Nice job!! I like the topic, it was a little difficult to read it because the font.
Sara Rizo. 07/10/13
Nicely done! Your blog is super thorough, and shows good direction for your paper.
-Sadie
Wednesday, July 10, 2013
Tuesday, July 9, 2013
Post 10
"Early education (and care) is a good investment only if it is of high quality. poor care may do more harm than good especially for the most vulnerable children...conversely poor provision leads to worrying outcomes...What they leave out is is pretty troublesome...There is no mention of child happiness or physical wellbeing..." (Penn 43). I am curious to know if information on student experiences is so uncommon today as it was in 1981 when Batcher published her book. Are we giving student's the best education, including a starting place to develop social and emotional success? The charts would suggest not. ednewscolorado.org claims that "Colorado earned an overall grade of C, coming in at 35th, behind the U.S. average, on six key education indicators in Education Week’s annual state rankings...Colorado’s lowest mark came in the area of its commitment to the teaching profession, where the state achieved a D, ranking 42nd out of the 50 states...Colorado scored almost as poorly in the area of school finance, where it achieved a C-" (Mitchell). According to the man that I met outside the library gathering signatures for his petition Colorado is also 49th in the world for government funding. Clearly were not doing good enough.
"The most important factors for ensuring quality are including good adult-child ratios, well-trained staff, and good pedagogic programmes" (43).
Teachers are beign overwhelmed by too many students in their classrooms and therefore may be less able to successfully focus on each child's needs. There is a lack of commitment to the job which causes me to wonder whether they cared about their student's success, and we came in 35 on "six key education indicators" (Mitchell). Penn mention NAEYC and DAP which are guidelines for early education which I have found on the NAEYC website (and which is also in the book), and posted below.
"The most important factors for ensuring quality are including good adult-child ratios, well-trained staff, and good pedagogic programmes" (43).
Teachers are beign overwhelmed by too many students in their classrooms and therefore may be less able to successfully focus on each child's needs. There is a lack of commitment to the job which causes me to wonder whether they cared about their student's success, and we came in 35 on "six key education indicators" (Mitchell). Penn mention NAEYC and DAP which are guidelines for early education which I have found on the NAEYC website (and which is also in the book), and posted below.
| 12 Principles of Child Development and Learning | |
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Post 9
In Batcher's book the main focus was to" prepare the child for the next level of education" (53), but shouldn't the purpose be to prepare the student for their future beyond just one grade, regardless of age? School should prepare children for the rest of their life, since so much depends on an education now days.
Children must learn how to navigate the classroom culture of which emotion and action is thoroughly related to, "to meet the demands of class life" (86, 92). Self actualization through class room success is a guiding factor in most of the student's intentions and actions, and also helps them cope. Batcher personifies this through her examples of the students she studied: "Bell believes that, in school, students get their good feelings, which he equates with their success feelings, by accomplishing successful schoolwork, and indeed children do report feeling good about doing well..." (92).
"School places many demands in children, and teachers may never stop to consider the impact these demands have on the way children feel about themselves and their lives" (156). More than just demands, but interactions between student and teacher can greatly impact the student's perception of themselves as well. Many of the students Batcher talked to clearly noticed that Bell favored some students over others, generally those who did their work and did it well, sometimes regardless of their behavior. When asked about how they felt, many reported feeling "bad" when yelled at, hinting at this favoritism, but what is the future effects of this sort of interaction? Is it possible the student may do worse in the class, or the following years because of how they feel about themselves? "Prominent early and contemporary developmental theories suggest that children' sense of self-worth emerges from an internalization of the beliefs and emotions of significant others" (Bosacki). If a child believes or interprets that a teacher dislikes them or believes they will not succeed, it is likely that they may believe this too, or live up to this expectation.
In addition, "...how children think and feel about, and make sense of social situations and themselves, may influence how they interact with others...children's social experiences and sense of self emerge from, and are influenced throughout life by cultural frameworks or schemas" ( Bosacki 22). Communication is a part of the self, just as emotions are.
