Hotspots:
Bioecological model
-Biological self
-ecological self
Mesosystem, microsystem, exosystem, macrosystem
-Influences on all social systems are reciprocal
-Many dynamic forces that interac to create context or individual development (pg 91)
Family Assumptions -
-No familial expectations of students
-blended families (pg 91)
Divorce (pg 92)
People without friends more likely to dropout as an adolescent
-Awareness of students' roles in social groups (pg 95)
TV Increasing childhood aggression (pg 97)
Relational/Social aggression (pg 98)
-Victims
Academic and Personal caring (pge 102)
Questions:
Does the biological self dictate our behavior before we have even begun to realize ourselves? does biology really matter if we are in the right environment?
How is it that if Bioecological systems are reciprocal that a Mesosystem can effect a Macrosystem?
I see how it can but what effect will it have on truly changing the bigger one? What does Brofenbrenner mean by "reciprocal" anyway??
Opinions:
The concept of Biological self is interesting to me because it makes me wonder about the genetic influences upon our decisions. We have talked a lot about the factors of environment but does biology really matter if we are in the right environment? It makes me think about inherited diseases vs. acquired disorders. Is alcoholism passed down from the parent via biology or via the environment they raise their child in? Some would argue it is hereditary but I personally believe if the person who is an unhealthy consumer of alcohol talks about their past it was probably in their home when they were growing up and they had direct interaction with parents/adults while they were drinking themselves.
I like the ideas of the systems that Brofenbrenner put up. They seem to separate social circles in terms of grandeur - and this is important to consider when you are involved in different kinds of communities.
The influences that come into each of these are interesting but this idea of reciprocation in my opinion only works from top to bottom...... The world influences the group which influences a family which influences an individual.... only when there are specific lessons to be learned/observed can we understand the upward reciprocation.
Family was very interesting to me when I was in school as a kid and I have always been courteous to the respect and unknowingness of what goes on in people's homes.... I am glad that this was part of the book because it can mean a world of difference to people, especially young kids, when others are sensitive to these things. I understand that there are people who are already going through so much in their lives even though they haven't even crested age 15 yet.
Students without friends hits home for me because I was once a depressed, friendless middleschooler who had to eat lunch with his Social Studies teacher everyday.... I found solace in his direction and though I never felt like I was going to drop out it meant a lot to me that there was someone who understood and wanted to listen to my thoughts and ideas.... I think that when I become a teacher I will be very tactful to these ends and hopefully a motivational powerhouse in many different ways, including self image and perception of individual abilities. In terms of social groups in schools I think that this textbook stressing knowledge of "Who's who" in peer groups at school can help you to understand where kids are coming from and who could afford a little more understanding in their lives.
Aggression is not increased by cartoons and television... the world is a scary place people.... if kids were to learn how to actually fight from cartoons there would have to be a lot more dynamite in the world.
Relational/Social aggression is interesting because it is even more debilitating than phsycial aggression, i would imagine... The pen is mightier than the sword, so to speak....
I care because you do! That's a brilliant way to see how students think about their teachers.... It reminds me of "In order for others to love you you must first love yourself."
Tuesday, February 26, 2008
Thursday, February 21, 2008
Module 6: Erikson and Self-Esteem
Hotspots:
Erikson's Emergence of the Self
Erikson's Psychosocial Development - All stages are interdependant
Developmental Crisis
(Page 75)
Trust vs. Mistrust
Autonomy vs. Doubt (ZPM?)
Erikson believes that these stages can effect a person throughout their entire life
Initiative vs. Guilt
*Guidelines* on page 77: Encouraging Initiative in Preschool Children
Industry vs. Inferiority (Page 77)
-Predictions for academic years ahead
-Students who suffer cultural and economic shock (page 78)
Identity vs. Role Confusion
-Identity statueses
-Moratorium
Intimacy vs. Isolation
Generativity
Intergrity vs. Despair
The Structure of Self Concepts
-Big Fish Little Pond
Declines in self concepts in Gifted/Talented classes (page 78)
Point/Counterpoint page 83
School life and self-esteem
-Low/High ability classes
Diversity and Identity
-Underestimation of competence
Questions:
Did Erikson base his ideas off of Piaget and Vygotsky? It seems especially reminiscent of Vygotsky's ZPM to neither over-indulge or under-care for each one of these stages. It also reminds me of "Equilibration" by Piaget...
