What Is This

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Greek;}{\flominor\f31552\fbidi \froman\fcharset162\fprq2 Times New Roman Tur;} {\flominor\f31553\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew);}{\flominor\f31554\fbidi \froman\fcharset178\fprq2 Times New Roman (Arabic);}{\flominor\f31555\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic;} {\flominor\f31556\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese);}{\fdbminor\f31558\fbidi \froman\fcharset238\fprq2 Times New Roman CE;}{\fdbminor\f31559\fbidi \froman\fcharset204\fprq2 Times New Roman Cyr;} {\fdbminor\f31561\fbidi \froman\fcharset161\fprq2 Times New Roman Greek;}{\fdbminor\f31562\fbidi \froman\fcharset162\fprq2 Times New Roman Tur;}{\fdbminor\f31563\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew);} {\fdbminor\f31564\fbidi \froman\fcharset178\fprq2 Times New Roman (Arabic);}{\fdbminor\f31565\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic;}{\fdbminor\f31566\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese);} {\fhiminor\f31568\fbidi \fswiss\fcharset238\fprq2 Calibri CE;}{\fhiminor\f31569\fbidi \fswiss\fcharset204\fprq2 Calibri Cyr;}{\fhiminor\f31571\fbidi \fswiss\fcharset161\fprq2 Calibri Greek;}{\fhiminor\f31572\fbidi \fswiss\fcharset162\fprq2 Calibri Tur;} {\fhiminor\f31575\fbidi \fswiss\fcharset186\fprq2 Calibri Baltic;}{\fbiminor\f31578\fbidi \froman\fcharset238\fprq2 Times New Roman CE;}{\fbiminor\f31579\fbidi \froman\fcharset204\fprq2 Times New Roman Cyr;} {\fbiminor\f31581\fbidi \froman\fcharset161\fprq2 Times New Roman Greek;}{\fbiminor\f31582\fbidi \froman\fcharset162\fprq2 Times New Roman Tur;}{\fbiminor\f31583\fbidi \froman\fcharset177\fprq2 Times New Roman (Hebrew);} {\fbiminor\f31584\fbidi \froman\fcharset178\fprq2 Times New Roman (Arabic);}{\fbiminor\f31585\fbidi \froman\fcharset186\fprq2 Times New Roman Baltic;}{\fbiminor\f31586\fbidi \froman\fcharset163\fprq2 Times New Roman (Vietnamese);}} {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255;\red0\green2 55\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255\green255\blue0;\red255\ green255\blue255;\red0\green0\blue128;\red0\green128\blue128;\red0\green128\blue0; \red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red128\green128\ blue128;\red192\green192\blue192;}{\*\defchp }{\*\defpap \ql \li0\ri0\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\rin0\lin0\itap0 } \noqfpromote {\stylesheet{ \ql

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{\*\pnseclvl2\pnucltr\pnstart1\pnindent720\pnhang {\pntxta .}}{\*\pnseclvl3\pndec\pnstart1\pnindent720\pnhang {\pntxta .}}{\*\pnseclvl4\pnlcltr\pnstart1\pnindent720\pnhang {\pntxta )}} {\*\pnseclvl5\pndec\pnstart1\pnindent720\pnhang {\pntxtb (}{\pntxta )}} {\*\pnseclvl6\pnlcltr\pnstart1\pnindent720\pnhang {\pntxtb (}{\pntxta )}} {\*\pnseclvl7\pnlcrm\pnstart1\pnindent720\pnhang {\pntxtb (}{\pntxta )}} {\*\pnseclvl8\pnlcltr\pnstart1\pnindent720\pnhang {\pntxtb (}{\pntxta )}}{\*\pnseclvl9 \pnlcrm\pnstart1\pnindent720\pnhang {\pntxtb (}{\pntxta )}}\pard\plain \ltrpar\ql \li0\ri0\sa200\sl480\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\ri n0\lin0\itap0\pararsid3753653 \rtlch\fcs1 \af0\afs22\alang1025 \ltrch\fcs0 \fs22\lang1033\langfe1033\loch\af37\hich\af37\dbch\af37\cgrid\langnp1033\langfenp103 3 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 Serena Edinger \par \hich\af0\dbch\af37\loch\f0 Chi}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2230492 \hich\af0\dbch\af37\loch\f0 ld Psychology: Service Learning \par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363 \hich\af0\dbch\af37\loch\f0 Q\hich\af0\dbch\af37\loch\f0 uestio\hich\af0\dbch\af37\loch\f0 n #1}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2230492 \par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \tab \hich\af0\dbch\af37\loch\f0 Volunteering with eight year olds at Mac Farlane Elementary is proving to be an insightful and overall enjoyable experience. \hich\af0\dbch\af37\loch\f0 I chose third grade students to complete the first half of my service learning based on their level of informed curiosity and somewhat advanced ability to make relations with their environment. I feel as if this is an interesting stage in their lives a \hich\af0\dbch\af37\loch\f0 s\hich\af0\dbch\af37\loch\f0 far as capabilities and interests go. Their statements tend to be well though out but sometimes rather far fetched or irrational. For instance, during an independent reading session, a male child questioned whether Alan Armstrong, the author of his boo \hich\af0\dbch\af37\loch\f0 k\hich\af0\dbch\af37\loch\f0 , was related to Lance Armstrong, the competitive biker. I chose this age group for their ability to make these types of associations and the humor in their curiosities. Also, they are capable of sharing topics of great detail, explaining things with an \hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 eager attitude. They seem to be

eager to share situations, especially those in which they learn something ne}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2230492 \hich\af0\dbch\af37\loch\f0 w. Devin, a Hispanic boy from N}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 ew York told me about his brother\hich\f0 \rquote \loch\f0 s allergic reaction to cats. He described the redness of his skin, the associate\hich\af0\dbch\af37\loch\f0 d itching, and potential trip to the hospital. With wide eyes and an enthusiastic voice, he went on to explain how the doctor recommends that he jump in the pool after the onset of the symptoms. He explained that the chlorine of the pool was helpful in \hich\af0\dbch\af37\loch\f0 r\hich\af0\dbch\af37\loch\f0 elieving the symptoms. This ability to make connections and overview interesting situations displays another reason I find this group interesting to work with. }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2230492 \hich\af0\dbch\af37\loch\f0 His advanced level of making connections \hich\af0\dbch\af37\loch\f0 indicates that he is in Piaget\loch\af0\dbch\af37\hich\f0 \rquote \hich\af0\dbch\af37\loch\f0 s preoperational stage. }{ \rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \par \tab \hich\af0\dbch\af37\loch\f0 These student\hich\f0 \rquote \loch\f0 s enthusiasm and openness to new ideas gives me a positive attitude towards th\hich\af0\dbch\af37\loch\f0 e experience. They seem to be excited about my visits and share their life stories with me. \par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2230492 \tab }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2230492\charrsid9969179 \hich\af0\dbch\af37\loch\f0 My decision to choose first graders to compare with third grad \hich\af0\dbch\af37\loch\f0 ers stemmed from the monumental developments that are taking place between these two stages.\~ I chose these groups in hopes of capturing some of the transitions between Piaget's preoperational stage and concrete operational.\~ In addition, I was interested\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 in testing their capabilities and comparing them with the standards that are discussed in the text.\~ }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 Through the