Children must learn how to navigate the classroom culture of which emotion and action is thoroughly related to, "to meet the demands of class life" (86, 92). Self actualization through class room success is a guiding factor in most of the student's intentions and actions, and also helps them cope. Batcher personifies this through her examples of the students she studied: "Bell believes that, in school, students get their good feelings, which he equates with their success feelings, by accomplishing successful schoolwork, and indeed children do report feeling good about doing well..." (92).
"School places many demands in children, and teachers may never stop to consider the impact these demands have on the way children feel about themselves and their lives" (156). More than just demands, but interactions between student and teacher can greatly impact the student's perception of themselves as well. Many of the students Batcher talked to clearly noticed that Bell favored some students over others, generally those who did their work and did it well, sometimes regardless of their behavior. When asked about how they felt, many reported feeling "bad" when yelled at, hinting at this favoritism, but what is the future effects of this sort of interaction? Is it possible the student may do worse in the class, or the following years because of how they feel about themselves? "Prominent early and contemporary developmental theories suggest that children' sense of self-worth emerges from an internalization of the beliefs and emotions of significant others" (Bosacki). If a child believes or interprets that a teacher dislikes them or believes they will not succeed, it is likely that they may believe this too, or live up to this expectation.
In addition, "...how children think and feel about, and make sense of social situations and themselves, may influence how they interact with others...children's social experiences and sense of self emerge from, and are influenced throughout life by cultural frameworks or schemas" ( Bosacki 22). Communication is a part of the self, just as emotions are.
Monday, July 8, 2013
Post 8
Today I read the books I got at the library. I started off with "Emotion in the Classroom" but it didn't have as much relevance as I expected. However I was able to glean some helpful excepts from Batcher's book and study of a particular classroom which I think relate back to some of my other sources as well.
Batcher describes various theories on emotion one of which is "Emotions are judgments we make about situations much in the same way that ration judgments are made...allows a person to judge and react to a situation at the same time, in a purposeful way" (17).
"...there is a distinctly social quality to emotion, in the expression of it and in the perception and interpretation of it by others...people use emotion to gain mastery of the situation in order to to maximize self-worth...conception of self as the most important meaning for a person's behavior" ( Batcher 20). Emotions are not inherent, but learned through observation and interaction at home and in school. In my Interpersonal Communications class we learned about Maslow's hierarchy of needs. The basic purpose of communication- nonverbal or verbal is to relay some need that we have, be it food or water, etc; the same could be said of emotions. This being said, emotions have just as much, if not more importance to a child's development. Everyone knows how to communicate, but to do it effectively in social situations is important- do we provide a successful environment and tactics in our schools to develop children's social emotional needs?
As I was reading "Children's Emotional Lives I noticed a connection here when Bosacki talked about shy individuals in the classroom who may not fully have developed social emotional needs and so remain outside the social circle, although they understand what it takes to participate (14-15). " Increasingly, recent research with young school children shows that shyness or social withdraw may play a significant role in children's development of socioemotional and cognitive competence" (7). "Peer interaction and dialogue also enable the adolescent to develop an understanding of the self in relation to others" (15) to self-evaluate, conceptualize, monitor, present, or self reflected appraisal. The way we communicate or do not develops who we are.
The quote: "...intention is crucial to...production of emotion...emotion might be seen as closer to "pure thought" than is language" (21) also reminds me of Navarro's information on the limbic brain as the honest part of our brain. It makes sense that emotions, which are more of an instinctual reaction than verbal communication would be considered to be "pure thought", just as the limbic brain "reacts to the world around us reflexively and instantaneously in real time and without thought...from there signals go out to other parts of the brain, which in turn orchestrate our behaviors as they relate to emotions" (Navarro 23).
Batcher describes various theories on emotion one of which is "Emotions are judgments we make about situations much in the same way that ration judgments are made...allows a person to judge and react to a situation at the same time, in a purposeful way" (17).
