Joy Prior
Spanish 106
Spanish for You
To further explore and understand Hispanic culture I joined a local nonprofit organization called Remembering Our Culture that encourages minority students to attend college. Every Tuesday and Thursday for four hours we practice different cultural dances including: Asian, Native American, African, Polynesian, Indian, and Latin American. For this paper I would like to mention why I feel being a member of Remembering Our Culture will help me in the future and the various Latin American dances that I have learned.
The mission statement is: “We believe in excellence and achieve it through education. We take pride in who we are and celebrate each other’s differences. We are many races but united in one belief. That awareness brings acceptance and diversity makes us strong.” All of the members have to be striving for a secular education. Not only that how we achieve our mission statement is to preform across the western United States; most of our performances are catered towards the local elementary schools students. Our goal is to be an example of culturally diverse students who are obtaining a college education and embracing cultural heritage. I would like to become a kindergarten teacher and help students at an early age begin to care about their education. My hope is that speaking Spanish will help me encourage all of my students no matter their cultural background to obtain a higher education.
One of the first dances that we learned was Jalisco. This was such a difficult dance for me to learn. It is a common dance in Mexico, and I have seen it performed before. To me it is the big skirt dance. The men all dress up in black with these wide sombreros on and the women are in brightly colored skirts made with yards of fabric. When the couples dance together the girl can make giant circles and turns around the boy with her skirt while they dance. Before I tried to dance Jalisco I had no idea how difficult all of the foot work was, and then on top of that having to keep your arms up even with all of the weight from the skirt. The shoes help to create a crisper tapping sound. It was hard for me to do all of the rapid toe steps while I was wearing the special shoes, but it felt impossible to keep up with the rhythm without the shoes.
Another dance that I enjoyed learning was Aztec. This dance was really a great workout I decided, because the entire time I felt like I was jumping. In this dance the men have shields and the women have shakers. The dancers also have large headdresses. It is important to keep your back straight and your neck up while you dance or else the headdress will fall off. There were lots of steps that were fun in this dance. One of my favorite steps was the grapevine move. Although the foot work was similar to the grapevine the mood or form was different. When you got to the left or right side you turned to the side and did a little prick or hop move with your foot and then jumped back into the other side. One of the steps that I really struggled with was what I call the bicycle step. You stay were you are during this step, but the entire time you are lifting your legs up and down. At first when I tried to learn the step I was doing high knees, and then I learned I have to keep my foot all the way on the ground until at the last moment I pick it and pull it back. When I tried to do that I was doing a lot of ballet movements and I made the step look to “pretty” and soft. To this day I struggle making the real step.
It has been so much fun to learn about how unique and difficult other cultural dances are. Before I joined I considered myself a really talented dancer. I could do ballet, jazz, waltz, and other dances that I was failure with. Learning the different cultural dances has taught me how uniquely beautiful each culture is, and I enjoyed the opportunity to not only observe different cultures but to learn and understand new cultures.
Friday, December 3, 2010
Wednesday, December 1, 2010
SPAN 106 final essay
Joy Prior
Espanol 105
Sección 007
Hablar Solo Inglés Hacer un Americano
Cuando yo preparaba mi redacción estudié en la Internet. Yo tuve el encuentro esta cita, “En primer lugar, mis disculpas por cualquier problema notable con la traducción. No hablar o escribir español, así que lo que usted ve aquí es la función de un traductor en línea. Con mayor razón se debe aprender Inglés.” El autor quiere decir, “First, my apologies for any noticeable problems with the translation. I do not speak or write Spanish, so what you see here is the function of an online translator. All the more reason you should learn English.” ¡Hala! Después el autor explicó los problemas de inmigración ilegal.
Por qué él piensa ser americano algún necesita hablar inglés. Una persona habla Inglés o habla español no es importa el problema con inmigración ilegal. El problema es solamente las personas viven en los ustados unidos sin los pápeles legal. Muchos gente tiene los pápeles legal pero no habla Inglés. Otros gente no tiene los pápeles legal aunque habla Inglés. Cual lengua una persona habla no tiene una relación con los pápeles legal.
¡Se da tanta vergüenza! No me gusta leer los artículos que no habla el problema de inmigración ilegal por qué el autor escribió un artículo sin respeto por la lengua de española o la cultura. La lengua no es el problema. Yo quiero leer los artículos que decir los efectos o la estadística de inmigración ilegal en México, Cuba, y los Estados Unidos. Inmigración ilegal no es una oportunidad atacar la cultura de un país.
Yo sé todos los artículos no atacan la cultura. Inmigración es importante por qué es un ley pero es más importante cuando nosotros hablamos de inmigración ilegal recordamos es un problema del ley y no es un problema de la lengua o la cultura.
Espanol 105
Sección 007
Hablar Solo Inglés Hacer un Americano
Cuando yo preparaba mi redacción estudié en la Internet. Yo tuve el encuentro esta cita, “En primer lugar, mis disculpas por cualquier problema notable con la traducción. No hablar o escribir español, así que lo que usted ve aquí es la función de un traductor en línea. Con mayor razón se debe aprender Inglés.” El autor quiere decir, “First, my apologies for any noticeable problems with the translation. I do not speak or write Spanish, so what you see here is the function of an online translator. All the more reason you should learn English.” ¡Hala! Después el autor explicó los problemas de inmigración ilegal.
Por qué él piensa ser americano algún necesita hablar inglés. Una persona habla Inglés o habla español no es importa el problema con inmigración ilegal. El problema es solamente las personas viven en los ustados unidos sin los pápeles legal. Muchos gente tiene los pápeles legal pero no habla Inglés. Otros gente no tiene los pápeles legal aunque habla Inglés. Cual lengua una persona habla no tiene una relación con los pápeles legal.
¡Se da tanta vergüenza! No me gusta leer los artículos que no habla el problema de inmigración ilegal por qué el autor escribió un artículo sin respeto por la lengua de española o la cultura. La lengua no es el problema. Yo quiero leer los artículos que decir los efectos o la estadística de inmigración ilegal en México, Cuba, y los Estados Unidos. Inmigración ilegal no es una oportunidad atacar la cultura de un país.
Yo sé todos los artículos no atacan la cultura. Inmigración es importante por qué es un ley pero es más importante cuando nosotros hablamos de inmigración ilegal recordamos es un problema del ley y no es un problema de la lengua o la cultura.
BIO 101 study guide
Biology 101 Final Topics – Winter 2010
Nature of Science –
· Explain the steps of the scientific method.
Observation, Problem, hypothesis, procedure, data, conclusion,
· Describe a misconception students may have about a scientific process and how you would help them overcome that misconception.
All scientific process have to be preformed in a classroom. Give daily examples of scientific process and encourage students to identify daily problems such as: what to eat? Problem…
· What is science?
The organization and study of the world in testable questions.
· Discuss the 7 rules for “Scientific Storytelling.”
Reproducibility: can be done repetitively
Predictive Power: can predict things that were not included in the observations
Prospects for Improvement: subject to evolutionary development of the idea
Naturalism: not appeal to the supernatural, but nature can explain.
Uniformitarianism: same natural laws in ancient times apply today
Simplicity: nature is simple enough to understand
Harmony: should not contradict other established explanations
· What makes a question scientifically investigable?
If it can be measured.
Working like a scientist –
· Be able to follow a procedure precisely.
· Be able to accurately measure mass using an electronic scale and volume using a graduated cylinder.
Measure from the bottom of the curve in a graduated cylinder. Set to 0 when taking weight
Pond Water –
· Prepare a wet mount slide.
· Describe how to find the magnification of the viewed image.
Start with low power objective lens and move coarse focus and the condenser lens slowly then move the fine focus knob, and increase the level of objective lens as necessary.
· Use a microscope to observe microscopic organisms.
Carry with arm and base
Do not let it hang on the edge of table
Store low power objective lens/stage down
Start with power objective lens/stage down
Bacteria –
· Describe harmful and useful characteristics of various bacteria.
· What is aseptic technique and why is it important (2 reasons)?
· Describe and demonstrate proper technique for performing the T-streak method on a Petri dish.