Why do Piaget and Vygotsky stop so short in terms of life span? I like how Erikson mapped out the entire lifetime past what most people would consider "school aged". Isn't there a popular idea of "I never stop learning" out there in the world? It must be true.
Opinions:
I found Erikson to be by far the most intriguing theoristy we've studied so far. The Emergence of the Self is an interesting idea when paired up against Erikson's stages. The providence or even overprovidence of nuturing or the lack there of can shape a young mind into what they are and who they will be. I say this as part of Erkson's theory because the stages are interdependant which totally makes sense to me. Everything that happens is effective on what is going to happen and everything that happens is retro-active on what has already happened.
Each stage seems disturbingly and honestly pivotal to me. I can remember when I was a kid and now I can really pinpoint some weird situations that could have been handled better by my parents and teachers. I guess there's a difference between learning something and learning something the hard way.
Trust vs. Mistrust is incredible because I feel like many people take this for granted. When I read about this stage, it reminded me of a sociology 101 professor I had at Essex County College who once told our class about the difference between her biological children and her adopted children. Apparently, the adopted son was very delinquint and has been in and out of trouble his whole life (I believe he was serving a jail sentence when she told us this story.) To explain this, she actually said that he was given up by his mother as a baby and was put into foster care. Well, fostercare orphans usually have laundry lists of problems and I wonder if perhaps Erikson's stages of psychosocial development have any impact on them.... I mean, this woman who raised her adopted son was clearly a philanthropic person so it is interesting to see what becomes a person's modality when their life is different from most other people. The fact that her adopted son had grown up also suggests to me that the concept of Erikson's stages being interdependant must be true.
Autonomy vs. Shame/Doubt made me think largely of the ZPM as proposed by Vygotsky. In the cluster it describes that "parents must tread a fine line. They must be protective - but not overprotective." It is almost as though your own judgements are directly influenced by parental judgement... So knowing when to back off or let a child cry and cry and not let them have their way is important. It makes me think of "Enablers," or parents who just let their child have anything they want.
Initiative vs. Guilt is an interesting stage because in terms of Piaget, we're still in the preoperation stage. Children are now becoming freer to explore the world on their own terms and are at the moment still lacking good judgement in all instances. Hell, even adults lack good judgement in all instances. Erikson to me seems to be more concerned with Emotions than academic capabilities like Piaget and Vygotsky. How children learn logically is fascinating but the way children learn emotionally is in my opinion the springboard for their interpersonal and social relationships. With that will come the want/need/fascination with learning that we all hope our children would have as a student.
Industry vs. Inferiority is an especially intereting stage for me, because as I have admitted in past blogs I have always ALWAYS been a terrible math student. This shed some light on what I was going through at the time because it was very traumatic for me to be getting phonecalls left on my parent's answering machine from my 4th grade teacher that said I was "lacking ability." Yes, I heard the message and to this day it still haunts me. I cried a lot over that but what I really did was focus on the things I was good at. In terms of the literature we've read, I am fascinated to realize that these precious years have a huge impact on what a young mind will focus on into their lives... It also presents the ramifications of the actions up until now as a definitive marker in the way a child will turn out. Back to that disturbing phonecall from my 4th grade teacher, I incidentally was cursed in math for the rest of my life... I was in normal math class until 8th grade and I was put in "STARS" math class from the until my Sophomore year of HS. I took pre-algebra in 9th grade and limped through everything until my senior year when I opted to not take another math. It's amazing at how young I decided I couldn't deal with something and it had an effect on the rest of my life... at 9 years old I knew how I would be at 13, 14, 15, 16 and 17. It was definitely an emotional thing as well... It could have been handled a lot better (I disliked my 4th grade teacher for several reasons)
Erikson's Emergence of the Self
Erikson's Psychosocial Development - All stages are interdependant
Developmental Crisis
(Page 75)
Trust vs. Mistrust
Autonomy vs. Doubt (ZPM?)