"...there is a distinctly social quality to emotion, in the expression of it and in the perception and interpretation of it by others...people use emotion to gain mastery of the situation in order to to maximize self-worth...conception of self as the most important meaning for a person's behavior" ( Batcher 20). Emotions are not inherent, but learned through observation and interaction at home and in school. In my Interpersonal Communications class we learned about Maslow's hierarchy of needs. The basic purpose of communication- nonverbal or verbal is to relay some need that we have, be it food or water, etc; the same could be said of emotions. This being said, emotions have just as much, if not more importance to a child's development. Everyone knows how to communicate, but to do it effectively in social situations is important- do we provide a successful environment and tactics in our schools to develop children's social emotional needs?
As I was reading "Children's Emotional Lives I noticed a connection here when Bosacki talked about shy individuals in the classroom who may not fully have developed social emotional needs and so remain outside the social circle, although they understand what it takes to participate (14-15). " Increasingly, recent research with young school children shows that shyness or social withdraw may play a significant role in children's development of socioemotional and cognitive competence" (7). "Peer interaction and dialogue also enable the adolescent to develop an understanding of the self in relation to others" (15) to self-evaluate, conceptualize, monitor, present, or self reflected appraisal. The way we communicate or do not develops who we are.
The quote: "...intention is crucial to...production of emotion...emotion might be seen as closer to "pure thought" than is language" (21) also reminds me of Navarro's information on the limbic brain as the honest part of our brain. It makes sense that emotions, which are more of an instinctual reaction than verbal communication would be considered to be "pure thought", just as the limbic brain "reacts to the world around us reflexively and instantaneously in real time and without thought...from there signals go out to other parts of the brain, which in turn orchestrate our behaviors as they relate to emotions" (Navarro 23).
Post 7
Today, we used half of class to go to the library. I used the computer to look up the auraria library and browse their collection. I searched for child development, as well as child development and education and when I found the book I was sure to copy down the location and title. Once I had a couple of books I though would be useful I went to search for them. Most of my books were located in the LB section; I didn't get a chance to go down any other isles because there were so many books relevant to my research. I ended up only choosing one book from my list that I found on the search engine because I was able to skim through the contents and decide how useful each book would be. I liked using the library better because I could get a better idea on what the book was about while some sources online didn't have a summary, so it took a lot longer to find good information.
I picked out three books to use for my research, all related to children's development in the classroom. They include " Quality in Early Childhood Services", "Children's Emotional Lives", and "Emotion in the Classroom". I am a little worried that they might not be as helpful as I hope; I'm not sure if my topic is a little too specific or still a little broad... I would like to focus my attention on starting a possible argument on childhood development in education and whether or not it's given as much importance and attention as it should. The first of the three books on quality of services looks at education on an international scale which I think will be helpful in aiding my argument.
Ironically, when we left the library we were approached by a man collection signatures for a petition on better supporting our own Colorado education system. It was designed to give money to schools in Colorado which are low on the totem pole for receiving funding, and various other details. I think that getting more information on this petition as well as the Colorado educational system may help develop my ideas as well.
I picked out three books to use for my research, all related to children's development in the classroom. They include " Quality in Early Childhood Services", "Children's Emotional Lives", and "Emotion in the Classroom". I am a little worried that they might not be as helpful as I hope; I'm not sure if my topic is a little too specific or still a little broad... I would like to focus my attention on starting a possible argument on childhood development in education and whether or not it's given as much importance and attention as it should. The first of the three books on quality of services looks at education on an international scale which I think will be helpful in aiding my argument.
Ironically, when we left the library we were approached by a man collection signatures for a petition on better supporting our own Colorado education system. It was designed to give money to schools in Colorado which are low on the totem pole for receiving funding, and various other details. I think that getting more information on this petition as well as the Colorado educational system may help develop my ideas as well.