Multiplying cells –
· Compare and contrast mitosis and meiosis (i.e. number of cells produced, amount of genetic information in each daughter cell.)
· What are the advantages and disadvantages of each type of cell division?
· Identify and describe each stage of mitosis and meiosis.
· Use a microscope to locate and observe the nucleus of a cell.
Gel Electrophoresis –
· How is gel electrophoresis used to help us understand DNA?
Gel electrophoresis helps us to make a DNA fingerprint and identify species and the heritage by comparing the DNA fingerprints.
· Describe how gel electrophoresis separates DNA segments.
Breaks down the cell wall, cell membrane, nucleus membrane. The put the DNA into a gel and set one side to have a negatively charged and the other have a positive charge. The smaller pieces are able to move through the gel quickly while the longer ones move more slowly.
· What is the role of Polymerase Chain Reaction (PCR) and Restriction Fragment Length Polymorphism (RFLP) in carrying out gel electrophoresis?
The PCR can make billions of copies of the single strand of DNA that can then be tested and experimented with while the RFLP is the segment of DNA being tested.
Genetics –
· DNA: Deoxyribonucleic acid; a nucleic acid that contains the genetic instructions used in the development and functioning of all known living organisms
Chromosome: a single piece of coiled DNA containing many genes
Gene: the information to build and maintain an organism and pass genetic and are the part on the Chromosome.
Allele: is one of two or more forms of the DNA sequence of a particular gene for a given loci.
· How does the process of meiosis in gametic cells produce a wide range of genetic diversity?
There is crossing over.
· Draw a Punnett square and show the probability of producing each associated genotype and phenotype.
A A
a Aa Aa
a Aa Aa
· Understand the difference between dominant and recessive.
In the phenotype the dominant allele is are expressed even when the recessive allele is present.
· Know how to work with co-dominant traits on a Punnett square.
Some alleles are equally strong and neither are masked by the other. When both alleles are present, they are both expressed in the phenotype. The hybrid is a blend of both alleles.
Red flower, white flower, creates pink flower
Enzymes –
· catalyst: A substance that speeds up a chemical reaction, but is not consumed by the reaction
Enzyme: are proteins that catalyze in enzymatic reactions, the molecules at the beginning of the process are called substrates, and they are converted into different molecules, called the products. enzymes do differ from most other catalysts by being much more specific and can be reused.
· Describe the role of enzymes in an organism.
Many of the processes need for digestion would not be possible in the appropriate amount of time without enzymes present.
· Give an example of an enzyme and describe how it benefits an organism
A DNA polymerase is an enzyme that catalyzes the polymerization of deoxyribonucleotides into a DNA strand.
· What factors can affect the efficiency of an enzyme? by other molecules. Inhibitors are molecules that decrease enzyme activity; activators are molecules that increase activity. Many drugs and poisons are enzyme inhibitors. Activity is also affected by temperature, chemical environment (e.g., pH), and the concentration of substrate
Populations –
· Graph a sample predator prey relationship and explain the patterns that are formed.
When the hare population rose the lynx population also increased the following year, and conversely when the hare population decreased the lynx population also decreased.
· Define the carrying capacity of an ecosystem.
Number of organisms that can live in a given environment.
· Is eliminating predators from an ecosystem beneficial? Defend your answer.
No, because the predators keep the population below carrying capacity which avoids the problem of starvation or a population crash.
Adaptations –
· Describe the advantages and disadvantages of organisms that have highly specialized adaptations and those that have more generalized adaptations.
An advantage for an organism with highly specialized adaptations is that it will be able to survived better in the specific environment that it has adapted to better than other organisms, but if that environment changes then the generalized adapted species will survive better because it has a different range of genetic traits to help it survive in multiple environments.
· Describe how populations (species) develop traits that allow them to survive and reproduce in their environment.
Through the prose of natural selection, genetic mutations are either increased or eliminated depending on if the mutation gives the species a fitness advantage in the environment.
· Does competition for resources increase or decrease the probability of new adaptations? Defend you answer.
The competition for resources increases the probability of new adaptations arising. The adapations themselves occur unpredicted and randomly because the adaptations are simply mutations that can give the species a fitness advatage, but if there is no need to have a fitness advantage because there is no competition then the mutation will give the species enough of a need for an advantage and therefore there is not enough of a need for the fitness advantage and the organisums have the same fitness or reproductive levels.
· How does natural selection work on genetic variation to enable a population to become better adapted to their environment?
Natural selection: is the process by which traits become more or less common in a population due to consistent effects upon the survival or reproduction of their bearers.
Genetic variation: is the genetic diversity of a species that gives the population differences creating higher and lower fitness levels.
Performance assessments –
· Make accurate measurements (mass, volume) using the appropriate tools.
· Prepare a wet mount slide and identify a cellular structure.
· Set up an experiment with procedures. Identify controlled, dependent, and independent variables. Include replication and randomization.
Nature of Science –
· Explain the steps of the scientific method.
Observation, Problem, hypothesis, procedure, data, conclusion,
· Describe a misconception students may have about a scientific process and how you would help them overcome that misconception.
All scientific process have to be preformed in a classroom. Give daily examples of scientific process and encourage students to identify daily problems such as: what to eat? Problem…
· What is science?
The organization and study of the world in testable questions.
· Discuss the 7 rules for “Scientific Storytelling.”
Reproducibility: can be done repetitively
Predictive Power: can predict things that were not included in the observations
Prospects for Improvement: subject to evolutionary development of the idea
Naturalism: not appeal to the supernatural, but nature can explain.
Uniformitarianism: same natural laws in ancient times apply today
Simplicity: nature is simple enough to understand
Harmony: should not contradict other established explanations
· What makes a question scientifically investigable?
If it can be measured.
Working like a scientist –
· Be able to follow a procedure precisely.
· Be able to accurately measure mass using an electronic scale and volume using a graduated cylinder.
Measure from the bottom of the curve in a graduated cylinder. Set to 0 when taking weight
Pond Water –
· Prepare a wet mount slide.
· Describe how to find the magnification of the viewed image.
Start with low power objective lens and move coarse focus and the condenser lens slowly then move the fine focus knob, and increase the level of objective lens as necessary.
· Use a microscope to observe microscopic organisms.
Carry with arm and base
Do not let it hang on the edge of table
Store low power objective lens/stage down
Start with power objective lens/stage down
Bacteria –
· Describe harmful and useful characteristics of various bacteria.
· What is aseptic technique and why is it important (2 reasons)?
· Describe and demonstrate proper technique for performing the T-streak method on a Petri dish.
Multiplying cells –
· Compare and contrast mitosis and meiosis (i.e. number of cells produced, amount of genetic information in each daughter cell.)
· What are the advantages and disadvantages of each type of cell division?
· Identify and describe each stage of mitosis and meiosis.
· Use a microscope to locate and observe the nucleus of a cell.
Gel Electrophoresis –
· How is gel electrophoresis used to help us understand DNA?
Gel electrophoresis helps us to make a DNA fingerprint and identify species and the heritage by comparing the DNA fingerprints.
· Describe how gel electrophoresis separates DNA segments.
Breaks down the cell wall, cell membrane, nucleus membrane. The put the DNA into a gel and set one side to have a negatively charged and the other have a positive charge. The smaller pieces are able to move through the gel quickly while the longer ones move more slowly.
· What is the role of Polymerase Chain Reaction (PCR) and Restriction Fragment Length Polymorphism (RFLP) in carrying out gel electrophoresis?
The PCR can make billions of copies of the single strand of DNA that can then be tested and experimented with while the RFLP is the segment of DNA being tested.
Genetics –
· DNA: Deoxyribonucleic acid; a nucleic acid that contains the genetic instructions used in the development and functioning of all known living organisms
Chromosome: a single piece of coiled DNA containing many genes
Gene: the information to build and maintain an organism and pass genetic and are the part on the Chromosome.
Allele: is one of two or more forms of the DNA sequence of a particular gene for a given loci.
· How does the process of meiosis in gametic cells produce a wide range of genetic diversity?
There is crossing over.
· Draw a Punnett square and show the probability of producing each associated genotype and phenotype.
