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-The whole class proceeded to the gymnasium, as the teacher instructed the students to all sit down in a circle as they played the game “duck duck goose”
-She then got an umbrella looking parachute as the kids gathered around in a circle, we all listened to the teacher’s instructions bringing it down low, then high up
-She added objects such as balls and bean bags that the children had to work together using team work and cooperation skills to get the balls off of the parachute
-By interacting together and coming up with a strategy the children went as low as they could then stood up pushing off of their heels as they successfully got the balls off of the parachute
-After that activity, they played a game called “cat and mouse” where one child would act as the cat on top of the
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-The reason I chose this experience as one of my critical learning incidents was because I
-I think the teacher did not mediate the issue but rather ignored it by taking the girl into the classroom, thinking that this would solve the issue
-In my opinion, the most effective way is to reinforce discipline or talk it out instead of separating the two girls because now the other girl will not learn from her mistakes, but will rather continue taking out her anger on the other children
Thinking about Theory:
- The girl was possessing characteristics of Erik Erikson’s theory, the Psychosocial Stage – Initiative VS. Guilt, which occurs through the ages of 3-6 years’ old
-This means that when a negative reaction occurs, the child produces
cliff and catch the kids who were about to fall off. This meant that if someone was about
The 5th graders started the contest. The teachers and principals thought is was freaky because this group was called the Unshushables. They were called this because they never stopped talking. Some teachers thought the contest was amazing because they don’t have to yell all day and it was easier to have learn in the quiet. The other teachers thought it was bad because it was harder to teach them because with only three words the students couldn’t participate correctly.
Erickson’s Theory has 8 stages (Schriver, 2011). The following text will give the developmental crisis of each stage and relate it to Shannon’s life personally. In Erikson’s Theory developmental crisis “did not mean an impending catastrophe as much as it meant “a turning point, a crucial period of increased vulnerability and heightened potential”” (Schriver, 2011). The first stage of Erikson’s Psychosocial Stages of Development is Trust vs. mistrust (0-1 year) and its crisis is “in establishing trust” (Schriver, 2011). Shannon had developed trust early on in her life due to the loving, caring, and nurturing home she grew up in. She had a sense of physical comfort which eliminated fear and allowed trust. The second stage is Autonomy vs. shame (1-3 years) and the crisis is “parental restrictions vs. autonomy” (Schriver, 2011). Growing up Shannon started learning to walk at 11 months which is a normal age for children to emerge into that. Due to her parents being supportive, it allowed Shannon to start exploring her curiosities and still be loved while doing so. The third stage is Initiative vs. guilt (3-6 years) and the crisis is “in taking initiative without experiencing guilt” (Schriver, 2011). This again correlates to the supportiveness of Shannon’s parents which allows her to be her own person and encourages her to experience her life in her own way. The fourth stage is Industry vs. inferiority (6-12 years) and the crisis is “in striving for competence” (Schriver, 2011). Shannon had a great group of friends growing up and that gave her the inclusion she needed to feel equal to her peers and not inferior to anyone. The fifth stage is Identity vs. role confusion and the crisis is “uncertainty about the future and the child’s role in it” (Schriver, 2011). At this time in Shannon’s life she had already strengthened her hope (trust), will, purpose, and
For my egg drop project I used 4 cardboard cut outs, half of a bottle, yarn, popsicle sticks, 2 balloons, and a garbage bag. I used the popsicle sticks & the cardboard cut outs to build a box to surround the egg. Then, I glued some yarn to the bottom of the box for cushion. After the glue was dried, I put the egg on top of the yarn and glued the half of bottle around it. I attached the 2 balloons on the opposite side of the box. After doing all of that there was only one thing left to do, which was make the parachute. When I made the parachute, I cut a garbage bag in half and folded it into a square. Then, I cut four pieces of yarn (same length) and tied it to the box from each side of the parachute.
making machines and nothing else. The women brought new members (kids) to the party, then as
I had arrived to the jumping pits ready to preform my best with my parents standing along the fence cheering for both my sister and I. I was ranked first coming into the event so I knew if I preformed my best jump I would take first place, or so I thought. As I stepped foot on the runway to preform my jump I said good luck to my sister Cora, who then proceeded to stand in line behind me. On my first attempt I jumped 35 feet 8 inches on and was satisfied because it was my farthest jump in the season. As I made my way to the back of the line to preform my second jump I hear the announcer say, “35 feet 2 inches.” Shocked that somebody was jumping almost as far as I had I turned around to see who jumped, and it was Cora. At that moment my adrenaline kicked in, and so did my sister’s. I hopped right back in line with a mindset to make my next jump unreachable. As I anticipated what the measured jump would say I was anxious, “36 ft 3 inches.” A sigh of relief hit me because I knew that was half an inch under my school record and my sister had only one jump left. Cora made her way down the runway with victory on her mind, and when she hit the sandpit I looked the other way scared of what the measurement might be. “36 feet flat” the announcer broadcasted. With that being said a giant smile streaked across Cora’s face, as a giant frown draped down mine. Her jump was too close for
Erik Erikson formulated a model to understand the developmental tasks involved in the social and emotional development of children and teenagers which continues into adulthood. Each stage is regarded by Erikson as a “psychosocial crisis,” which arises and demands resolution before the next stage can be satisfactorily negotiated. Failure to successfully complete a stage can result in a
The children were brought to a playroom, where the experimenter invited the adult model to join in the game. The child was in one corner with interesting activities, while the adult model was in another corner containing a tinker-toy set, a mallet and an inflated 5 f...
tasks on the island. The small children play all the time while the older ones
In this incident I had the opportunity to work with three students on a reading assignment. The children had a historical journal entry and were asked to identify key words that were already highlighted and place them in the categories of different senses such as smell, taste and sound. For example a sentence would mention that the room was very dark, and the students would identify that the sense that matches with the word dark is sight, as that is something you see with your eyes. Each of the three children I was working with were at different learning levels, two have autism spectrum disorder and are very different in the way they learn and interpret information. The other boy has severe reading and writing difficulties and is behind a grade.
Little kids also had toys to play with as children. Some of the things people have found are, whistles, shaped like birds, small carts and toy monkeys that could slide down a string.
took a picture of each child and put in on a slide. They then had to create a pop bottle character which was
An Example : Alexandra ’ s Marble Machine. D. G. Singer, R. M. Golinkoff, & K. Hirsh-Pasek, Eds. Play Learning How play motivates and enhances childrens cognitive and social-motional growth, 1-16. Oxford University Press. Retrieved from http://web.media.mit.edu/mres/papers/playlearn-handout.pdf.
Erik Erikson was a developmental psychologist known for his theory on psychosocial development. Unlike other theorists of his time Erikson’s theory focused on human development across the lifespan from birth to late adulthood. Erickson believed that development change occurs through out our lives in eight distinctive stages that emerge in a fixed pattern and are similar for all people. Erickson argued that each stage presents a crisis or conflict which results in either a positive or negative outcome (Feldman). In this essay I will identify incidents in my own life that demonstrate each stage of development according to Erickson that I have lived through. I will also interview my Aunt Tami who will share her experiences for the remainder stages of Erickson’s development that I have not gone through thus far.
It was a warm spring day. The skies were blue and all of the third graders at recess were running around on the playground. I had been sliding across on the “zipline” for the entire recess thus far.