experience, I hope to match their behaviors with those of the developmental norms and}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653 \hich\af0\dbch\af37\loch\f0 identify those that \hich\af0\dbch\af37\loch\f0 vary from the normal}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 .\~}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2230492 \par }\pard \ltrpar\ql \fi720\li0\ri0\sa200\sl480\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustri ght\rin0\lin0\itap0\pararsid3753653 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 Through this experience I hope to explore the thought process involved with their statements and compare their individual rates of development. I\hich\f0 \rquote \loch\f0 m very interes\hich\af0\dbch\af37\loch\f0 ted in their varied levels and individual mental capacities. I\hich\f0 \rquote \loch\f0 m especially eager to learn more about their }{\rtlch\fcs1 \af0 \ltrch\fcs0 \f0\insrsid8485672 \hich\af0\dbch\af37\loch\f0 backgrounds and influences. \par }{\rtlch\fcs1 \af0 \ltrch\fcs0 \f0\insrsid614363 \hich\af0\dbch\af37\loch\f0 Question #2}{\rtlch\fcs1 \af0 \ltrch\fcs0 \f0\insrsid2230492 \par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 Upon entering the elementary school, I immediately rece\hich\af0\dbch\af37\loch\f0 ived a positive vibe, displaying all the contributors to a positive learning environment. The staff was helpful and friendly and the school was decorated with work done by the children. The children respond to visitors very }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653 \hich\af0\dbch\af37\loch\f0 well,}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 expressing controlled e\hich\af0\dbch\af37\loch\f0 nthusiasm to my presence. I feel as if I \hich\f0 \rquote \loch\f0 m able to relate to each child in a different way, even with the impressive diversity of the schooling system. They seem eager to make relations to me and get to know me better. \par \hich\af0\dbch\af37\loch\f0 This is an ideal situation to com\hich\af0\dbch\af37\loch\f0 plete my learning experience. The classes are unique, keeping not only the students, but myself entertained and learning new things. They foster an environment in which diversity is embraced and respect is encouraged. Children attend two Spanish classe

\hich\af0\dbch\af37\loch\f0 s\hich\af0\dbch\af37\loch\f0 a week in which they learn the basics of the Spanish language. In addition, the children have roots in a variety of different locations. I am able to appreciate this. Their practices give me a great deal of respect towards the school. \par \hich\af0\dbch\af37\loch\f0 From the very b\hich\af0\dbch\af37\loch\f0 eginning, I noted the positive attitudes of the children towards learning and completing projects. I would most directly attribute this to the active learning process that is encouraged in the schooling system. The children seem genuinely happy to be th \hich\af0\dbch\af37\loch\f0 e\hich\af0\dbch\af37\loch\f0 re. \par \hich\af0\dbch\af37\loch\f0 I am enjoying the }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363 \hich\af0\dbch\af37\loch\f0 kids,}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 especially their curious remarks and senses of humor. I feel as if they feel a connection with me and some of the kids run to hug me as I leave. They are always helpful in pointing out the obvious to which I smile and appea\hich\af0\dbch\af37\loch\f0 r amazed. \par \hich\af0\dbch\af37\loch\f0 Perhaps my biggest surprise in regards to the schooling system was their advanced and specialized methods of teaching. Technology was appropriately implemented into the learning process and computers were used \hich\af0\dbch\af37\loch\f0 as helpful tools to the students. One aspect of the experience that impressed me was their attentiveness to the special abilities of each student. For instance, the students are required to complete a survey on the computer, which are electronically eva \hich\af0\dbch\af37\loch\f0 l\hich\af0\dbch\af37\loch\f0 uated and translated into their most effective means of learning. This survey is printed out and put in a portfolio in order to best accommodate this student in the learning environment. I found this system to be rather impressive. \par \hich\af0\dbch\af37\loch\f0 I was also impressed\hich\af0\dbch\af37\loch\f0 by the diversity of the school, including Spanish classes and focusing on familiarizing students with various cultures. The students seemed to be responding positively to this focus on diversity and will undoubtedly be at an advantage because of these p

\hich\af0\dbch\af37\loch\f0 r\hich\af0\dbch\af37\loch\f0 actices. \par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363 \hich\af0\dbch\af37\loch\f0 Question #3 \par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 \hich\f0 I was surprised by their extensive ability to make relations and form logical ideas. In one situation, the students were standing in line to get their picture taken and spotted a bee. The students screeched, \'93\loch\f0 A bee, a bee!}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653 \loch\af0\dbch\af37\hich\f0 \'94}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 The teacher shush\hich\af0\dbch\af37\loch\f0 \hich\f0 ed them saying, \'93\loch\f0 \hich\f0 Lets go guys, be alert\'94\loch\f0 \hich\f0 . The students detected an unintentional pun in the phrase \'93\loch\f0 \hich\f0 be alert\'94\loch\f0 \hich\f0 and began laughing hysterically and saying, \'93\loch\f0 \hich\f0 Bee alert! Bee alert! \'94\loch\f0 while imitating siren sounds. I found this association to be humorous and e\hich\af0\dbch\af37\loch\f0 n\hich\af0\dbch\af37\loch\f0 lightening. }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2230492 \hich\af0\dbch\af37\loch\f0 This can be connected with Piaget\loch\af0\dbch\af37\hich\f0 \rquote \hich\af0\dbch\af37\loch\f0 s preoperational learning stage. }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2230492\charrsid9969179 \hich\af0\dbch\af37\loch\f0 The first \hich\af0\dbch\af37\loch\f0 and third grade students were a great combination for comparison.\~ Another interesting factor that was available for comparison was a great variation in teaching style.\~ As far as temperament and attachment styles, the students seemed to be split rather e\hich\af0\dbch\af37\loch\f0 v\hich\af0\dbch\af37\loch\f0 enly.\~ The first graders surprised me more in terms of their developmental limitations.\~ Working with this age group forced me to bring myself down to a lower level and recollect what my thought processes were at that time.\~ The students sit with their pe \hich\af0\dbch\af37\loch\f0 n\hich\af0\dbch\af37\loch\f0 cils tightly gripped and stare at a simple multiplication problem, baffled.\~ At first, I was surprised by this, but then through my readings and connections with the

typical development rate, I was able to relate to their mindset with more ease.\~ I even d\hich\af0\dbch\af37\loch\f0 u\hich\af0\dbch\af37\loch\f0 g up an old folder from my first grade years when I was home for Thanksgiving break.\~\hich\f0 I found a simple multiplication test in which I'd gotten a \'93\loch\f0 \hich\f0 D\'94\loch\f0 on.\~ I'd approximated the answer of 2X3 to be 17.\~ It brought back a flood of memories, including my paren\hich\af0\dbch\af37\loch\f0 t\hich\af0\dbch\af37\loch\f0 s being very concerned over the grade.\~ By attempting to recollect my own rate of development with that of the kids I'm working with, I'm able to re}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2230492 \hich\af0\dbch\af37\loch\f0 late on a more personal level.\~}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \par \hich\af0\dbch\af37\loch\f0 I al}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363 \hich\af0\dbch\af37\loch\f0 so found that their }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2230492 \hich\af0\dbch\af37\loch\f0 awareness of}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 new concepts an\hich\af0\dbch\af37\loch\f0 \hich\f0 d sometimes na\'ef\loch\f0 ve assumptions make them humorous to converse with. A }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363 \hich\af0\dbch\af37\loch\f0 third grade }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 boy told me at lunch that he didn\hich\f0 \rquote \loch\f0 t drink strawberry milk because another boy told him it wasn\hich\f0 \rquote \loch\f0 t manly. }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid2230492 \hich\af0\dbch\af37\loch\f0 This displays a mon\hich\af0\dbch\af37\loch\f0 umental development in self-evaluat\hich\af0\dbch\af37\loch\f0 ion and a child\loch\af0\dbch\af37\hich\f0 \rquote \hich\af0\dbch\af37\loch\f0 s inclusion of } {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363 \hich\af0\dbch\af37\loch\f0 other \loch\af0\dbch\af37\hich\f0 \rquote \hich\af0\dbch\af37\loch\f0 s opinions in their views of themselves. }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 I was surprised by his prolonged reaction to this comment. I felt as if the chil\hich\af0\dbch\af37\loch\f0 dren were intelligent yet still gullible. They seemed unquestioning when spoken to in a voice of authoritativeness. \par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179