A A
a Aa Aa
a Aa Aa
· Understand the difference between dominant and recessive.
In the phenotype the dominant allele is are expressed even when the recessive allele is present.
· Know how to work with co-dominant traits on a Punnett square.
Some alleles are equally strong and neither are masked by the other. When both alleles are present, they are both expressed in the phenotype. The hybrid is a blend of both alleles.
Red flower, white flower, creates pink flower
Enzymes –
· catalyst: A substance that speeds up a chemical reaction, but is not consumed by the reaction
Enzyme: are proteins that catalyze in enzymatic reactions, the molecules at the beginning of the process are called substrates, and they are converted into different molecules, called the products. enzymes do differ from most other catalysts by being much more specific and can be reused.
· Describe the role of enzymes in an organism.
Many of the processes need for digestion would not be possible in the appropriate amount of time without enzymes present.
· Give an example of an enzyme and describe how it benefits an organism
A DNA polymerase is an enzyme that catalyzes the polymerization of deoxyribonucleotides into a DNA strand.
· What factors can affect the efficiency of an enzyme? by other molecules. Inhibitors are molecules that decrease enzyme activity; activators are molecules that increase activity. Many drugs and poisons are enzyme inhibitors. Activity is also affected by temperature, chemical environment (e.g., pH), and the concentration of substrate
Populations –
· Graph a sample predator prey relationship and explain the patterns that are formed.
When the hare population rose the lynx population also increased the following year, and conversely when the hare population decreased the lynx population also decreased.
· Define the carrying capacity of an ecosystem.
Number of organisms that can live in a given environment.
· Is eliminating predators from an ecosystem beneficial? Defend your answer.
No, because the predators keep the population below carrying capacity which avoids the problem of starvation or a population crash.
Adaptations –
· Describe the advantages and disadvantages of organisms that have highly specialized adaptations and those that have more generalized adaptations.
An advantage for an organism with highly specialized adaptations is that it will be able to survived better in the specific environment that it has adapted to better than other organisms, but if that environment changes then the generalized adapted species will survive better because it has a different range of genetic traits to help it survive in multiple environments.
· Describe how populations (species) develop traits that allow them to survive and reproduce in their environment.
Through the prose of natural selection, genetic mutations are either increased or eliminated depending on if the mutation gives the species a fitness advantage in the environment.
· Does competition for resources increase or decrease the probability of new adaptations? Defend you answer.
The competition for resources increases the probability of new adaptations arising. The adapations themselves occur unpredicted and randomly because the adaptations are simply mutations that can give the species a fitness advatage, but if there is no need to have a fitness advantage because there is no competition then the mutation will give the species enough of a need for an advantage and therefore there is not enough of a need for the fitness advantage and the organisums have the same fitness or reproductive levels.
· How does natural selection work on genetic variation to enable a population to become better adapted to their environment?
Natural selection: is the process by which traits become more or less common in a population due to consistent effects upon the survival or reproduction of their bearers.
Genetic variation: is the genetic diversity of a species that gives the population differences creating higher and lower fitness levels.
Performance assessments –
· Make accurate measurements (mass, volume) using the appropriate tools.
· Prepare a wet mount slide and identify a cellular structure.
· Set up an experiment with procedures. Identify controlled, dependent, and independent variables. Include replication and randomization.
Tuesday, November 23, 2010
SFL 240 final
Plan to Parent Children and Why
Joy Marie Prior
Brigham Young University
SFL 240 Section 2
Student Number 1-8384-1836
Magic fairy dust, that was the solution. The kind that you can sprinkle over someone without them realizing it. For some reason I believed that the instant someone had a child that person was sprinkled by magic fairy dust and that is what turned them into a loving parent. After learning more, I realized the patience, understanding, and tenderness are attributes a parent developed before their child were born. Even basic parenting characteristics such as listening to wheels on the bus over-and-over, picking child up from dance practice every week, and putting Band-Aids over scrapes seemed daunting to me as I realized there was no magic fairy dust that was going to save me. In this spirit I began to research several important parenting concepts and decided that reading with children and teaching children delayed gratification were the two I would discus in this essay because prior I did not think either was vital to raising children.
Reading
Beyond Cognitive Ability Development
It is important for mothers to read with their children not simply to increase cognitive ability, but it develops morals and values in a child. For parents and children reading together is a memorable family activity that costs nothing but time and love (Johnson, 1977). The beauty of reading as a family is that the energy it takes to read with children cannot be subsided by money. Unless a parent is reads with their children no matter how expensive the books on the shelf are the books will always remain completely useless if the parent does not sacrifice the time and energy to read with their child. I want to show my children that I am willing sacrifice my time to be with them.
A parent is able to convey and teach beliefs to their children while they read. Parents teach more than the strategies and mechanics of literature but they are able to express their worldviews and values while reading (Neuman, 1996, p. 4985). This can be done simply through the books that are read during reading time and the voice fluctuation.
Gatekeeper of What is Read
The parent is the gate keeper of what books are read during reading time with their child (Davison, & Lawson, 2006). The books read to children should be age appropriate. Children develop not only acquire the foundational writing and reading skills but also analytical skills while reading with a parent (Schickedanz, 1999). It is important for parents to stop and talk about the characters in the story to help children develop reasoning skills that will enable them to question proposals and presentations imposed upon them throughout life their adult life. Parents are responsible to teach child to question why Alexander was having a terrible, horrible, no good, very bad day and not simply that he had a bad day (Viorst, 1972).
Voice Fluctuation
The way a reader depicts the characters through their voice sets the mood for the plot and development. In a movie the audience becomes fully engaged in the characters and plot because of the intensity and mood set by the music (Chen, Kuo, Chu, & Wu, 2006). Just like music brings a movie to life the reader can bring the story to life by how they read. The way a reader depicts the characters through voice fluctuation does more than maintain interest, but it develops a sense of how the reader views society and the morals in the story (Hanney, Kozlowska, 2004). Because children can match a parent’s happy voice and happy face by the time they are six months old, children are highly capable of recognizing a happy or sad character (Flavell, 1999). The characters that a parent chooses to portray as good or happy will influence how the child perceives the message and morals of the story.
Importance and Personal Significance
There are many opportunities for children to learn to read in classrooms, in preschool, with teachers, but I think that parents are encouraged to read with their child for more than just cognitive development. The books that I chose to read with my children and how I read to my children will greatly influence the morals and views that they develop. The more opportunities that I take with my children to spend time and energy with them the more opportunities I will have to teach them and show them how much I love them. Money can send children to the best school, private tutors can drill children in the most rigorous manner, but nothing can teach a child how much their parents love them as spending time with them. A great way to show this love is through reading time.
Delay Gratification
Delayed Gratification
Children who can learn to delay gratification have been shown to be better able to control their ego tendencies and are considered more socially adapt (Funder, Block, Block, 1983) An individual who is capable of delayed gratification is conscious of how present choices influence the future and is able to deny current pleasures in order to obtain higher goals. It is important for children to develop delayed gratification in preparation for the dedication and determination needed to progress in employment, education, and relationships during adulthood.
The Development of the Self Identity
The development of the self as an individual is a vital and a presumably gradual development that begins in early infancy (Bertenthal, Fischer, 1978, p. 44). It is simply the ability for someone to recognize and identify themselves as a unique individual with personality, strengths, weaknesses, likes, and dislikes (Wong, 2003). It is important for children to develop a self identity to enable them to consciously make responsible choices that consider their specific personality, each of their strengths and weaknesses, as well as what they enjoy.
The Development of the Future-oriented Self
The development of the future-oriented self, or the concept that an individual’s current actions will affect the future, has become so centralized to the theories of socialization and even the very essence of the development of an individual’s identity that future-orientation coexists with the reasoning behind one’s behaviors (Walter, Shoda, Rodriguez, 1989). It seems impossible for an individual to comprehend the idea of a future self if that person is unable to grasp their individual identity in the present moment. Children with a sense of a self identity can begin to make choices in their current situation that conscious considers the wellbeing of their future-oriented self.
