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7.2- Exosystem
My father was one of seven children, and when he was eighteen years old, his parents had to decide whether to send him or his sister to college because they were poor and living in rural Korea. They allowed him to go to college, and he went on to go to graduate school and now has a great career. This decision indirectly affects me because if he didn't go to college, he probably would not have come to the US, gotten the high paying career, and given me the comfortable life I have today. -
1.1 Birth
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2.4- APGAR
Nicolai's five vital signs (heart rate, respiratory, muscle, reflex, and color) were tested. The doctors checked his neonatal health by listening to his heartbeat, move his limbs, check his weight and temperature, and measure his length. weight, and circumference of body parts. I noticed how his eyes were open, his healthy lungs from his crying, and motor ability due to his flailing legs and arms. The doctor also touched his hand to see if his fingers would respond. Nicolai passes the APGAR. -
4.2- First Word
The first word I said 'umma' (the Korean word for mother) when I was 7 months old. This is a nominal, a label for a person. It is also a word that refers to someone important to my life. A few weeks later, I said 'food', which is also a nominal. This shows how children's first words are words that are importnat to them. My first words were all in Korean because my mother spoke to me in Korean when I was an infant. -
4.1- Memory
My earliest memory is picking flowers from the bush in front of my house when I was four years old with my neighbor's child. The theory that fits this experience is the third one, where children can't tell their life story unless they understand the structure of narratives. I feel that this is true because I can recall childhood memories much better after talking it over with my parents or watching home videos. Talking about the past in detail helps reform the memory. -
5.1- Kohlberg's and Gender
Parker is probably around four or five years old. She seems to have gender stability in that she understands that gender does not switch over time for her superiors such as her teacher. However, she gets the gender of her close friends confused, which may explain that Parker's mental development of gender is not well developed yet. She does have the basics of gender identity down though, because she understands that she is a female. -
3.1- Preoperational Magnetism
From 2-7 years old, children are in the preoperational stage and cannot yet solve problems logically. To teach magnetism, I would have two magnets and centrate, that is, focus on how one magnet will stick to the other. Because they cannot understand reversibility, they wouldn't comprehend that flipping the magnets would push them apart. I would just focus on the state of the event, how they stick or push apart, and not explain the connection of the +/- states. -
1.3 Methods
The transition between kindergarten to 1st grade is significant for a 5 year old because they need to have the basic skills down. It is important to gather data by having the child take a test in order to see if they are ready to attend school. The way to set up an accurate test would be to gather data from a cross section of kindergartens and 1st grades to see what would appropriate for the passing exam. The scales the test uses should be simple, with images, that the kids could match. -
8.1- Children and Television
I remember that I was watching a television show where a girl got her shoe stuck on the escalator and she was frantically trying to pull free before the escalator ate her leg. This made me scared to go on the escalator because I thought I would get caught too. This represents my inability to recognize that the television show was fictional and that the character wasn't really getting hurt. I was unable to separate television from reality because I had not cognitively developed in that realm yet. -
6.1- Self Concious Emotions
When I was five years old, I remember being embarassed because my mother made me wear a dress to church that I didn't want to wear. This was a self concious emotion because I was feeling both angry that I couldn't wear what I wanted to, and embarrassed because I didn't want others to see me wearing that dress. Because I was five years old, I expressed that emotion by visibly pouting and being withdrawn at church that day. I didn't do a good job managing my emotion. -
5.2- Encouraging Gender Schemas
There were some ways that adults were able to impose gender schemas onto children. In the classroom when chairs or tables needed to be moved, the teacher would ask the boys to move them. If someone had to go to the nurse or office and needed a companion to help them there, it was often a girl that was asked to accompany the child. When we had to choose books to read for book projects, the librarian would guide the boys to books that had more action/adventure, and girls to books that were calmer. -
6.2- Self-Control
When I was seven I went to my aunt's house and wanted to play with her cat. She was cooking in the kitchen and told me to wait until she was finished before I pet the cat because it had a bad temper. I didn't listen, pet the cat anyways, and ended up getting scratched in the face. I was not able to display self-control and regulate myself to meet the demands of my aunt. My desire to touch the cat was too great that I could not wait for the delay in gratification. -