\hich\af0\dbch\af37\loch\f0 Prior to this course, I was unaware that standards of comparison could be so accurate, especially through the application of Piaget's theory.\~ Pi \hich\af0\dbch\af37\loch\f0 aget's theory suggests that there are certain limitations in regards to cognitive development and these limitations were very evident in the age groups I worked with.\~ For instance, while the first graders were capable of adding simple addition such as '4\hich\af0\dbch\af37\loch\f0 +\hich\af0\dbch\af37\loch\f0 1', they seemed to have difficulti\ltrpar \hich\af0\dbch\af37\loch\f0 es adding numbers like, '8+3' since it means transferring the one to the next column.\~ Third graders on the other hand, are capable of performing this addition with ease.\~ Piaget's ability to attribute this contrast in abi\hich\af0\dbch\af37\loch\f0 lity to cognitive limitations, and the accuracy of it impressed me.\~\hich\f0 His argument that first grade students are unable to \'93\loch\f0 \hich\f0 change existing cognitive structures\'94\loch\f0 enough to incorporate the complexity of multiplication or division (Vasta, Miller, & Ellis, 200\hich\af0\dbch\af37\loch\f0 4, 18).\~ In addition, most of the first graders are still in the level that Piaget terms the preoperational stage.\~ They are unable to take on the on the viewpoints of others.\~ As a result, they are often unable to follow multiple rules of classification.\~\hich\af0\dbch\af37\loch\f0 These standards of development seem to apply to the majority of the students even\~ \hich\af0\dbch\af37\loch\f0 though\hich\af0\dbch\af37\loch\f0 MacFarlene is a very diverse school, teaching children of various backgrounds.\~ I believe that these contrasts in development were what surprised me the most.\~ Thoug \hich\af0\dbch\af37\loch\f0 h I was aware that children develop quickly, it seems as if their mental process expands a significant amount between the ages of six and nine.\~\hich\f0 While the children in the first grade class were playing games such as \'93\loch\f0 \hich\f0 making and breaking words\'94\loch\f0 in which th\hich\af0\dbch\af37\loch\f0 e\hich\af0\dbch\af37\loch\f0 y used letter tiles, the third graders were creating their own metaphors and similes.\~ First graders are still attempting to formulate words and master the skill of reading while third graders are making rather complex associations}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363 \par \hich\af0\dbch\af37\loch\f0 FOUR

\par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 From my observations and conversations, Mac Farlane Elementary is perceived as a desirable and rather pre\hich\af0\dbch\af37\loch\f0 stigious school. One of the parents informed me that she was very satisfied with the schooling system. She even mentioned that her kids had to be on a wait list in order to attend. The small size that makes the school desirable also makes it competitiv \hich\af0\dbch\af37\loch\f0 e\hich\af0\dbch\af37\loch\f0 . \par \hich\af0\dbch\af37\loch\f0 Within the classroom, I was impressed by their creative and thoughtful approach to learning. The activities were organized based on the students\hich\f0 \rquote \loch\f0 individual interests and participation was encouraged. It seemed to be well-planned and organized based o\hich\af0\dbch\af37\loch\f0 n the most conducive environment to learning. The students followed an hour by hour schedule that was strict but included activities that the students enjoyed. A mosaic bench, made by students was displayed outside and the students made their own Andy W \hich\af0\dbch\af37\loch\f0 a\hich\af0\dbch\af37\loch\f0 rhol prints. They were all part of the musical program. Participation was widespread and the students were immersed in their material. I feel as if their positive response to the learning environment indicates a successful learning experience. \par \hich\af0\dbch\af37\loch\f0 Several\hich\af0\dbch\af37\loch\f0 \hich\f0 students were separated for \'93\loch\f0 \hich\f0 advance d math\'94\loch\f0 in order to maximize their learning capabilities. I feel as if this distinction of talent allows the students to excel in their own specific areas. \par \hich\af0\dbch\af37\loch\f0 \hich\f0 The students wear shirts that read, \'93\loch\f0 We must become the cha\hich\af0\dbch\af37\loch\f0 \hich\f0 nge we want to see, -Ghandi \'94\loch\f0 \hich\f0 . These quote overviews the enthusiasm and motivation that the staff and kids have towards the learning process. Their cafeteria displays this positive model as well with a banner hanging that reminds, \'93}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653 \hich\af0\dbch\af37\loch\f0 Healthy}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid8485672 \hich\af0\dbch\af37\loch\f0 choices, health\hich\af0\dbch\af37\loch\f0 \hich\f0 y minds\'94\loch\f0 and a well-balanced meal served to the children. This emphasis on good eating practices

is reinforced in the class room as well, where nutrition is a main focus. \par \hich\af0\dbch\af37\loch\f0 Perhaps the only amendment I might suggest is in regards to the bonding between ch\hich\af0\dbch\af37\loch\f0 ildren. I feel as if group work and bonding of the small group would be a positive addition to the classroom. This would help establish a connection between the students and their peers, developing a support group advantageous to learning. \par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363 \hich\af0\dbch\af37\loch\f0 Question #5 \par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 \hich\f0 During the \'93\loch\f0 \hich\f0 bring your parent to school\'94\loch\f0 activity\hich\af0\dbch\af37\loch\f0 , first grade students who brought their father to class seemed to interact more positively with the male teacher.\~ Assuming that it was their choice to bring their father to school, rather than their mother, this led me to conclude that their attachment \hich\af0\dbch\af37\loch\f0 w\hich\af0\dbch\af37\loch\f0 as closer with their father than their mother.\~ Following this observation, I began to wonder whether there was a correlation between the level of attachment with a sex-specific parent, the teacher's gender, and the student's overall success in class.\line \~\~\~\~\~\~\~\hich\af0\dbch\af37\loch\f0 The purpose of this study is to identify if there is a correlation between the }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 attachments}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 a child exhibits towards a single parent, the corresponding sex of the teacher, and how this }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 affects}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 their level of success in terms of interactions and performan\hich\af0\dbch\af37\loch\f0 ce. Taking previous observations into account, it can be hypothesized that those who display a closer attachment with their father are expected to be more responsive to a male teacher and vice versa.\~ It will be a longitudinal study since it will monitor \hich\af0\dbch\af37\loch\f0 t\hich\af0\dbch\af37\loch\f0 he development of children over a four month period.\~\line