Values
An individuals values or undermines will determine exactly what the individual is willing to sacrifice. Children learn to value even such simple things as food. In the case of obese children who struggle with delaying their desire for food simply because of the strong value they have placed on food in their lives they are unable to develop proper eating habits in childhood that can follow them into adulthood (Bonanto, Boland, 2003). The strongest influence on children’s values are the values the parent’s model in their behavior (Whitbeck, Gecas, p. 829). Parents need to make a conscious effort in their own lives to sacrifice money and prestige in order to have family relationships if family is what the parents want their children to value.
Goal Setting Conscious of the Future-oriented Self
It is important for children to actively set minor and major goals. Children who are active in self goal setting have shown higher self-efficiency than the children who did not participate in setting goals and the children who had no goals at all (Schunk, 2010). Effective goal setting contain self and future-oriented awareness and also the sedimentation of values and morals. Prior to the development of delayed gratification a child must be capable of understanding and constructing goals. The ability to delay gratification is the conscious choice to put off initial desires in order to obtain a more valuable goal in the future.
Importance and Personal Significance
I want my children to understand the significance of delaying immediate gratification to obtain valuable goals. As a parent I can only rely on my child’s outward accomplishments or what I believe is their ability level, but my child can rely on their own self-efficacy beliefs and aspirations when they set goals for themselves. (Autumn, 1992, p. 663). I want my children to learn how to develop themselves independently. By setting goals in areas such as academics, athletics, diet, and performance I can help my children to recognize that they are empowered when they are able to delay gratification.
Both reading and the ability to develop delayed gratification are important aspect in a child’s development. There does not seem to be any magic fairy dust. It seems like the only thing that gets sprinkled over good parents when their children are born is an extra measure of love and willingness to sacrifice.
References
Autumn (1992). American Educational Research Journal. American Educational Research Association, 29, 663-676. Retrieved from: http://www.jstor.org/stable/1163261.
Berk, Laura E. (1986). Relationship of Elementary School Children's Private Speech to Behavioral Accompaniment to Task, Attention, and Task Performance. Developmental Psychology, 22, 671-680.
Bertenthal, Bennett I, Fischer, Kurt W. (1978). Development of Self-Recognition in the Infant. Developmental Psychology, 14, 44-50.
Bonato, Daniela P., Boland, Fred J. (2003). Delay of Gratification in Obese Children. Ontario, Canada: Elsevier Science Ltd.Queen’s University.
Chen, Yu-Hao, Kuo, Jin-Hau, Chu, Wei-Ta, Wu, Ja-Ling (2006). Movie emotional Event Detection Based on Music Mood and Video Tempo. Las Vegas, NV.
Davison, Kirsten Krahnstoever, Lawson, Catherine T. (2006). Do attributes in the physical environment influence children's physical activity? A review of the literature. International Journal of Behavioral Nutrition and Physical Activity, 3. doi: 10.1186/1479-5868-3-19.
Flavell, JH (1999). Cognitive development: Children’s knowledge about the mind. Annual review of psychology. Retrieved from: Questia.com.
Funder, David C., Block, Jeanne H., Block, Jack (1983). Delay of gratification: Some longitudinal personality correlates. Journal of Personality and Social Psychology. Harvard University, 44, 1198-1213. Retrieved from: http://www.sciencedirect.com/science.
Hanney, Lesley, Kozlowska, Kasia (2004). Healing Traumatized Children: Creating Illustrated Storybooks in Family Therapy. Family Process, 41, 37-65. doi: 10.1111/j.1545-5300.2002.40102000037.x.
Johnson, Moulton A. (1977). I Had a Mother Who Read to Me. Ensign. Retrieved from: http://lds.org/ldsorg/v/index.
Loewenstein, Goerge, Elster, Jon. (1992). Choice Over Time. New Your, New York, Russell Sage Foundation.
Nueman, Susan B. (1996). Children Engaging in Storybook Readings: The Influence of Access to Pring Resources, Opportunity, and Parental Interaction. Early Childhood Research Quarterly, 11, 4985-513. Retrieved from: http://www.sciencedirect.com/science.
Schickedanz, Judith A. (1999). Much More Than the ABCs: The Early Stages of Reading and Writing. Washington, N.W.: NAEYC.
Schunk, Dale H. (2010). Participation in Goal Setting: Effects On Self-Efficacy and Skills of Learning-Disabled Children. The Journal of Special Education: A Journal of the Hammill Institue on Disabilities. Texas, Houston: University of Houston.
Viorst, Judith (1972). Alexander and the Terrible, Horrible, No Good, Very Bad Day. New York, New York: Avenue of the Americas.
Walter, Mischel, Shoda, Yuichi, Rodriquez, Monica L. (1989). Delay of Gratification in Children. Science, 244, 933-938.
Whitebeck, Les B., Gecas, Viktor. Value Attributions and Value Transmission between Parents and Children. Journal of Marriage and Family, 50, 829-840. Retrieved from: http://www.jstor.org/pss/352651.
Wong, Alan S. (2003). Self-Awareness. Self-Awareness Life Skills. Retrieved from: http://www.vtaide.com/lifeskills/index.htm.
Joy Marie Prior
Brigham Young University
SFL 240 Section 2
Student Number 1-8384-1836
Magic fairy dust, that was the solution. The kind that you can sprinkle over someone without them realizing it. For some reason I believed that the instant someone had a child that person was sprinkled by magic fairy dust and that is what turned them into a loving parent. After learning more, I realized the patience, understanding, and tenderness are attributes a parent developed before their child were born. Even basic parenting characteristics such as listening to wheels on the bus over-and-over, picking child up from dance practice every week, and putting Band-Aids over scrapes seemed daunting to me as I realized there was no magic fairy dust that was going to save me. In this spirit I began to research several important parenting concepts and decided that reading with children and teaching children delayed gratification were the two I would discus in this essay because prior I did not think either was vital to raising children.
Reading
Beyond Cognitive Ability Development
It is important for mothers to read with their children not simply to increase cognitive ability, but it develops morals and values in a child. For parents and children reading together is a memorable family activity that costs nothing but time and love (Johnson, 1977). The beauty of reading as a family is that the energy it takes to read with children cannot be subsided by money. Unless a parent is reads with their children no matter how expensive the books on the shelf are the books will always remain completely useless if the parent does not sacrifice the time and energy to read with their child. I want to show my children that I am willing sacrifice my time to be with them.
A parent is able to convey and teach beliefs to their children while they read. Parents teach more than the strategies and mechanics of literature but they are able to express their worldviews and values while reading (Neuman, 1996, p. 4985). This can be done simply through the books that are read during reading time and the voice fluctuation.
Gatekeeper of What is Read
The parent is the gate keeper of what books are read during reading time with their child (Davison, & Lawson, 2006). The books read to children should be age appropriate. Children develop not only acquire the foundational writing and reading skills but also analytical skills while reading with a parent (Schickedanz, 1999). It is important for parents to stop and talk about the characters in the story to help children develop reasoning skills that will enable them to question proposals and presentations imposed upon them throughout life their adult life. Parents are responsible to teach child to question why Alexander was having a terrible, horrible, no good, very bad day and not simply that he had a bad day (Viorst, 1972).
Voice Fluctuation
The way a reader depicts the characters through their voice sets the mood for the plot and development. In a movie the audience becomes fully engaged in the characters and plot because of the intensity and mood set by the music (Chen, Kuo, Chu, & Wu, 2006). Just like music brings a movie to life the reader can bring the story to life by how they read. The way a reader depicts the characters through voice fluctuation does more than maintain interest, but it develops a sense of how the reader views society and the morals in the story (Hanney, Kozlowska, 2004). Because children can match a parent’s happy voice and happy face by the time they are six months old, children are highly capable of recognizing a happy or sad character (Flavell, 1999). The characters that a parent chooses to portray as good or happy will influence how the child perceives the message and morals of the story.
Importance and Personal Significance
There are many opportunities for children to learn to read in classrooms, in preschool, with teachers, but I think that parents are encouraged to read with their child for more than just cognitive development. The books that I chose to read with my children and how I read to my children will greatly influence the morals and views that they develop. The more opportunities that I take with my children to spend time and energy with them the more opportunities I will have to teach them and show them how much I love them. Money can send children to the best school, private tutors can drill children in the most rigorous manner, but nothing can teach a child how much their parents love them as spending time with them. A great way to show this love is through reading time.