2.1- Passive Gene Environment Correlation
Even in elementary school, my parents didn't support children spending all their time watching television, so I never really stayed indoors and sat in front of the tv. Instead, my parents encouraged me to go outside and be social with other children by playing on the playground. This is a positive passive gene environment because the environment was constructed by my parents and supported my genetic potential. -
8.2- School Transitions
My family moved to another town when I was 7, and I was nervous about going to a new school. I remember being very anxious and nervous because I didn't know anyone there. However, I was able to transition well because the girl I sat next to soon became my closest friend in elementary school. The success of this transition allowed me to be get a positive attitude about school and gain confidence. My experience was different from the text because my tnew eacher did not help me adjust, yet I was ok -
3.2- Concrete Magnetism
When about 7-11 years old, children are in the concrete operational stage and can understand logical concepts. Mental actions such as reversibility are comprehended, so when teaching magnetism, I would be able to show how +/- attract yet +/+ would not. The child would then deduct that -/- would also not attract. As long as there is a physical object in front of the child, he can apply his logic to show how magnets attract and oppose. -
2.2- Active Gene Environment Correlation
Ever since I was young, I would actively seek out libraries and bookstores because I liked reading. Places with books became my niche that I selectively chose based on my interests. -
3.3- Imaginary Audience
i took an art class where we had to display our drawing project on campus for students to see. I felt like there was an imaginary audience who would judge my work, which made me so anxious and nervous about watching people look at my work. It made me embarrassed to see my drawing in public and I didn't want anyone to know I made it. I believed everyone in society would sructinize and evalute me as much as I did. I created hypothetical situations in my mind where people made fun of my drawing. -
2.3-Evocative Gene Environment Correlation
Because of my predispositon to reading, my parents signed me up for writing classes and workshops that allowed me to further develop my interest. My parents' behavior was in response to my behavior that may be due to a genetic tendency for quiet activities such as reading and writing. Thus, the environment around me (my parents) reacted to my own behavior. -
7.3- Crowds and Cliques
In middle school, I hung out with a clique of 7 kids who were fairly rebellious. We all became friends because we cared about our grades but wanted to do exciting, thrilling things too. We would often break little rules just to get a rush, such as climbling our school roof. Our clique was indentified with the crowd called skaters because the skate park was a popular place for us to hang out at. The norms of the crowd provided us with a certain way to dress (dark colors, sneakers), -
7.4- Friendship
Danielle and I became friends by having a successful first interaction at church because she had just moved from New Zealand. We found common ground because I was fairly new to that church also. We would hang out every Sunday, and then hang out more often once we became close. We liked how we went to different schools because it meant that we didn't have to worry about gossip. She and I had a lot in common, and even though she is in Chicago, we still have an intimate friendship. -
6.3- Foreclosure
When I was in high school, I was a devout Christian and identified myself as such. This is foreclosure because I was committed to going to church every week and did things like bible study without having really explored that religion or other religions in advance. My religious identity was formed prematurely because my parents brought me into Christianity since I was born. -
1.2 Theories
This event is significant because it is when I first came to college. Bronfenbrenner would say that the change in environment directly and indirectly affected me because it impacted my psycological development. Living at college meant that my micro, meso, exo, and macro-systems were all changed to a degree and influenced my following experiences while attending school. -
6.4- Diffusion
Ever since I started attending college, my religious identity changed from foreclosure to diffusion. I was no longer committed to Christianity because I had so many doubts and questions about it, yet I had not explored other options (religions). Because I was in the negative in both committed and explored, it puts me in the identity status category of diffusion. -
7.1- Parental Strategies
I interviewed my mother and she said that they believed they had good efficacy when it came to me because my tempermant never greatly challenged their strategies and I showed committed compliance. They were very understanding when it came to using explanations, but they often used power assertion when it came to academics. They used correct atribution most of the time, but my mother told me that the culture differences of Korea and the US sometimes made it difficult for them to adapt.