The study will begin by identifying ten first graders who display a secure attachment with their mother and ten first graders who display a closer emotional bond with their father.\~ In order to pinpoin\hich\af0\dbch\af37\loch\f0 t \hich\af0\dbch\af37\loch\f0 this bond, researchers would have parents and children complete questionnaires in which questions were asked regarding their attachment level.\~ The parents would be given questions regarding their children and how they respond in specific situations.\~ Fo\hich\af0\dbch\af37\loch\f0 r\hich\af0\dbch\af37\loch\f0 instance, the questions would address topics such as wariness of strangers, attitude towards novel situations, and behavior exhibited towards the parents.\~\hich\f0 The questionnaires given to the children would address their feelings towards their parents and \'93\loch\f0 w\hich\af0\dbch\af37\loch\f0 h\hich\af0\dbch\af37\loch\f0 \hich\f0 at if\'94\loch\f0 scenarios.\~ Multiple choice answers would then be provided.\~ Following the selection of the children, they will be split into two equal groups of five girls and five boys each.\~ Also, half of each of these children will display a secure attachment \hich\af0\dbch\af37\loch\f0 w\hich\af0\dbch\af37\loch\f0 ith their mother and the others a strong emotional bond with their father.\~\line \~\~\~\~\~\~\~ Half of the students will be placed in a learning environment with a well-respected female }{ \rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 teacher}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 and the others with a well-respected male teacher.\~ Materials will be ta\hich\af0\dbch\af37\loch\f0 ught in a highly similar manner and pace.\~ In regards to maximizing their learning capacity, the behavior exhibited in a classroom with a respected female and a respected male teacher would be compared.\~ Their success and performance will be measured as d\hich\af0\dbch\af37\loch\f0 e \hich\af0\dbch\af37\loch\f0 pendent variables, recorded through testing and observation.\~ Their age and attachments to their parents will remain constant.\~ The gender of the teacher based on their attachment level will be an independent variable.\~ Performance will be based on an ach\hich\af0\dbch\af37\loch\f0 i\hich\af0\dbch\af37\loch\f0 evement scale in which the students are rated from 1-100.\~ It will be based on their scores on certain tests of ability, interaction and knowledge.\~ After two months of regular schooling in these environments, the teachers will be

switched and their level\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 of development will be recorded again.\~\line \~\~\~\~\~\~\~ Gender of the children will not be accounted for in this particular study.\~ Perhaps in a further study, genders could be separated and perhaps varying results would be obtained.\~\line \~\~\~\~\~\~\~ In order to evaluate\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 the results, two separate bar graphs could be made to compare the results of the students whose attachments were closer with their male parents and those who were closer with their female parents.\~\line \~\~\~\~\~\~\~ A\~ \hich\af0\dbch\af37\loch\f0 positive\hich\af0\dbch\af37\loch\f0 correlation between performance and th\hich\af0\dbch\af37\loch\f0 e same sex teacher as the parent they are securely attached to signifies that my hypothesis was correct.\~}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363 \par \hich\af0\dbch\af37\loch\f0 SIX \par }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 Number six}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 : }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \line \hich\af0\dbch\af37\loch\f0 Dear Editor}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 , }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \line \hich\af0\dbch\af37\loch\f0 The obedient children of our current schooling system sit in straight-backed chairs with their hands folded, raise their hands when they know the answer to a question and never shout out. This is the type of behavior that seem\hich\af0\dbch\af37\loch\f0 s to be promoted in schooling systems.\~\hich\f0 However, one must question whether reprimanding children for \'93\loch\f0 \hich\f0 acting out\'94\loch\f0 is detrimental to the developmental process of children. In this type of environment, it seems as if activity is discouraged rather than fost\hich\af0\dbch\af37\loch\f0 e\hich\af0\dbch\af37\loch\f0 red and varying learning styles may be negatively impacted.\~ Especially as researchers suggest there are various types of intelligence outside the realm of the standard IQ, this standard for acceptable behavior in a classroom seems to be questionable.\~ I \hich\af0\dbch\af37\loch\f0 m\hich\af0\dbch\af37\loch\f0 ean to suggest that perhaps

the system that childr\ltrpar \hich\af0\dbch\af37\loch\f0 en are thrust into is promoting only select outlets of intelligence.\~ It is for this reason that I believe teaching methods, especially regarding their styles of and reasons for }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 punishment}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 should be called\hich\af0\dbch\af37\loch\f0 into question.\~\hich\f0 In response to behaviors in which children \'93\loch\f0 \hich\f0 act out\'94\loch\f0 , the teachers should instead question whether their learning styles and intellectual areas of talent are being addressed through the classroom curriculum.\~\line \~\~\~\~\~\~\~ Observing a third gra\hich\af0\dbch\af37\loch\f0 d \hich\af0\dbch\af37\loch\f0 \hich\f0 e classroom, I witnessed a \'93\loch\f0 \hich\f0 disobedient student's\'94\loch\f0 hand shoot up into the air as he exploded with enthusiasm like a firecracker. He was so enthusiastic to answer the question that was asked that he nearly fell off the edge of his seat, his eyes focused on\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 the teacher.\~ This level of enthusiasm would be recognized with merit in many situations as a child ages.\~ However, the teacher jerked her head in his direction, gave him a look that made him hang his head, and called on a different student.\~ Instead of r\hich\af0\dbch\af37\loch\f0 e\hich\af0\dbch\af37\loch\f0 cognizing his enthusiasm on any level at all, the child was given a red mark on his desk, meaning that he would be unable to play later that day.\~\line \~\~\~\~\~\~\~ In this situation, maintaining the order of the classroom seemed to outweigh transforming this child\hich\af0\dbch\af37\loch\f0 '\hich\af0\dbch\af37\loch\f0 s enthusiasm into a creative outlet.\~ This eight year old boy's excitement was doused by the }{ \rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 teacher\hich\f0 \rquote \loch\f0 s}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 stone glare, perhaps decreasing the likelihood that the child will feel comfortable responding to questions in the future.\~ The stared at his desk long af\hich\af0\dbch\af37\loch\f0 terwards and seemed embarrassed by the red mark in front of him.\~

The punishment did nothing to further his learning and the lack of explanation for the behavior may negatively impact the children.\~ Due to response inhibition, other children witnessing th\hich\af0\dbch\af37\loch\f0 i\hich\af0\dbch\af37\loch\f0 s punishment may show decreased levels of enthusiasm since their classmate was scolded for }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 this (}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 Vasta, Miller, & Ellis, 2004, 30).\~ It must be noted that if it is not explained to a child what piece of their behavior is unfavorable, they may confuse the re \hich\af0\dbch\af37\loch\f0 asoning behind the punishment.\~\line \~\~\~\~\~\~\~ While some schooling systems attempt to shape all children into one mold of intelligence, differences in intelligence must be embraced.\~ As children's temperaments' differ from one another, it only makes sense to ad\hich\af0\dbch\af37\loch\f0 d\hich\af0\dbch\af37\loch\f0 a means by which children can best exhibit their talents in the curriculum.\~\hich\f0 A child that has great \'93 \loch\f0 \hich\f0 social intelligence\'94\loch\f0 will not be able to further this talent through sitting in a classroom without open discussion.\~ In the same sense, a child who has \hich\af0\dbch\af37\loch\f0 a\hich\af0\dbch\af37\loch\f0 high level of creative intelligence will not maximize their learning potential through standard classroom activities.\~\line \~\~\~\~\~\~\~ A similar situation in a first grade class was handled in a more acceptable way in which the teacher matched the enthusiasm of \hich\af0\dbch\af37\loch\f0 t\hich\af0\dbch\af37\loch\f0 he child.\~ He acted as if he was just as excited about the child about obtaining the answer, and announced for two of the students to write the answer down on a piece of paper, close their eyes and show it to the class.\~ He then allowed the class to vote \hich\af0\dbch\af37\loch\f0 o\hich\af0\dbch\af37\loch\f0 n the correct answer.\~\hich\f0 This means of dealing with children's temperaments displays a type of \'93\loch\f0 \hich\f0 emotional intelligence\'94\loch\f0 on the part of the teacher.\~ \hich\f0 Psychologists Mayer, Caruso, and Salovey identify this intelligence as the \'93\loch\f0 ability to perceive and express \hich\af0\dbch\af37\loch\f0 e\hich\af0\dbch\af37\loch\f0 motion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179