Delay Gratification
Delayed Gratification
Children who can learn to delay gratification have been shown to be better able to control their ego tendencies and are considered more socially adapt (Funder, Block, Block, 1983) An individual who is capable of delayed gratification is conscious of how present choices influence the future and is able to deny current pleasures in order to obtain higher goals. It is important for children to develop delayed gratification in preparation for the dedication and determination needed to progress in employment, education, and relationships during adulthood.
The Development of the Self Identity
The development of the self as an individual is a vital and a presumably gradual development that begins in early infancy (Bertenthal, Fischer, 1978, p. 44). It is simply the ability for someone to recognize and identify themselves as a unique individual with personality, strengths, weaknesses, likes, and dislikes (Wong, 2003). It is important for children to develop a self identity to enable them to consciously make responsible choices that consider their specific personality, each of their strengths and weaknesses, as well as what they enjoy.
The Development of the Future-oriented Self
The development of the future-oriented self, or the concept that an individual’s current actions will affect the future, has become so centralized to the theories of socialization and even the very essence of the development of an individual’s identity that future-orientation coexists with the reasoning behind one’s behaviors (Walter, Shoda, Rodriguez, 1989). It seems impossible for an individual to comprehend the idea of a future self if that person is unable to grasp their individual identity in the present moment. Children with a sense of a self identity can begin to make choices in their current situation that conscious considers the wellbeing of their future-oriented self.
Values
An individuals values or undermines will determine exactly what the individual is willing to sacrifice. Children learn to value even such simple things as food. In the case of obese children who struggle with delaying their desire for food simply because of the strong value they have placed on food in their lives they are unable to develop proper eating habits in childhood that can follow them into adulthood (Bonanto, Boland, 2003). The strongest influence on children’s values are the values the parent’s model in their behavior (Whitbeck, Gecas, p. 829). Parents need to make a conscious effort in their own lives to sacrifice money and prestige in order to have family relationships if family is what the parents want their children to value.
Goal Setting Conscious of the Future-oriented Self
It is important for children to actively set minor and major goals. Children who are active in self goal setting have shown higher self-efficiency than the children who did not participate in setting goals and the children who had no goals at all (Schunk, 2010). Effective goal setting contain self and future-oriented awareness and also the sedimentation of values and morals. Prior to the development of delayed gratification a child must be capable of understanding and constructing goals. The ability to delay gratification is the conscious choice to put off initial desires in order to obtain a more valuable goal in the future.
Importance and Personal Significance
I want my children to understand the significance of delaying immediate gratification to obtain valuable goals. As a parent I can only rely on my child’s outward accomplishments or what I believe is their ability level, but my child can rely on their own self-efficacy beliefs and aspirations when they set goals for themselves. (Autumn, 1992, p. 663). I want my children to learn how to develop themselves independently. By setting goals in areas such as academics, athletics, diet, and performance I can help my children to recognize that they are empowered when they are able to delay gratification.
Both reading and the ability to develop delayed gratification are important aspect in a child’s development. There does not seem to be any magic fairy dust. It seems like the only thing that gets sprinkled over good parents when their children are born is an extra measure of love and willingness to sacrifice.
References
Autumn (1992). American Educational Research Journal. American Educational Research Association, 29, 663-676. Retrieved from: http://www.jstor.org/stable/1163261.
Berk, Laura E. (1986). Relationship of Elementary School Children's Private Speech to Behavioral Accompaniment to Task, Attention, and Task Performance. Developmental Psychology, 22, 671-680.
Bertenthal, Bennett I, Fischer, Kurt W. (1978). Development of Self-Recognition in the Infant. Developmental Psychology, 14, 44-50.
Bonato, Daniela P., Boland, Fred J. (2003). Delay of Gratification in Obese Children. Ontario, Canada: Elsevier Science Ltd.Queen’s University.
Chen, Yu-Hao, Kuo, Jin-Hau, Chu, Wei-Ta, Wu, Ja-Ling (2006). Movie emotional Event Detection Based on Music Mood and Video Tempo. Las Vegas, NV.
Davison, Kirsten Krahnstoever, Lawson, Catherine T. (2006). Do attributes in the physical environment influence children's physical activity? A review of the literature. International Journal of Behavioral Nutrition and Physical Activity, 3. doi: 10.1186/1479-5868-3-19.
Flavell, JH (1999). Cognitive development: Children’s knowledge about the mind. Annual review of psychology. Retrieved from: Questia.com.
Funder, David C., Block, Jeanne H., Block, Jack (1983). Delay of gratification: Some longitudinal personality correlates. Journal of Personality and Social Psychology. Harvard University, 44, 1198-1213. Retrieved from: http://www.sciencedirect.com/science.
Hanney, Lesley, Kozlowska, Kasia (2004). Healing Traumatized Children: Creating Illustrated Storybooks in Family Therapy. Family Process, 41, 37-65. doi: 10.1111/j.1545-5300.2002.40102000037.x.
Johnson, Moulton A. (1977). I Had a Mother Who Read to Me. Ensign. Retrieved from: http://lds.org/ldsorg/v/index.
Loewenstein, Goerge, Elster, Jon. (1992). Choice Over Time. New Your, New York, Russell Sage Foundation.
Nueman, Susan B. (1996). Children Engaging in Storybook Readings: The Influence of Access to Pring Resources, Opportunity, and Parental Interaction. Early Childhood Research Quarterly, 11, 4985-513. Retrieved from: http://www.sciencedirect.com/science.
Schickedanz, Judith A. (1999). Much More Than the ABCs: The Early Stages of Reading and Writing. Washington, N.W.: NAEYC.
Schunk, Dale H. (2010). Participation in Goal Setting: Effects On Self-Efficacy and Skills of Learning-Disabled Children. The Journal of Special Education: A Journal of the Hammill Institue on Disabilities. Texas, Houston: University of Houston.
Viorst, Judith (1972). Alexander and the Terrible, Horrible, No Good, Very Bad Day. New York, New York: Avenue of the Americas.
Walter, Mischel, Shoda, Yuichi, Rodriquez, Monica L. (1989). Delay of Gratification in Children. Science, 244, 933-938.
Whitebeck, Les B., Gecas, Viktor. Value Attributions and Value Transmission between Parents and Children. Journal of Marriage and Family, 50, 829-840. Retrieved from: http://www.jstor.org/pss/352651.
Wong, Alan S. (2003). Self-Awareness. Self-Awareness Life Skills. Retrieved from: http://www.vtaide.com/lifeskills/index.htm.
Monday, November 22, 2010
SPAN 105 section 007 Essay
Joy Prior
Spanish 105
Section 007
Durante yo preparaba mi redacción yo estudiaba en la Internet. Yo tuve el encuentro esta cita, “En primer lugar, mis disculpas por cualquier problema notable con la traducción. No hablar o escribir español, así que lo que usted ve aquí es la función de un traductor en línea. Con mayor razón se debe aprender Inglés.” El autor quiere dicir, “First, my apologies for any noticeable problems with the translation. I do not speak or write Spanish, so what you see here is the function of an online translator. All the more reason you should learn English.” ¡hala!
Por qué él piensa ser Americano algún necesita hablar Inglés. Una persona habla Inglés o habla español no es importa el problema con inmigración illegal. El problema es solamente las personas viven en los ustadosunidos sin los papels legal. Muchos gente tiene los papels legal pero no habla Inglés. Otros gente no tiene los papels legal alunque habla Inglés. Cual lengua una persona habla no tiene una relación con los papels legal.
¡Se da tanta vergüenza! No me gusta leer los artículos que no habla el problema de inmigración illegal por qué el autor escribió un artículo sin respeto por la lengua de Espanola o la cultura. La lengua no es el problema. Yo quiero leer los artículos que dicir los efectos o las estadística de inmigración illegal en México, Cuba, y los Estados Unidos. Inmigración illegal no es una oportunidad atacar la cultura de un país.