Erikson believes that these stages can effect a person throughout their entire life
Initiative vs. Guilt
*Guidelines* on page 77: Encouraging Initiative in Preschool Children
Industry vs. Inferiority (Page 77)
-Predictions for academic years ahead
-Students who suffer cultural and economic shock (page 78)
Identity vs. Role Confusion
-Identity statueses
-Moratorium
Intimacy vs. Isolation
Generativity
Intergrity vs. Despair
The Structure of Self Concepts
-Big Fish Little Pond
Declines in self concepts in Gifted/Talented classes (page 78)
Point/Counterpoint page 83
School life and self-esteem
-Low/High ability classes
Diversity and Identity
-Underestimation of competence
Questions:
Did Erikson base his ideas off of Piaget and Vygotsky? It seems especially reminiscent of Vygotsky's ZPM to neither over-indulge or under-care for each one of these stages. It also reminds me of "Equilibration" by Piaget...
Why do Piaget and Vygotsky stop so short in terms of life span? I like how Erikson mapped out the entire lifetime past what most people would consider "school aged". Isn't there a popular idea of "I never stop learning" out there in the world? It must be true.
Opinions:
I found Erikson to be by far the most intriguing theoristy we've studied so far. The Emergence of the Self is an interesting idea when paired up against Erikson's stages. The providence or even overprovidence of nuturing or the lack there of can shape a young mind into what they are and who they will be. I say this as part of Erkson's theory because the stages are interdependant which totally makes sense to me. Everything that happens is effective on what is going to happen and everything that happens is retro-active on what has already happened.
Each stage seems disturbingly and honestly pivotal to me. I can remember when I was a kid and now I can really pinpoint some weird situations that could have been handled better by my parents and teachers. I guess there's a difference between learning something and learning something the hard way.
Trust vs. Mistrust is incredible because I feel like many people take this for granted. When I read about this stage, it reminded me of a sociology 101 professor I had at Essex County College who once told our class about the difference between her biological children and her adopted children. Apparently, the adopted son was very delinquint and has been in and out of trouble his whole life (I believe he was serving a jail sentence when she told us this story.) To explain this, she actually said that he was given up by his mother as a baby and was put into foster care. Well, fostercare orphans usually have laundry lists of problems and I wonder if perhaps Erikson's stages of psychosocial development have any impact on them.... I mean, this woman who raised her adopted son was clearly a philanthropic person so it is interesting to see what becomes a person's modality when their life is different from most other people. The fact that her adopted son had grown up also suggests to me that the concept of Erikson's stages being interdependant must be true.
Autonomy vs. Shame/Doubt made me think largely of the ZPM as proposed by Vygotsky. In the cluster it describes that "parents must tread a fine line. They must be protective - but not overprotective." It is almost as though your own judgements are directly influenced by parental judgement... So knowing when to back off or let a child cry and cry and not let them have their way is important. It makes me think of "Enablers," or parents who just let their child have anything they want.
Initiative vs. Guilt is an interesting stage because in terms of Piaget, we're still in the preoperation stage. Children are now becoming freer to explore the world on their own terms and are at the moment still lacking good judgement in all instances. Hell, even adults lack good judgement in all instances. Erikson to me seems to be more concerned with Emotions than academic capabilities like Piaget and Vygotsky. How children learn logically is fascinating but the way children learn emotionally is in my opinion the springboard for their interpersonal and social relationships. With that will come the want/need/fascination with learning that we all hope our children would have as a student.
Industry vs. Inferiority is an especially intereting stage for me, because as I have admitted in past blogs I have always ALWAYS been a terrible math student. This shed some light on what I was going through at the time because it was very traumatic for me to be getting phonecalls left on my parent's answering machine from my 4th grade teacher that said I was "lacking ability." Yes, I heard the message and to this day it still haunts me. I cried a lot over that but what I really did was focus on the things I was good at. In terms of the literature we've read, I am fascinated to realize that these precious years have a huge impact on what a young mind will focus on into their lives... It also presents the ramifications of the actions up until now as a definitive marker in the way a child will turn out. Back to that disturbing phonecall from my 4th grade teacher, I incidentally was cursed in math for the rest of my life... I was in normal math class until 8th grade and I was put in "STARS" math class from the until my Sophomore year of HS. I took pre-algebra in 9th grade and limped through everything until my senior year when I opted to not take another math. It's amazing at how young I decided I couldn't deal with something and it had an effect on the rest of my life... at 9 years old I knew how I would be at 13, 14, 15, 16 and 17. It was definitely an emotional thing as well... It could have been handled a lot better (I disliked my 4th grade teacher for several reasons)
Thursday, February 7, 2008
Vygotsky - Chapter IV
Hot Spots:
Socio-cultural theory - human influence on their own development (page 50)
Importance of social interactions stressed by both Vygotsku and Piaget. (page 51)
Cultural Tools and lanugage as the most important tool in that box (page 52)
Language and Cultural Diversity (page 53)
Private Speech, self-talk (page 54)
Zone of Proximal Development (page 55-56)
Limitations of Vygotsky's Theory (page 57)
Questions:
Does the fact that a child cant solve the problem of a lost toy lend itself to the tempering of object permanence?