Sunday, July 7, 2013
Post 6
It is obvious that more than just the brain is key in the evolution of identity; the experience and interactions we have as children are just as important. You and Me:Childhood Identity and Social Development takes the viewer through the process of development from three months to three years. The film talk about self-awareness, a social skill necessary in building relationships (1:30); I am very curious about interpersonal relationships influence over identity since we generally pick up mannerisms and similar personalities from family and friends that are integrated into our identity. How does interaction in schools (with teachers and peers) affect us as well?
"In 1990, recognizing that early childhood experiences are crucial to young people's success in school and after, President Bush and the nation's governors named school readiness for all young children as the first of six national education goals. School readiness is essential in order to reach other educational goals" (Edelman).
The question is whether the program is useful or not- what is school readiness? Does it include emotional development and success? I am going to do more research on programs similar to head start in the U.S. compared to other nations, and possibly Colorado's as well.
"In 1990, recognizing that early childhood experiences are crucial to young people's success in school and after, President Bush and the nation's governors named school readiness for all young children as the first of six national education goals. School readiness is essential in order to reach other educational goals" (Edelman).
The question is whether the program is useful or not- what is school readiness? Does it include emotional development and success? I am going to do more research on programs similar to head start in the U.S. compared to other nations, and possibly Colorado's as well.
Post 5
I realized that Myerson is approaching personality as a very subjective and ever changing process rather than identity which seems slightly more fixed. I had been assuming that personality and identity were almost the same when personality is a component of what truly makes us up, and both are extremely broad and difficult to pinpoint exactly. To focus my research, therefore, I have decided to move into the development of a person which starts with childhood.
I used the Scavenger Hunt to gather some sources for my blog; I had the hardest time finding a newspaper article and using CQ Researcher.
1. Knoff, Howard M. The Assessment of Child and Adolescent Personality. New York: Guilford, 1986. Print.
2. "Society of Clinical Child and Adolescent Psychology." (Division 53). American Psychological Association, 2013. Web. 07 July 2013. <http://www.apa.org/about/division/div53.aspx>.
3. You and Me: Childhood Identity and Social Development. Millennium Web Catalog. Films Media Group, 1994. Web. 07 July 2013.
4. Leary, Mark R., and June Price. Tangney. Handbook of Self and Identity. New York: Guilford, 2003. Print.
I am going to take some time to read them over and watch the video to determine whether they will be helpful to my topic. I think these three sources will be the best to use for my topic, whatever direction I take. In fact, I am leaning more towards child development in schools as well and I found a pro con source on CQ Researcher: Glazer, Sarah. "Head Start." CQ Researcher 9 Apr. 1993: 289-312. Web. 8 July 2013.
I used the Scavenger Hunt to gather some sources for my blog; I had the hardest time finding a newspaper article and using CQ Researcher.
1. Knoff, Howard M. The Assessment of Child and Adolescent Personality. New York: Guilford, 1986. Print.
2. "Society of Clinical Child and Adolescent Psychology." (Division 53). American Psychological Association, 2013. Web. 07 July 2013. <http://www.apa.org/about/division/div53.aspx>.
3. You and Me: Childhood Identity and Social Development. Millennium Web Catalog. Films Media Group, 1994. Web. 07 July 2013.
4. Leary, Mark R., and June Price. Tangney. Handbook of Self and Identity. New York: Guilford, 2003. Print.
I am going to take some time to read them over and watch the video to determine whether they will be helpful to my topic. I think these three sources will be the best to use for my topic, whatever direction I take. In fact, I am leaning more towards child development in schools as well and I found a pro con source on CQ Researcher: Glazer, Sarah. "Head Start." CQ Researcher 9 Apr. 1993: 289-312. Web. 8 July 2013.
Saturday, July 6, 2013
Post 4
In class we did some brainstorming from the book. I thought about fields and topics related to personality in order to narrow down my topic. I came up with this list:
Science: genetics affect on personality; the brain
Education: Kindergarten preparation; identity as a factor in graduation
Medicine: Diseases that affect personality and drugs that combat them
Humanities: Cultural influence on personality
Science: genetics affect on personality; the brain
Education: Kindergarten preparation; identity as a factor in graduation
Medicine: Diseases that affect personality and drugs that combat them
Humanities: Cultural influence on personality
Personality
What is it?