Yo sé todos los artículos no atacan la cultura. Inmigración es importante por qué es un ley pero es mas importante cuando nosotros hablamos de inmigración illegal recordamos es un problema de el ley y no es un problema de la lengua o la cultura.
Spanish 105
Section 007
Durante yo preparaba mi redacción yo estudiaba en la Internet. Yo tuve el encuentro esta cita, “En primer lugar, mis disculpas por cualquier problema notable con la traducción. No hablar o escribir español, así que lo que usted ve aquí es la función de un traductor en línea. Con mayor razón se debe aprender Inglés.” El autor quiere dicir, “First, my apologies for any noticeable problems with the translation. I do not speak or write Spanish, so what you see here is the function of an online translator. All the more reason you should learn English.” ¡hala!
Por qué él piensa ser Americano algún necesita hablar Inglés. Una persona habla Inglés o habla español no es importa el problema con inmigración illegal. El problema es solamente las personas viven en los ustadosunidos sin los papels legal. Muchos gente tiene los papels legal pero no habla Inglés. Otros gente no tiene los papels legal alunque habla Inglés. Cual lengua una persona habla no tiene una relación con los papels legal.
¡Se da tanta vergüenza! No me gusta leer los artículos que no habla el problema de inmigración illegal por qué el autor escribió un artículo sin respeto por la lengua de Espanola o la cultura. La lengua no es el problema. Yo quiero leer los artículos que dicir los efectos o las estadística de inmigración illegal en México, Cuba, y los Estados Unidos. Inmigración illegal no es una oportunidad atacar la cultura de un país.
Yo sé todos los artículos no atacan la cultura. Inmigración es importante por qué es un ley pero es mas importante cuando nosotros hablamos de inmigración illegal recordamos es un problema de el ley y no es un problema de la lengua o la cultura.
SFL 240 2nd rough draft
Reading
Beyond Cognitive Ability Development
I believe that it is important for mothers to read with their children not simply to increase cognitive ability, but I believe that reading with my child helps relationship development. Reading together is a memorable family activity that costs nothing but time and love (Johnson 76). The beauty of reading as a family is that the energy it takes to read with children cannot be subsidies by money. Unless a parent is willing to read with their children no matter how expensive the books are on the shelf the books will always remain on the self and completely useless if the parent does not sacrifice the time and energy to read with their child. I want to spend time with my children and to show them that I am willing sacrifice my time to be with them.
When I read with my children I will be able to convey the meaning of values and morals to my children. A parent is able to convey and teach beliefs to their children while they read. Parents teach more than the strategies and mechanics of literature but they are able to express their worldviews and values while reading (Neuman, 498). This can be done simply through the books that are read during reading time and the voice fluctuation.
Gatekeeper of What is Read
The parent is the gate keeper of what books are read during reading time with their child (Davison & Lawson, 2006). The books read to children should be age appropriate. Children will be able to emerge into literacy if not only the foundational knowledge and writing skills are developed but the complexity is developed according to the appropriate level (Schickedanz, 1999). It is important to me that when I read to my children we can stop and talk about the characters in the story so that my children can being to develop reasoning and analytical skills. I want my child to wonder why Alexander was having a terrible, horrible, no good, very bad day (Viorst, 1972).
Voice Fluctuation
I like to imagine that how I read a story to my child has a simular affect as good music does during a movie. In a movie the audience becomes fully engaged in the characters and plot because of the intensity and mood set by the music (Chen, Kuo, Chu, & Wu, 2006). Just like music brings a movie to life how the reader can bring the story to life is by will bring the characters to life. The way a reader depicts the characters through voice fluctuation does more than maintain interest, but it develops a sense of how the reader views society and the morals in the story (Hanney, Lesley, Kozlowska, Kasia, 2004). Because children can match a parent’s happy voice and face by the time they are six months old my children will be able to know when I am reading a happy or sad character (Flavell). Without even being consciously aware I can covey subliminal messages to my children about how I believe the characters in the story should be acting. I want to read to my children with voices that have energy and rhythm because I recognize how I read to my children influences how they feel and think about what I am reading.
Importance and Personal Significance
There are many opportunities for children to learn to read in classrooms, in preschool, with teachers, but I think that parents are encouraged to read with their child for more than just cognitive development. The books that I chose to read with my children and how I read to my children will greatly influence the morals and views that they develop. The more opportunities that I take with my children to spend time and energy with them the more opportunities I will have to teach them and show them how much I love them. Money can send children to the best school, private tutors can drill children in the most rigorous manner, but nothing can teach a child how much their parents love them as spending time with them.
Delay Gratification
The Development of the self
The development of the self as an individual is a vital and presumably gradual development that begins in early infancy (Bertenthal, Bennett I, Fischer, Kurt W., 1978, 44). It is simply the ability for an individual to recognize and identify themselves as a unique individual with personality, strengths, weaknesses, likes, and dislikes (Wong, Alan S., 2003). It is important to me that my children are aware that they are an individual because I want them to utilize agency in making choices while they are aware of who they are, their specific personality, each of their strength and weaknesses, as well as what they enjoy .
The Development of the future-oriented self
The development of the future-oriented self, or the concept that an individual’s current actions will affect the future, has become so centralized to the theories of socialization and even the very essence of the development of an individual’s identity that future-orientation seems to coexist with the reasoning behind one’s behaviors (Elster, 148). It seems impossible for an individual to comprehend the idea of a future self if that person cannot grasp their individual identity in the present moment. I want my children to know that they are an individual and I hope that by helping them to recognize that they are an individual that they will begin to set goals for themselves. I think that part of helping my child to discover who they are is to talk about them with them to help encourage private speech (Berk). I want to asking questions like; “How come you liked soccer practice so much today?”, “What did you learn in school today?”, and “Why did you enjoy Grandma’s house?” to help my children explore private speech. By doing this I hope that they will begin to develop a sense of identity.
I think that it is important that my children assets their own skill level and set their own individual goals. In a study done on sixth-grade children who struggled with math the children who set their own performance goals had higher self-efficacy than the children who had goals set for them and the children who had no goals at all. (Schunk) I want my children to set their own goals, because it is important to me that they learn how to delay their gratification and put what they desire in the future above their initial wants. I want my children to be aware of who they are now and who they want to become so that goal setting can be introspective and help them to learn to develop themselves and not a matter of outward performance or judgmental comparisons to their peers. As a parent I can only rely on my child’s grade accomplishments or what I believe is their ability level, but my child can rely on their own self-efficacy beliefs and my aspirations when they set goals for themselves. (Autumn, Pages 663-676). I want my children learn to develop themselves and that is why I want them to begin setting goals in minor areas such as academics, athletics, diet, and performance.
To help my children place value on high morals and positive social interaction I need to model delayed gratification. The strongest influence on what my children will value is the values that I model in my behavior. (Whitbeck, Les B. page 829). I want my children to have high moral values. Children learn to value even such simple things as food. In obese children they struggle with delaying their gratification for food related items possibly because of the strong value of food in their lives. (Bonanto, Boland)
Children who can learn to delay gratification have been shown to be better able to control their ego tendencies and are considered more socially adapt. (Funder, Block, Block) That is the type of children I want raise.
Importance and Personal Significance
It is one of the most stereotypical sociology studies: give a child one M&M and tell them when you come back if they have not eaten the M&M they will get three more. I remember when I was in Jr. High and I came home from my sociology class and told my mom about the test. She smiled and said, “You waited until I got back to eat the marshmallow when I tried that test with you.” In Jr. High I felt puzzled by how pleased she seemed that I passed such a strange test, but now that I have begun to feel the pressure of college exams I can understand how vital it is that children understand how to delay gratification. I want my children to understand the importance of delaying gratification and I want to develop this understanding by talking to my children about their potential and by being an example of setting and obtaining goals myself.
Davison, Kirsten Krahnstoever, Lawson, Catherine T., (2006). Do attributes in the physical environment influence children's physical activity? A review of the literature. International Journal of Behavioral Nutrition and Physical Activity, 3. Doi: 10.1186/1479-5868-3-19
Schickedanz, Judith A., (1999). Much More Than the ABCs: The Early Stages of Reading and Writing. NAEYC, 1509 16th Street, N.W., Washington. ISBN-0-935989-90-0
Viorst, Judith (1972). Alexander and the Terrible, Horrible, No Good, Very Bad Day. Avenue of the Americas, New York, New York. ISBN: 978-4169-8595-2. Print.