\loch\af0\dbch\af37\hich\f0 \'94\loch\f0 (}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 Skowronek, Class presentation on Intelligence).\~ Teachers must utilize and recognize these different facets of intelligence instead of choosing a specific, ide\hich\af0\dbch\af37\loch\f0 al model of intelligence.\~ By recognizing the many temperaments, learning styles, and types of intelligence that students exhibit, classroom activities can be based accordingly.\~\line }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363 \hich\af0\dbch\af37\loch\f0 Sincerely, \par \hich\af0\dbch\af37\loch\f0 Serena\hich\af0\dbch\af37\loch\f0 Edinger \par \hich\af0\dbch\af37\loch\f0 SEVEN \par }\pard \ltrpar\ql \li0\ri0\sa200\sl480\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustright\ri n0\lin0\itap0\pararsid3753653 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 Question #7 \line Through this experience, I've become far more involved with ch\hich\af0\dbch\af37\loch\f0 ildren than I otherwise would have.\~ During a normal semester, I may have shrugged off volunteer work when times got busy and therefore not benefited fully from the experiences.\~ However, this semester gave me motive and reason to maintain a rather steady\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 pattern of volunteer work.\~ After completing this journal, I feel as if I have a more solid backing of facts that I can apply to the situations I encounter.\~ This new knowledge base will certainly affect my attitude and approaches to situations in which c\hich\af0\dbch\af37\loch\f0 h\hich\af0\dbch\af37\loch\f0 ildren are involved. As Sternberg notes in his triarchic }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 sub theory}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 \hich\f0 , \'93\loch\f0 \hich\f0 experience affects intelligence\'94 \loch\f0 \hich\f0 and \'93\loch\f0 intelligence affects experience}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \loch\af0\dbch\af37\hich\f0 \'94\loch\f0 (}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 Skowronek, Class

presentation on Intelligence).\~ This newly acquired intelligence will allow me to experience the wo\hich\af0\dbch\af37\loch\f0 rld through new eyes, considering concepts of which I was once unaware.\~ I will be better able to appreciate childhood behaviors that I once took for granted.\~\~ I am more likely to involve myself with children-related activities in the future.\~\line \~\~\~\~\~\~\~ Re\hich\af0\dbch\af37\loch\f0 l\hich\af0\dbch\af37\loch\f0 ating this information to my experiences as I go makes the situations more interesting to analyze.\~ In addition, I'm able to actually delve into the minds of children by asking questions that I know will produce a related answer.\~ As far as involvement go\hich\af0\dbch\af37\loch\f0 e\hich\af0\dbch\af37\loch\f0 s, now that I'm familiar with the stages of development, presented by a variety of psychologists, I am able to identify variants from the norm.\~ Since I am already familiar with this through this experience, I think it would be interesting to become invol\hich\af0\dbch\af37\loch\f0 v\hich\af0\dbch\af37\loch\f0 ed with children who show learning deficits and are mentally inhibited/advanced.\~ Making a comparison to what I've already learned would be really fulfilling.\~\line \~\~\~\~\~\~\~ I plan on volunteering at a hospital over the summer and this experience has increased \hich\af0\dbch\af37\loch\f0 t\hich\af0\dbch\af37\loch\f0 he chances that I will request working with children.\~ The main reason is, as I previously noted, that it is much more interesting to interact with a group if I have a knowledge base and I am able to make connections.\~ Not only would it be more intellectu\hich\af0\dbch\af37\loch\f0 a\hich\af0\dbch\af37\loch\f0 lly fulfilling to work with a group that I was familiar with but it makes the situations more enjoyable.\~ For instance, when children are watching a magic show, it is much more enjoyable to watch their reactions if you are able to understand the certain l\hich\af0\dbch\af37\loch\f0 i\hich\af0\dbch\af37\loch\f0 mitations that they have in their cognitive process.\~ So a preoperational child of Piaget's theory may not be advanced}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \~\hich\af0\dbch\af37\loch\f0 enough}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid9969179 \hich\af0\dbch\af37\loch\f0 in cognitive ability to understand the truth of magic tricks taking place.\~ They may not be able to comprehend how some of the tr\hich\af0\dbch\af37\loch\f0

icks are being done, because they cannot manipulate as many variables in their heads as the operational children are capable of.\~\line \~\~\~\~\~\~\~ In contrast, activities like this are almost nearly as interesting to watch with children of the operational period.\~\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 It makes it interesting because with this background knowledge I'm now able to predict what their behavioral responses will be.\~\line \~\~\~\~\~\~\~ Merely being able to predict these responses to situations makes me want to further my work with children, applying wh\hich\af0\dbch\af37\loch\f0 a\hich\af0\dbch\af37\loch\f0 t I know that may facilitate the learning process, and testing my hypothesis in comparison with the theories I've learned.\~\line }{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 Question # 8\line Not only does this alter my opinion about how children view the world, but it alters my beliefs on how a child s\hich\af0\dbch\af37\loch\f0 hould be treated.\~ I am better able to understand children's cognitive limitations based on their levels of development and what expectations are out of range based on different models of development.\~ In my experience, Piaget's model relates surprisingly \hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 well to the stages that children progress through.\~ An example of these limitations based on stages is that of cognitive advancement.\~\~ A first grader may still have difficulties understanding the concept of multiplication, not because their IQ is lower t\hich\af0\dbch\af37\loch\f0 h\hich\af0\dbch\af37\loch\f0 an that of a third grader, but their stage of development is less advanced.\~ \hich\f0 As Piaget recognizes, the first graders are very unlikely to grasp the complexity of this math, even though the third graders labeled it as \'93\loch\f0 \hich\f0 easy\'94.\~\loch\f0 In the future, I'll be able t\hich\af0\dbch\af37\loch\f0 o \hich\af0\dbch\af37\loch\f0 attribute these levels of understanding more to biological processes than I had in the past.\~ However, my recognition of the effect of children's environment on their responses has been influenced as well.\~ Not until I observed these classrooms for an ex\hich\af0\dbch\af37\loch\f0 t\hich\af0\dbch\af37\loch\f0 ended period of time was\ltrpar \hich\af0\dbch\af37\loch\f0 \hich\f0 I able to recognize the real impact of the environment, especially through \'93 \loch\f0 \hich\f0 social referencing\'94.\~\loch\f0 I found that, especially in the first grade class, if the teacher laughed at something she was reading aloud, the children were guara\hich\af0\dbch\af37\loch\f0 nteed to mirror this behavior.\~\hich\f0