How is it that we are comparing Vygotsky before Piaget? Wouldn't it make more sense to learn about who came first? I suppose these ideas are newer in light of the historical circumstance of Vygotsky's findings, however, Piaget came later in general. Also, I ask why we compare them when they are clearly different but both have things to offer.
What about the ZPG? It's an interesting idea but my question is how are we sensitive to the special needs of people who might not fit the bill of a group in this Zone.
What does it say about a culture with many words with one meaning? I remember being fascinated by synonyms and homophones when I was in 3rd grade. Is it a waste of time and brain space to be able to rattle out several words for red at a moment's notice? (Crimson, scarlet, rouge, ruby) I am fascinated by this because we can assign specific meanings to main ideas... like the difference between saying the word "toilet paper" and "Bath tissue". Bath tissue clearly sugar coats an object that has a usually unpleasant task, but perhaps that is the socio-cultural advertising objective we are subjected to.
Opinions:
I find it interesting that in order to help a child solve their problems you will ask them a few mind refreshing questions. Most adults would tell you, "If I remember where I had it last, it wouldn't be lost!" but a childlike mind perhaps will have to take that into consideration before making their mind up that they truly don't know where it is. I wonder if this helps to establish object permanence.
Vygotsky and Piaget seem to have compelled a lot of interesting ideas for us teachers and will-be teachers. It's interesting to think that these ideas are all things we've undergone, almost seemlessly in our lives. Just to think that we're reading, writing and communicating as functional students who are established through our lifetime of education is pretty amazing. It makes me wonder how it happened at all in the first place. I think they were both onto something when they said that these ideals were innate in most children to learn and be taught by themselves, their peers and their teachers.
Language as the most important tool for learning is one of the most interesting things I have learned from Vygotsky's findings. It has to be true because without the words of symbols to interperate it would all mean nothing. I found it especially interesting the concept of poor Brazilian children who sell candy trading, selling, bartering, doing math and turning a profit on their own accord without any formal education to be quite an example of what it means to learn by the spoken word. Somehow it makes me think of poetry that is organized in a certain way. Normal words... but when specially presented their impact is that much greater.
Private speech and selftalk is interesting because as I have come to notice, some do it more than others. My father is nearing his 60th birthday and he still, to this day, talks to himself when making a cut during one of his numerous carpentry products. I myself have never used private speech that much but I have always counted (literally) on it during math, but lately, I truly depend on it for learning and remembering things and translations in my German class. Now I think the difficult things we compute in our brains probably require that amount of physical synaptic response to give rise to the solutions and right meanings. It's also weird when sometimes I create art and make a swooshing noise or perhaps a loud yell like a battle cry it gives me the comfort and determination I need to continually work on something difficult. (Yes, weird.)
The Zone of Proximal Development is interesting because it does seem to overlap Piaget a bit. And by that, it's like the stages of cognitive development but it is like a moving target. What works at 3rd grade won't work on 4th or 5th graders simply because it is old-hat to them. Yet, in spite of this, there are still things that they all need to learn collectively but it needs to be presented in age-appropriate ways. I am also concerned for the idea that this might not work for everyone, as I have realized that in general not everything in Educational Methods works like an interchangeable part for every person under the sun.
The Limitations of Vygotsky seem about as reasonable as the limitations of Piaget and as I said in the past paragraph, not every idea and method works for each person. Basically what I gather as a future teacher is to value the sensitivity to individual needs and be ready and willing to harness your hopefully acquired versatility to modify teaching implications and applications to make understanding and learning and possibility for even the most lost or confused child in your class.