Chen, Yu-Hao, Kuo, Jin-Hau, Chu, Wei-Ta, Wu, Ja-Ling, (2006). Movie emotional Event Detection Based on Music Mood and Video Tempo. Las Vegas, NV. IOB: 10.1109/ICCE.2006.1598355
Hanney, Lesley, Kozlowska, Kasia, (2004). Healing Traumatized Children: Creating Illustrated Storybooks in Family Therapy. Family Process, 41, 37-65. DOI: 10.1111/j.1545-5300.2002.40102000037.x
Bertenthal, Bennett I, Fischer, Kurt W., (1978). Development of Self-Recognition in the Infant. Developmental Psychology, 14, 44-50.
Wong, Alan S. (2003). Self-Awareness. Self-Awareness Life Skills. Retrieved from: http://www.vtaide.com/lifeskills/index.htm
Beyond Cognitive Ability Development
I believe that it is important for mothers to read with their children not simply to increase cognitive ability, but I believe that reading with my child helps relationship development. Reading together is a memorable family activity that costs nothing but time and love (Johnson 76). The beauty of reading as a family is that the energy it takes to read with children cannot be subsidies by money. Unless a parent is willing to read with their children no matter how expensive the books are on the shelf the books will always remain on the self and completely useless if the parent does not sacrifice the time and energy to read with their child. I want to spend time with my children and to show them that I am willing sacrifice my time to be with them.
When I read with my children I will be able to convey the meaning of values and morals to my children. A parent is able to convey and teach beliefs to their children while they read. Parents teach more than the strategies and mechanics of literature but they are able to express their worldviews and values while reading (Neuman, 498). This can be done simply through the books that are read during reading time and the voice fluctuation.
Gatekeeper of What is Read
The parent is the gate keeper of what books are read during reading time with their child (Davison & Lawson, 2006). The books read to children should be age appropriate. Children will be able to emerge into literacy if not only the foundational knowledge and writing skills are developed but the complexity is developed according to the appropriate level (Schickedanz, 1999). It is important to me that when I read to my children we can stop and talk about the characters in the story so that my children can being to develop reasoning and analytical skills. I want my child to wonder why Alexander was having a terrible, horrible, no good, very bad day (Viorst, 1972).
Voice Fluctuation
I like to imagine that how I read a story to my child has a simular affect as good music does during a movie. In a movie the audience becomes fully engaged in the characters and plot because of the intensity and mood set by the music (Chen, Kuo, Chu, & Wu, 2006). Just like music brings a movie to life how the reader can bring the story to life is by will bring the characters to life. The way a reader depicts the characters through voice fluctuation does more than maintain interest, but it develops a sense of how the reader views society and the morals in the story (Hanney, Lesley, Kozlowska, Kasia, 2004). Because children can match a parent’s happy voice and face by the time they are six months old my children will be able to know when I am reading a happy or sad character (Flavell). Without even being consciously aware I can covey subliminal messages to my children about how I believe the characters in the story should be acting. I want to read to my children with voices that have energy and rhythm because I recognize how I read to my children influences how they feel and think about what I am reading.
Importance and Personal Significance
There are many opportunities for children to learn to read in classrooms, in preschool, with teachers, but I think that parents are encouraged to read with their child for more than just cognitive development. The books that I chose to read with my children and how I read to my children will greatly influence the morals and views that they develop. The more opportunities that I take with my children to spend time and energy with them the more opportunities I will have to teach them and show them how much I love them. Money can send children to the best school, private tutors can drill children in the most rigorous manner, but nothing can teach a child how much their parents love them as spending time with them.
Delay Gratification
The Development of the self
The development of the self as an individual is a vital and presumably gradual development that begins in early infancy (Bertenthal, Bennett I, Fischer, Kurt W., 1978, 44). It is simply the ability for an individual to recognize and identify themselves as a unique individual with personality, strengths, weaknesses, likes, and dislikes (Wong, Alan S., 2003). It is important to me that my children are aware that they are an individual because I want them to utilize agency in making choices while they are aware of who they are, their specific personality, each of their strength and weaknesses, as well as what they enjoy .
The Development of the future-oriented self
The development of the future-oriented self, or the concept that an individual’s current actions will affect the future, has become so centralized to the theories of socialization and even the very essence of the development of an individual’s identity that future-orientation seems to coexist with the reasoning behind one’s behaviors (Elster, 148). It seems impossible for an individual to comprehend the idea of a future self if that person cannot grasp their individual identity in the present moment. I want my children to know that they are an individual and I hope that by helping them to recognize that they are an individual that they will begin to set goals for themselves. I think that part of helping my child to discover who they are is to talk about them with them to help encourage private speech (Berk). I want to asking questions like; “How come you liked soccer practice so much today?”, “What did you learn in school today?”, and “Why did you enjoy Grandma’s house?” to help my children explore private speech. By doing this I hope that they will begin to develop a sense of identity.
I think that it is important that my children assets their own skill level and set their own individual goals. In a study done on sixth-grade children who struggled with math the children who set their own performance goals had higher self-efficacy than the children who had goals set for them and the children who had no goals at all. (Schunk) I want my children to set their own goals, because it is important to me that they learn how to delay their gratification and put what they desire in the future above their initial wants. I want my children to be aware of who they are now and who they want to become so that goal setting can be introspective and help them to learn to develop themselves and not a matter of outward performance or judgmental comparisons to their peers. As a parent I can only rely on my child’s grade accomplishments or what I believe is their ability level, but my child can rely on their own self-efficacy beliefs and my aspirations when they set goals for themselves. (Autumn, Pages 663-676). I want my children learn to develop themselves and that is why I want them to begin setting goals in minor areas such as academics, athletics, diet, and performance.
To help my children place value on high morals and positive social interaction I need to model delayed gratification. The strongest influence on what my children will value is the values that I model in my behavior. (Whitbeck, Les B. page 829). I want my children to have high moral values. Children learn to value even such simple things as food. In obese children they struggle with delaying their gratification for food related items possibly because of the strong value of food in their lives. (Bonanto, Boland)
Children who can learn to delay gratification have been shown to be better able to control their ego tendencies and are considered more socially adapt. (Funder, Block, Block) That is the type of children I want raise.
Importance and Personal Significance
It is one of the most stereotypical sociology studies: give a child one M&M and tell them when you come back if they have not eaten the M&M they will get three more. I remember when I was in Jr. High and I came home from my sociology class and told my mom about the test. She smiled and said, “You waited until I got back to eat the marshmallow when I tried that test with you.” In Jr. High I felt puzzled by how pleased she seemed that I passed such a strange test, but now that I have begun to feel the pressure of college exams I can understand how vital it is that children understand how to delay gratification. I want my children to understand the importance of delaying gratification and I want to develop this understanding by talking to my children about their potential and by being an example of setting and obtaining goals myself.
Davison, Kirsten Krahnstoever, Lawson, Catherine T., (2006). Do attributes in the physical environment influence children's physical activity? A review of the literature. International Journal of Behavioral Nutrition and Physical Activity, 3. Doi: 10.1186/1479-5868-3-19
Schickedanz, Judith A., (1999). Much More Than the ABCs: The Early Stages of Reading and Writing. NAEYC, 1509 16th Street, N.W., Washington. ISBN-0-935989-90-0
Viorst, Judith (1972). Alexander and the Terrible, Horrible, No Good, Very Bad Day. Avenue of the Americas, New York, New York. ISBN: 978-4169-8595-2. Print.
Chen, Yu-Hao, Kuo, Jin-Hau, Chu, Wei-Ta, Wu, Ja-Ling, (2006). Movie emotional Event Detection Based on Music Mood and Video Tempo. Las Vegas, NV. IOB: 10.1109/ICCE.2006.1598355
Hanney, Lesley, Kozlowska, Kasia, (2004). Healing Traumatized Children: Creating Illustrated Storybooks in Family Therapy. Family Process, 41, 37-65. DOI: 10.1111/j.1545-5300.2002.40102000037.x
Bertenthal, Bennett I, Fischer, Kurt W., (1978). Development of Self-Recognition in the Infant. Developmental Psychology, 14, 44-50.