On the contrary, if a student was acting \'93\loch\f0 \hich\f0 inappropriately\'94\loch\f0 , then the children used social referencing to determine the correct way to act in the situation.\~\line I recognize the effects that parenting styles have on the developm\hich\af0\dbch\af37\loch\f0 e\hich\af0\dbch\af37\loch\f0 nt of the child and positive detrimental effects of substandard living conditions.\~ This experience shined light upon the differences in mental process and capability.\~ I now recognize the limitations that must be expected, as a basic standard across the \hich\af0\dbch\af37\loch\f0 w\hich\af0\dbch\af37\loch\f0 orld.\~\line I was surprised that I was able to identify and match distinct temperaments.\~ Even over the course of the first few hours I spent with the children, their individual temperaments were apparent in their responses to questions.\~ Also, I had inexplica \hich\af0\dbch\af37\loch\f0 b\hich\af0\dbch\af37\loch\f0 ly been expecting the third graders to be more vocal than the first graders, perhaps due to their increased knowledge as they got older.\~ However, the level of activity of the first graders seemed to match the activity of the third graders, while in diffe\hich\af0\dbch\af37\loch\f0 r\hich\af0\dbch\af37\loch\f0 ent ways.\~ Though the classroom atmosphere may have had a large influence, I was impressed by the level of vocalization and sociability that a lot of the first graders exhibited.\~\line \~\~\~\~\~\~\~ Though we made the connection with the text with the development of\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 self-esteem, I became increasingly aware of the levels at which self-esteem and self-evaluation \hich\af0\dbch\af37\loch\f0 affected\hich\af0\dbch\af37\loch\f0 the way children learned.\~ Though undoubtedly based on different achievements and goals, the role of social comparison and the relation of personal ach\hich\af0\dbch\af37\loch\f0 ievement to others seemed to be one of the key factors in the children's learning processes.\~\line \~\~\~\~\~\~\~\hich\f0 Piaget notes that children in the preoperational stage of development are only beginning to understand \'93\loch\f0 \hich\f0 representational intelligence\'94\loch\f0 , which limits thei\hich\af0\dbch\af37\loch\f0 r\hich\af0\dbch\af37\loch\f0 \hich\f0 ability to \'93\loch\f0 solve problems on a representational level\loch\af0\dbch\af37\hich\f0 \'94\loch\f0 (

\hich\af0\dbch\af37\loch\f0 Vasta, Miller, & Ellis, 2004, 226).\~ It is not until the operational stage of development that a child is able to truly handle this type of cognitive reasoning.\~ By comparing the first grade students \hich\af0\dbch\af37\loch\f0 to the third grade students, I was able to distinguish these phases in their demeanor.\~ As the third grade students played a board game, one boy rolled an undesirable 'two' with the dice.\~\hich\f0 \'93\loch\f0 \hich\f0 Aw man,\'94\loch\f0 \hich\f0 he said laughing, \'93\loch\f0 \hich\f0 I wish the die would die\'94.\~\loch\f0 My ears \hich\af0\dbch\af37\loch\f0 p\hich\af0\dbch\af37\loch\f0 erked when I heard this correlation, relating it to what we'd just learned. This statement makes a distinct relation to children's newfound ability to make connections on this representational level.\~ They also displayed this ability through their use of \hich\af0\dbch\af37\loch\f0 m\hich\af0\dbch\af37\loch\f0 etaphors.\~ As the teacher read the children a book on the third grade level, the children were instructed to raise their hands when they heard a metaphor or simile.\~\~ They sometimes caught ones that I'd missed!\~ Curious to compare the two groups, I asked \hich\af0\dbch\af37\loch\f0 a\hich\af0\dbch\af37\loch\f0 \hich\f0 first grader what he thought it meant to \'93\loch\f0 \hich\f0 stick out like a sore thumb\'94.\~\loch\f0 While the third graders explained in surprising detail, the first graders seemed rather confused.\line \hich\af0\dbch\af37\loch\f0 Typical Moment: First Grade\~\~\~\~\line The students at the first grade level were given an assignment to identify the time on a series of clocks.\~\hich\af0\dbch\af37\loch\f0 The teacher passed back graded quizzes, which were graded, though graded rather leniently.\~ After getting her quiz, Tashima noted her score and then, without hesitation, began to compare her score with the score of the children around her.\~ She noted to \hich\af0\dbch\af37\loch\f0 o\hich\af0\dbch\af37\loch\f0 ne child that they\~ \hich\af0\dbch\af37\loch\f0 both\hich\af0\dbch\af37\loch\f0 missed the same clock problem.\~\~\hich\f0 Tashima showed an eager attitude towards sharing her test grade with those around her and whether they got a \'93\loch\f0 \hich\f0 smiley\'94\loch\f0 \hich\f0 or a star for being \'93\loch\f0 \hich\f0 a star student\'94.\~\line \~\~\~\~\~\~\~\loch\f0 These actions are known by psycho\hich\af0\dbch\af37\loch\f0 logists as social comparison.\~ Social comparison is a process by which students compare their abilities to those of \hich\af0\dbch\af37\loch\f0 others (\hich\af0\dbch\af37\loch\f0 Vasta, Miller, & Ellis,

2004, 500).\~ This process is an important means to which students further their learning process and track th\hich\af0\dbch\af37\loch\f0 eir progress in comparison with their peers.\~\hich\f0 Studies have found that the information that students compare varies with age and that the first grade years begin to \'93\loch\f0 increasingly involve academic performance\loch\af0\dbch\af37\hich\f0 \'94\loch\f0 (\hich\af0\dbch\af37\loch\f0 Vasta, Miller, & Ellis, 2004, 500).\~ Researchers\hich\af0\dbch\af37\loch\f0 \hich\f0 even go on to suggest that the children's \'93\loch\f0 self-evaluative remarks become positively associated with the number of social comparisons they make \loch\af0\dbch\af37\hich\f0 \'94\loch\f0 (\hich\af0\dbch\af37\loch\f0 Vasta, Miller, & Ellis, 2004, 500).\~ Therefore, those that achieve lower on the exams are less likely to compa\hich\af0\dbch\af37\loch\f0 re their results with those of others, potentially even at this first grade level.\~ This illustrates the large effects that a child's self-evaluations may have on their development.\~ Those with a low level of competence, including a low self evaluation on\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 their capabilities, including what they aspire to achieve,\~ may result in a much lower level of interaction and corresponding learning than would a child with a higher level of competence.\~ As the children advance, their likelihood to engage in social com\hich\af0\dbch\af37\loch\f0 p\hich\af0\dbch\af37\loch\f0 arison depends more and more heavily on their level of competence and the scores they achieve.\~ As they become older, they are less likely to share a negatively graded piece of work rather than if they are graded well.\~ An increased level of self-consciou\hich\af0\dbch\af37\loch\f0 s\hich\af0\dbch\af37\loch\f0 ness and self-awareness as the children ages most likely results in their decreased willingness to engage in social comparisons as they age.\~\line Atypical moment: First Grade\line \~\~\~\~\~\~\~ A girl that sat in front of me in the first grade class generally seemed to \hich\af0\dbch\af37\loch\f0 b\hich\af0\dbch\af37\loch\f0 e rather outgoing, responsive to questions and overall a good student.\~ She always smiled really big at me, showing all of her teeth.\~ On my third or fourth visit to the class, I overheard the child's parent talking to the teacher off to the side in the m\hich\af0\dbch\af37\loch\f0 o\hich\af0\dbch\af37\loch\f0 rning, explaining that they had just decided to get a divorce and had just attempted to