Socio-cultural theory - human influence on their own development (page 50)
Importance of social interactions stressed by both Vygotsku and Piaget. (page 51)
Cultural Tools and lanugage as the most important tool in that box (page 52)
Language and Cultural Diversity (page 53)
Private Speech, self-talk (page 54)
Zone of Proximal Development (page 55-56)
Limitations of Vygotsky's Theory (page 57)
Questions:
Does the fact that a child cant solve the problem of a lost toy lend itself to the tempering of object permanence?
How is it that we are comparing Vygotsky before Piaget? Wouldn't it make more sense to learn about who came first? I suppose these ideas are newer in light of the historical circumstance of Vygotsky's findings, however, Piaget came later in general. Also, I ask why we compare them when they are clearly different but both have things to offer.
What about the ZPG? It's an interesting idea but my question is how are we sensitive to the special needs of people who might not fit the bill of a group in this Zone.
What does it say about a culture with many words with one meaning? I remember being fascinated by synonyms and homophones when I was in 3rd grade. Is it a waste of time and brain space to be able to rattle out several words for red at a moment's notice? (Crimson, scarlet, rouge, ruby) I am fascinated by this because we can assign specific meanings to main ideas... like the difference between saying the word "toilet paper" and "Bath tissue". Bath tissue clearly sugar coats an object that has a usually unpleasant task, but perhaps that is the socio-cultural advertising objective we are subjected to.
Opinions:
I find it interesting that in order to help a child solve their problems you will ask them a few mind refreshing questions. Most adults would tell you, "If I remember where I had it last, it wouldn't be lost!" but a childlike mind perhaps will have to take that into consideration before making their mind up that they truly don't know where it is. I wonder if this helps to establish object permanence.
Vygotsky and Piaget seem to have compelled a lot of interesting ideas for us teachers and will-be teachers. It's interesting to think that these ideas are all things we've undergone, almost seemlessly in our lives. Just to think that we're reading, writing and communicating as functional students who are established through our lifetime of education is pretty amazing. It makes me wonder how it happened at all in the first place. I think they were both onto something when they said that these ideals were innate in most children to learn and be taught by themselves, their peers and their teachers.
Language as the most important tool for learning is one of the most interesting things I have learned from Vygotsky's findings. It has to be true because without the words of symbols to interperate it would all mean nothing. I found it especially interesting the concept of poor Brazilian children who sell candy trading, selling, bartering, doing math and turning a profit on their own accord without any formal education to be quite an example of what it means to learn by the spoken word. Somehow it makes me think of poetry that is organized in a certain way. Normal words... but when specially presented their impact is that much greater.
Private speech and selftalk is interesting because as I have come to notice, some do it more than others. My father is nearing his 60th birthday and he still, to this day, talks to himself when making a cut during one of his numerous carpentry products. I myself have never used private speech that much but I have always counted (literally) on it during math, but lately, I truly depend on it for learning and remembering things and translations in my German class. Now I think the difficult things we compute in our brains probably require that amount of physical synaptic response to give rise to the solutions and right meanings. It's also weird when sometimes I create art and make a swooshing noise or perhaps a loud yell like a battle cry it gives me the comfort and determination I need to continually work on something difficult. (Yes, weird.)
The Zone of Proximal Development is interesting because it does seem to overlap Piaget a bit. And by that, it's like the stages of cognitive development but it is like a moving target. What works at 3rd grade won't work on 4th or 5th graders simply because it is old-hat to them. Yet, in spite of this, there are still things that they all need to learn collectively but it needs to be presented in age-appropriate ways. I am also concerned for the idea that this might not work for everyone, as I have realized that in general not everything in Educational Methods works like an interchangeable part for every person under the sun.
The Limitations of Vygotsky seem about as reasonable as the limitations of Piaget and as I said in the past paragraph, not every idea and method works for each person. Basically what I gather as a future teacher is to value the sensitivity to individual needs and be ready and willing to harness your hopefully acquired versatility to modify teaching implications and applications to make understanding and learning and possibility for even the most lost or confused child in your class.
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