Is it the same as identity?
How does the brain and body affect it?
Is the Limbic or Neocortex responsible for a persons identity?
What diseases affect personality and are you the same person if your personality is affected?
How does interpersonal communication shape our perception of ourselves (non-verbally vs. verbally)?
I was able to do some research before class on Wednesday and found a book on understanding non verbal signals we give off immediately and uncontrolled. Our non-verbal communication could be grouped with our personality because it is in essence what makes us who we are. As the old adage goes: "actions speak louder than words".
1. Navarro, Joe, and Marvin Karlins. What Every BODY Is Saying: An Ex-FBI Agent's Guide to Speed- reading People. 1st ed. New York, NY: Collins Living, 2008. Print.
Mainly, I was intrigued by his information on the limbic and neocortex and a person's reactions, as well as the mention of "pacifying behaviors" which we switch out from our baby habits (sucking a thumb, talking to stuffed animals, etc.) for more socially accepted forms like stroking the neck (Navaro 37) which produced some of the questions above.
Mainly, I was intrigued by his information on the limbic and neocortex and a person's reactions, as well as the mention of "pacifying behaviors" which we switch out from our baby habits (sucking a thumb, talking to stuffed animals, etc.) for more socially accepted forms like stroking the neck (Navaro 37) which produced some of the questions above.
Post 3
After reading this section of the text that my question becomes more defined: I would like to understand what creates personality by means of bodily functions,as well as, i suppose, psychologically. This is the reason why Olson's article was unhelpful to me- he broached the subject philosophically. I wasn't sure which direction my question was going to take, but it's beginning to evolve into something more specific.
"Without going into the details of the functions of the endocrine glands, one may say that they are ``the managers of the human body...Every individual, from the time he is born until the time he dies, is under the influence of these many different kinds of elements...These glands are not independent of one another but interact in a marvelous manner so that under or overaction of any one of them upsets a balance that exists between them, and thus produces a disorder that is quite generalized in its effects" (Myerson 12-13). "...mind and character are dependent upon the health of the brain and the glands of the body; that somewhere in the interaction of tissues, in the chemistry of life, arises thought, purpose, emotion, conduct and deed" (Myerson 17).
It is not just one thing that creates personality but a combination of infinite variables. We cannot control the person we are, at least bodily; I often have a problem with low blood sugar which reeks havoc on my emotions and personality-I become moody and extremely easy to exasperate when I am normally a very laid back and patient person, in this way I can relate to Myerson's description of health and bodily function as an influence over personality When the body is in stress it puts a stress on the mind. In addition, when i interact with my mother I find myself more prone being snappy; this too could be a result of stress being transported to the brain, but more as a result of interpersonal communication. I am interested in how verbal or nonverbal communication could be a factor on personality.
"Without going into the details of the functions of the endocrine glands, one may say that they are ``the managers of the human body...Every individual, from the time he is born until the time he dies, is under the influence of these many different kinds of elements...These glands are not independent of one another but interact in a marvelous manner so that under or overaction of any one of them upsets a balance that exists between them, and thus produces a disorder that is quite generalized in its effects" (Myerson 12-13). "...mind and character are dependent upon the health of the brain and the glands of the body; that somewhere in the interaction of tissues, in the chemistry of life, arises thought, purpose, emotion, conduct and deed" (Myerson 17).
It is not just one thing that creates personality but a combination of infinite variables. We cannot control the person we are, at least bodily; I often have a problem with low blood sugar which reeks havoc on my emotions and personality-I become moody and extremely easy to exasperate when I am normally a very laid back and patient person, in this way I can relate to Myerson's description of health and bodily function as an influence over personality When the body is in stress it puts a stress on the mind. In addition, when i interact with my mother I find myself more prone being snappy; this too could be a result of stress being transported to the brain, but more as a result of interpersonal communication. I am interested in how verbal or nonverbal communication could be a factor on personality.
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