explain the situation to the child.\~ The parent/teacher relationships seem to be beneficial to student success at Macfarlene and are more extensive than mine ever were\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 at my elementary school.\~ In any case, the child's behaviors in class seemed to be affected by it.\~\hich\f0 She seemed to have a \'93\loch\f0 \hich\f0 sad face\'94\loch\f0 on for the hours I was there, and told a classmate about it with a big nod and little frown.\~\line Though not a typical situatio\hich\af0\dbch\af37\loch\f0 n\hich\af0\dbch\af37\loch\f0 in the lives of many, there are recognizable adverse effects of this separation of the family.\~ It has been noted that\line Typical Moment: Third Grade\line When the third grade teacher turned her back, Cedric poked the boy sitting next to him in the rib just hard\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 enough to cause irritation.\~ The boy, who was working on a ditto, shot him a rather baffled glance.\~ When he went back to his work, Cedric poked him again, this time laughing a little evil laugh.\~ The victim of the probing let out a \hich\af0\dbch\af37\loch\f0 whimper \hich\af0\dbch\af37\loch\f0 in which the tea\hich\af0\dbch\af37\loch\f0 cher's eyes automatically fell towards Cedric.\~ Cedric, please keep your hands to yourself.\~ Cedric cast his eyes downward in shame but soon after stomped on the foot of the person sitting beside him.\~ After speaking with the teacher, I confirmed that thi\hich\af0\dbch\af37\loch\f0 s\hich\af0\dbch\af37\loch\f0 act of aggression wasn't the least bit randomized.\~\hich\f0 In fact, she pointed out that there was rarely a day or even a few hours that went past where his actions \'93\loch\f0 \hich\f0 added challenge\'94\loch\f0 to the learning environment.\~ \line It can also be noted that male violence is often\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 physically while female violence is generally more emotionally based.\~\hich\f0 Scientific studies indicate that this level of aggression and somewhat undesirable temperament may be a result of \'93\loch\f0 higher-than-average levels of testosterone\loch\af0\dbch\af37\hich\f0 \'94\loch\f0 (\hich\af0\dbch\af37\loch\f0 Vasta, Miller, & Ellis, 20\hich\af0\dbch\af37\loch\f0 04, 543).\~ However, perhaps the strongest corresponding factor to aggressive behavior is parental \hich\af0\dbch\af37\loch\f0 genes (\hich\af0\dbch\af37\loch\f0 Vasta, Miller, & Ellis, 2004, 544).\~

Twin studies support this theory, displaying\~\hich\af0\dbch\af37\loch\f0 more\hich\af0\dbch\af37\loch\f0 similar levels of aggression between identical twins than frater\hich\af0\dbch\af37\loch\f0 nal \hich\af0\dbch\af37\loch\f0 twins ( \hich\af0\dbch\af37\loch\f0 Vasta, Miller, & Ellis, 2004, 544).\~\line \~\~\~\~\~\~\~ Though this research shows strong findings, it has also been questioned whether learning principles may be the key factor in aggressive behavior.\~ The resulting gen \ltrpar \hich\af0\dbch\af37\loch\f0 der differences may in fact play a ma\hich\af0\dbch\af37\loch\f0 jor role as well.\~ In essence, this would suggest that Cedric was aware of these gender differences and expects less disapproval for these actions.\~ \line \~\~\~\~\~\~\~ By calling the origin of Cedrics behavior into question, it is also possible to predict his temper\hich\af0\dbch\af37\loch\f0 a\hich\af0\dbch\af37\loch\f0 ment as an infant.\~ Based on his aggressive behavior, he was most likely a\~ \loch\af0\dbch\af37\hich\f0 \'93\hich\af0\dbch\af37\loch\f0 \hich\f0 difficult\'94\loch\f0 infant, based on Thomas and Chess's Goodness of Fit \hich\af0\dbch\af37\loch\f0 model (\hich\af0\dbch\af37\loch\f0 Vasta, Miller, & Ellis, 2004, 451).\~ This link can be made through studies in which infant temperaments are co\hich\af0\dbch\af37\loch\f0 rrelated with a child's later behaviors.\~\hich\f0 Studies show that \'93\loch\f0 temperament is quite a good predictor of which children display greater amounts of aggression\loch\af0\dbch\af37\hich\f0 \'94\loch\f0 (\hich\af0\dbch\af37\loch\f0 Vasta, Miller, & Ellis, 2004, 544).\~ Perhaps one of the most interesting concepts to relate to the r\hich\af0\dbch\af37\loch\f0 easoning behind this temperament is that of evolutionary significance.\~\hich\f0 Following a \'93\loch\f0 cross-cultural study of babies \hich\af0\dbch\af37\loch\f0 during\hich\af0\dbch\af37\loch\f0 \hich\f0 a drought in East Africa\'94\loch\f0 , it was found that babies with more difficult temperaments were more likely to \hich\af0\dbch\af37\loch\f0 survive\hich\af0\dbch\af37\loch\f0 due to the increased\hich\af0\dbch\af37\loch\f0 amount of attention provided(456)!\~\line \~\~\~\~\~\~\~\hich\af0\dbch\af37\loch\f0 Atypical Moment: Third Grade\line \~\~\~\~\~\~\~ During gym time, Daniel usually participated with the rest of the kids, playing \hich\af0\dbch\af37\loch\f0 dodge ball\hich\af0\dbch\af37\loch\f0 , kicking soccer balls, or playing catch.\~ He generally exhibited excitement t\hich\af0\dbch\af37\loch\f0 owards gym class but this day he refused to play and sat on the bench lining the