Wong, Alan S. (2003). Self-Awareness. Self-Awareness Life Skills. Retrieved from: http://www.vtaide.com/lifeskills/index.htm
Friday, November 19, 2010
SFL 240 #10 for real
Reaction Note #10 – Adolescents
I do not think too much about raising my children while they are in their adolescents because frankly I am still in my adolescents. In the little examples given in class about positive parents working with their children all I can think is, “oh! That happened to me like what yesterday,” but then again this probably is the best time to hear how to teach adolescents when I can still remember what it feels like to be an adolescent. When I look back on my own life I know that the times that I felt the most love from my parents was when I was an adolescent. I would like to claim that I was a typical teenager, but I was probably brattier than a typical teenager. I truly did know everything and how everything should be.
One of my most cherished memories of my mother holding me was when I was a senior in high school. I was seventeen and at my full height; I thought that I was mature and I believed that I was on my way to complete independence. After getting into a very aggressive and reveling argument with a friend’s father about how I should be acting I drove myself home and wanted to handle the argument maturely and brave, but the instant I saw my mother sitting on the couch I burst into tears. She held me in her arms while I cried. My face paint smeared all across her shirt but she did not care. There we sat until I had told her everything. She stroked my hair with her fingers and dried my tears with her hand and helped me to pick up the pieces of my broken heart by telling me how much she loved me and how much she cared for me.
I never have been a really talented driver. When I started driving I honestly had these daydreams about being a racecar driver, but in all truth the only thing racecar driving would race me towards was a speedy death. One night I was off to a youth group meeting. As usual it was ten minutes past when I was supposed to be to the meeting and I was not there, my hair was still wet from my shower, and I had not eaten dinner. I screamed at my mom that I was going over the roar of the car engine in the garage. She tried to yell something to me from the kitchen door, but I was not listening. Without looking behind me I through the car into reverse, and took my hands off the wheel while I tried to apply on some makeup. There was a loud thump-crash sound. I turned around to see the white garage door bent and broken. I pulled the car forward slightly, pressed the open garage door button, and locked the car doors. Before I had time to escape my mom was standing at the kitchen door screaming my name, but I just kept backed up and drove off.
I never made it to my meeting. I just drove around town for a while, and when I rolled back into the drive way my mom had not left her post. When I get upset I start cleaning, and so within the next ten minutes I was dusting every picture frame in the entire house with orange spray. I was so humiliated and I knew that I must be the worst child on the face of the whole plant. My plan was to run away as soon as I was eighteen and get a job at Amber’s Dinner. I could go to a community college and then my parents would not have to worry about me ruining their lives anymore. There was no way in my mind that my parents would ever want me after that.
As I was forming this plan I literally turned right into my father after wiping down a picture frame for the fifth time. He was standing there in the down stairs hallway just watching me. My Dad has rheumatoid arthritis. He walks with a cane and he has metallic knees to help support his weight. Any time that my dad goes up and down stairs is a big effort, and there he was that night in the down stairs hall way staring at me. I started my prepared speech about how I was sorry, how I knew that he did not want me anymore because I was such an awful child, and how I was going to run away so he did not have to be even disgraced by my presence. All I got out was a soft whispered dad before I collapsed in his arms and started to cry. He just held me there. I don’t even think that he said anything, but he never brought up the garage door. In a few days there was a new garage door.
These moments changed my life. I have some cherished memories about my parents when I was a child, but my memory is not good enough to recall those times. I can distinctly remember these moments though when I knew that my parents loved me and would always love me. What kind of parent would ever believe that they can stop showing affection to their child simply because they are older? The same principles of parenting apply with adolescents as with children and not because I think that adolescents are just big children, but because I honestly feel like adults, retired businessmen, and even garbage men we are all more like children than we want to admit. There is not magic fairy dust that is sprinkled over a teenager that makes them not want to be loved any more than the next person. What does change is how we express that love. I am sure that it is a struggle to learn how to express to a teenager how much you love them. If my children are anything like me I know that it will be a challenge, but it can be done and needs to be done. I know that I am were I am because of how often my parents expressed to me and continue to express to me that they love and care for me.
I do not think too much about raising my children while they are in their adolescents because frankly I am still in my adolescents. In the little examples given in class about positive parents working with their children all I can think is, “oh! That happened to me like what yesterday,” but then again this probably is the best time to hear how to teach adolescents when I can still remember what it feels like to be an adolescent. When I look back on my own life I know that the times that I felt the most love from my parents was when I was an adolescent. I would like to claim that I was a typical teenager, but I was probably brattier than a typical teenager. I truly did know everything and how everything should be.
One of my most cherished memories of my mother holding me was when I was a senior in high school. I was seventeen and at my full height; I thought that I was mature and I believed that I was on my way to complete independence. After getting into a very aggressive and reveling argument with a friend’s father about how I should be acting I drove myself home and wanted to handle the argument maturely and brave, but the instant I saw my mother sitting on the couch I burst into tears. She held me in her arms while I cried. My face paint smeared all across her shirt but she did not care. There we sat until I had told her everything. She stroked my hair with her fingers and dried my tears with her hand and helped me to pick up the pieces of my broken heart by telling me how much she loved me and how much she cared for me.
I never have been a really talented driver. When I started driving I honestly had these daydreams about being a racecar driver, but in all truth the only thing racecar driving would race me towards was a speedy death. One night I was off to a youth group meeting. As usual it was ten minutes past when I was supposed to be to the meeting and I was not there, my hair was still wet from my shower, and I had not eaten dinner. I screamed at my mom that I was going over the roar of the car engine in the garage. She tried to yell something to me from the kitchen door, but I was not listening. Without looking behind me I through the car into reverse, and took my hands off the wheel while I tried to apply on some makeup. There was a loud thump-crash sound. I turned around to see the white garage door bent and broken. I pulled the car forward slightly, pressed the open garage door button, and locked the car doors. Before I had time to escape my mom was standing at the kitchen door screaming my name, but I just kept backed up and drove off.
I never made it to my meeting. I just drove around town for a while, and when I rolled back into the drive way my mom had not left her post. When I get upset I start cleaning, and so within the next ten minutes I was dusting every picture frame in the entire house with orange spray. I was so humiliated and I knew that I must be the worst child on the face of the whole plant. My plan was to run away as soon as I was eighteen and get a job at Amber’s Dinner. I could go to a community college and then my parents would not have to worry about me ruining their lives anymore. There was no way in my mind that my parents would ever want me after that.
As I was forming this plan I literally turned right into my father after wiping down a picture frame for the fifth time. He was standing there in the down stairs hallway just watching me. My Dad has rheumatoid arthritis. He walks with a cane and he has metallic knees to help support his weight. Any time that my dad goes up and down stairs is a big effort, and there he was that night in the down stairs hall way staring at me. I started my prepared speech about how I was sorry, how I knew that he did not want me anymore because I was such an awful child, and how I was going to run away so he did not have to be even disgraced by my presence. All I got out was a soft whispered dad before I collapsed in his arms and started to cry. He just held me there. I don’t even think that he said anything, but he never brought up the garage door. In a few days there was a new garage door.
These moments changed my life. I have some cherished memories about my parents when I was a child, but my memory is not good enough to recall those times. I can distinctly remember these moments though when I knew that my parents loved me and would always love me. What kind of parent would ever believe that they can stop showing affection to their child simply because they are older? The same principles of parenting apply with adolescents as with children and not because I think that adolescents are just big children, but because I honestly feel like adults, retired businessmen, and even garbage men we are all more like children than we want to admit. There is not magic fairy dust that is sprinkled over a teenager that makes them not want to be loved any more than the next person. What does change is how we express that love. I am sure that it is a struggle to learn how to express to a teenager how much you love them. If my children are anything like me I know that it will be a challenge, but it can be done and needs to be done. I know that I am were I am because of how often my parents expressed to me and continue to express to me that they love and care for me.
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