be exactly like eachother. We were part of the same social groups, we talk to same and even dress the same. My mom used to always tell me to surround my self with "good" people and now I know how important that was because my friends have had a direct influence on me and took a huge part in shaping me into the person that I am. -
7.4-Friendships
I was in 4th grade when I switched elementary schools and had to face a whole new crowd of peers. I remember being very shy and nervous. I was so happy when a girl came up to me, tapped me on the shoulder and said "Hi, I'm Cora Bell. What's your name?" That was a start to a life long friendship. Our friendship correlates to the material presented in the book on how children become friends. Cora Bell and I had many things in common like our love for animals and "cute things". (pic=me+frnd) -
Passive Gene Environment Correlation
had an impact on how sociable I am. I don't know how I would be if I had just the genes and no enviromental influence. -
Passive Gene Environment Correlation
My parents were always very outgoing and sociable and as a child I was very outgoing and had a lot of friends. After reading this section on passive gene environment I realize that my enviroment was always very lively and our house was like an entertainment house. People were over almost every weekend and my parents would have barbecues and drinks with neighbors, close friends, church people ect. The environment I grew up in and the genes that my parents passed down to me both definitely had -
8.2-School Transitions
When I was entering middle school I transferred from a small private school to one of the biggest public school in my city. The change was pretty nerve wrecking but after a few days I was comfortably situated in the new setting and was enjoying myself. I agree with the text that the classroom sizes were increased dramatically from elementary school to middle school (but I also came from a small private school) but my experience disaagrees with the research that says students do more poorly -
8.2 School transitions CONT
because my grades rose significantly as I transferred from being in a small classroom to a large classroom. -
6.2-Self Control
I think I have the hardest time with self control and delay of gratification when it comes to food. I remember in middle school my mom gave me a choice of eating fast food "right now" or going to one of my favorite restaurants later. I was so hungry that I could not delay gratification and have self control to wait for my favorite restaurant. After I gulfed down my 2 dollar meal from mcdonalds I copletley regretted my decidsion and was very ashamed of my lack in self control. -
3.3 Imaginary Audience
My imaginary audience stage took place all through middle school and for the first year in high school. I always felt self conscious about myself because I always thought everyone was looking at me and judging me on every move that I made (pretty conceited not that I think about it). I particularily remember when I got my first pimple and I refused to go to school because "everyone will laugh at me or talk about it behind my back." I am so glad that this stage is done and over with! -
3.3 Personal Fable
I had many personal fable experiences during my high school years. One event that I clearly remember was when I asked my parents if I could get my curfew extended from 10 P.m. to 3 A.m for senior prom night. My parents, obviously said no and told me I could stay out until 12A.m. that was not good enough for me and for 3 months I told myself that noone understands me (especially my parents) and I convinced myself that I was a lone sole in this world and that no one would ever really understand. -
7.3-Crowds and Cliques
I belonged to the "preppy cheerleaders" crowd. Within that crowd were cliques. We did not have specific names for the cliques but it was apparent that within our cheer team there cliques that were separated by interests and charateristics. My clique was more quiet and reserved. We would not go to the weekend parties that a lot of the other cliques went to but attended all the "have to attend" parties that our group went to like pep rallies and school functions. In the section peer group -
7.3-Crowds and Cliques Cont.
formations, it says how groups rose above other groups and individuals rose about groups meaning leaders and followers were apparent. This was also apparent in my cheer squad. The captain was always the one that exuded confidence and leadership throughout the year. -
6.3 Moritorium
I remember when I had explored and was trying to decide what I wanted to do in life. I was a highschool senior (kind of late in my opinion). I had gone to my high scool guidance counselor many times to seek out information on different majors and feilds of work that each major lead to. I also sought help from the career resource center that we had at school. I had all of the information on different careers and was in the process of narrowing them to hopefully, one day concretely knowing. -
6.4 Acheived
After exploring and trying to narrow down my options on my future career. Towards the end of my senior year in highschool I finally came to a conclusion on what I wanted to do for the rest of my life. I noticed that all of my job choices had to do with children. I thought the best fit for me was one day becoming a teacher and surrounding my self with kids and having the honor of serving and making a difference in the lives of young children. -
3.1 Preoperational Magnetism Continued
So I would give each child a "magnet character" of positive and negetive and tell them to act out with eachother how what magnets would do. THe children with positives would stick to children with negetives and if two postives or two negetives get together then that pair would have to sit out until someone wins. I think this would reinforce their knowledge and understanding about magnets. -
3.1 Concrete Magnetism
I would have the kids figure out for themselves how the magnets stick together. I think by this stage kids, through trial and error, can figure out that negetive and positive go togther. It might be challenging for some but I beleive this disequilibrium will promote kids helping kids understand this concept. -
3.1 Preoperational Magnetism
Since Piaget's preoperational stage consists of kids from ages 2-7, the lesson I would teach on magnetism would be very simple. I thought kids in the preoperational stage would learn best with "live" examples, so I would bring in magnets for each child and show them how two opposite sides attract eachother and two same sides move apart. Also, during this stage kids are excited about the "new" way that they can think and tend to act things out or pretend. -
2.4- APGAR
I graded Nicolai based on the APGAR test and thought he got a perfect score of 10. His color was very pink and healthy not blue tint. His muscle development seemed amazing because the nurses had to sort of hold him down at one point to get the rest of his tests done. He was crying pretty vigorously. I could not hear what his heart rate was but considering that everything else was scored with a 2 I assumed his heart rate would be good also. SUCH A CUTE BABY! Think it latebut CONGRATULATIONS!