building.\~ A couple classmates approached him and asked him why he didn't want to play.\~\hich\f0 Danny responded that he wasn't in the mood to play soccer and \'93 \loch\f0 \hich\f0 just didn't want to\'94.\~\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 \hich\f0 Sitting with the boy for a little while, I again asked him, \'93\loch\f0 why don't you want to play?\loch\af0\dbch\af37\hich\f0 \'94\~ \hich\af0\dbch\af37\loch\f0 He then reeled off a line that I had to have him repeat because it was jumbled.\~ He repeated what he said and this time I picked up the } {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653 \hich\af0\dbch\af37\loch\f0 ide\hich\af0\dbch\af37\loch\f0 a}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 of it.\~\line \~\~\~\~\~\~\~ Apparen\hich\af0\dbch\af37\loch\f0 \hich\f0 tly his brother had told him that soccer was a girl's sport and that it was a \'93\loch\f0 \hich\f0 pansy sport\'94.\~\loch\f0 \hich\f0 Even though I assured him that this wasn't true and \'93\loch\f0 look at all the guys playing out there! \loch\af0\dbch\af37\hich\f0 \'94\hich\af0\dbch\af37\loch\f0 he shook his head when asked to play.\~ We played catch on the sidel\hich\af0\dbch\af37\loch\f0 ines.\~\hich\f0 The gym teacher asked him if \'93\loch\f0 \hich\f0 maybe next time\'94\loch\f0 he would play and he nodded.\~\line \~\~\~\~\~\~\~ This situation, obviously one that doesn't occur on the day to day basis, displays that level at which an opinion of a respected individual may affect that way a c\hich\af0\dbch\af37\loch\f0 h \hich\af0\dbch\af37\loch\f0 ild behaves.\~ A child's ability to view themselves through the eyes of others, or the Looking-glass self may have had a large effect as to why he reacted the way he did.\~\hich\f0 This illustrates that idea that \'93\loch\f0 the portraits we paint of ourselves are based on ho\hich\af0\dbch\af37\loch\f0 w\hich\af0\dbch\af37\loch\f0 we think others see us\loch\af0\dbch\af37\hich\f0 \'94\loch\f0 \hich\af0\dbch\af37\loch\f0 (Vasta\hich\af0\dbch\af37\loch\f0 , Miller, & Ellis, 2004, 493).\~\line \~\~\~\~\~\~\~ This situation shows that with the inclusion of other's opinions in their evaluations of themselves, often come confusion and complications.\~\hich\f0 Though incorporating \'93\loch\f0 the looking glass sel\hich\af0\dbch\af37\loch\f0 \hich\f0 f\'94\loch\f0 into their cognitive awareness may benefit them in terms of social interaction, it can be noted through situations like this that it sometimes has a negative effect.\~ \par }\pard \ltrpar\ql \fi720\li0\ri0\sa200\sl480\slmult1\widctlpar\wrapdefault\aspalpha\aspnum\faauto\adjustri ght\rin0\lin0\itap0\pararsid3753653 {\rtlch\fcs1 \af0\afs24 \ltrch\fcs0

\f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0 Typical moment: Third Grade\~\~\~\~\line I could see the third grader, Olana, staring\hich\af0\dbch\af37\loch\f0 intently at me through my peripheral vision.\~ She hadn't met me on a personal level yet, but her eyes seemed to be glued to me.\~ Every time I looked up at her she would look down at her desk.\~ She whispered in a friend's ear while throwing quick glances \hich\af0\dbch\af37\loch\f0 a\hich\af0\dbch\af37\loch\f0 t me.\~ As if in response to her whispers, her friend grabbed her hand and pulled her towards me.\~\hich\f0 Olana she shook her head, silently mouthing \'93\loch\f0 \hich\f0 no\'94\loch\f0 , while gritting her teeth at her friend and trailing her feet.\~ When she caught me looking, she stopped resi\hich\af0\dbch\af37\loch\f0 s\hich\af0\dbch\af37\loch\f0 ting and walked over to me.\~ Her friend spoke for her as she looked at her feet.\~\hich\f0 \'93\loch\f0 \hich\f0 She was just wondering if 'Serena' was your first or your last name, because she has a sister named Serena.\'94\~\loch\f0 \hich\f0 The girl chimed in, \'93.\hich\af0\dbch\af37\loch\f0 Because the teacher said your name was M\hich\af0\dbch\af37\loch\f0 \hich\f0 iss Serena and I wasn't sure if it was your first name or last name\'94.\~\loch\f0 I told her that it was my first name and she nodded, smiled gently and returned to her seat.\~ Olana's behavior in the situation was not one that was exhibited only towards me or toward\hich\af0\dbch\af37\loch\f0 s\hich\af0\dbch\af37\loch\f0 strangers.\~ Throughout my observations at MacFarlene, she seemed to exhibit inactive, shy characteristics frequently.\~\line \~\~\~\~\~\~\~ In addition to being able to identify Olana's stable temperament, displaying shy behaviors, more can be recognized through this\hich\af0\dbch\af37\loch\f0 \hich\af0\dbch\af37\loch\f0 interaction when isolating the cause.\~\hich\f0 The teacher told me later that she probably didn't want to leave her seat because it was \'93\loch\f0 \hich\f0 against the classroom rules\'94\loch\f0 or that nobody had approved her to stand.\~ This led me to believe that Olana's moral reasoning, a \hich\af0\dbch\af37\loch\f0 l\hich\af0\dbch\af37\loch\f0 ong with her temperament}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653 ,}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653\charrsid9969179 \hich\af0\dbch\af37\loch\f0

of course, was what led her to be hesitant to approach me.\~\hich\f0 In support of this assumption, researchers have \'93\loch\f0 \hich\f0 identified fearfulness as an inborn trait that influences whether children will internalize\'94\loch\f0 certain rules and standards.\~\hich\af0\dbch\af37\loch\f0 Therefore, I concluded that it was, in part, Olana's fearfulness that made her morally aware of her actions and their potential \hich\af0\dbch\af37\loch\f0 consequences ( \hich\af0\dbch\af37\loch\f0 Vasta}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid3753653 \hich\af0\dbch\af37\loch\f0 , Miller, & Ellis, 2004, 532).\~}{\rtlch\fcs1 \af0\afs24 \ltrch\fcs0 \f0\fs24\insrsid614363\charrsid8485672 \par }{\*\themedata 504b030414000600080000002100828abc13fa0000001c020000130000005b436f6e74656 e745f54797065735d2e786d6cac91cb6ac3301045f785fe83d0b6d8 72ba28a5d8cea249777d2cd20f18e4b12d6a8f843409c9df77ecb850ba082d74231062ce99 7b55ae8fe3a00e1893f354e9555e6885647de3a8abf4fbee29bbd7 2a3150038327acf409935ed7d757e5ee14302999a654e99e393c18936c8f23a4dc07247969 7d1c81e51a3b13c07e4087e6b628ee8cf5c4489cf1c4d075f92a0b 44d7a07a83c82f308ac7b0a0f0fbf90c2480980b58abc733615aa2d210c2e02cb04430076a7 ee833dfb6ce62e3ed7e14693e8317d8cd0433bf5c60f53fea2fe7 065bd80facb647e9e25c7fc421fd2ddb526b2e9373fed4bb902e182e97b7b461e6bfad3f010 000ffff0300504b030414000600080000002100a5d6a7e7c00000 00360100000b0000005f72656c732f2e72656c73848fcf6ac3300c87ef85bd83d17d51d2c3 1825762fa590432fa37d00e1287f68221bdb1bebdb4fc7060abb08 84a4eff7a93dfeae8bf9e194e720169aaa06c3e2433fcb68e1763dbf7f82c985a4a725085b78 7086a37bdbb55fbc50d1a33ccd311ba548b63095120f88d94fbc 52ae4264d1c910d24a45db3462247fa791715fd71f989e19e0364cd3f51652d73760ae8fa8c 9ffb3c330cc9e4fc17faf2ce545046e37944c69e462a1a82fe353 bd90a865aad41ed0b5b8f9d6fd010000ffff0300504b0304140006000800000021006b7996 16830000008a0000001c0000007468656d652f7468656d652f7468 656d654d616e616765722e786d6c0ccc4d0ac3201040e17da17790d93763bb284562b2cba ebbf600439c1a41c7a0d29fdbd7e5e38337cedf14d59b4b0d592c9c 070d8a65cd2e88b7f07c2ca71ba8da481cc52c6ce1c715e6e97818c9b48d13df49c873517d 23d59085adb5dd20d6b52bd521ef2cdd5eb9246a3d8b4757e8d3f7

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