The last chapter in LifeSpan explains that it actually isn't the end of these theories or this journey. It is only the beginning, keep your eyes open, keep recognizing the multiple forces that exist around you and start participating and get involved and make a difference. It's never too late.
According to Piaget's theory, we are in the formal operational stage, we can give our opinions and interest to better our community and our nation through hypothesis. This brings up the change agent, which I had never heard of before. A change agent is someone who helps bring up change to better humans lives or conditions. A change agent has three key aspects. Live firmly in the present, but be aware of future possibilities and needs. Find inspiration in their work, and in turn, motivate others to join the effort. The last aspect I really liked and that is to understand people and acknowledge them as the most important resource. By being a positive person to others you motivate others, my motivating others they in turn make a difference in themselves with then becomes a change. Small changes matter, everyone matters.
When choosing a career in lifespan development, you don't think business is one of them. So when I flipped the page to page 306 and saw Human Resources I was pleasantly surprised. Then I thought yes, I have had a human resource manager at a previous job who was very influential to the people at the company. But what comes to mind immediately is Teachers, Doctors, and Psychiatrists. Each career deals with lifespan development and lifespan development theory can be applied to each career. We as professionals have so much opportunities to make a difference. We have the power to advocate and make change. I am honored to be going into the educator field and feel as if it is just the beginning of my road to helping others and I look forward to it tremendously.
Thursday, June 14, 2018
Week 7- Arisa Grevan- Dying and Spirituality
Week 7 we read LifeSmart's Chapter 12, regarding Dying and Spirituality. In this chapter we discussed euthanasia, grief, mourning and most importantly faith and spirituality. Talking about death and discussing it is generally uncomfortable, but when you incorporate spirituality and your personal beliefs, I find that it makes it a little bit easier to discuss.
Frankl's theory of spirituality I liked the best out of the others (Jung & Wilson) I felt I related to it more. And this is why. He broke down the stages into 3 dimensions. The first is the somatic dimension, it motivates you through your basic instincts. The will to live. The second one is psychological dimension, this correlates your personality with your instincts. The third, is noetic dimension, this is where you explore and find the meaningfulness in life. I agree with these stages because the faith and spirituality develops deeper as you age. You believe in your self differently as you become older, you have an instinct to fight and be stronger for your family and you might even be lucky enough to find the true meaning of your life by the end. I liked that he also said we adults are responsible for reinventing ourselves. I love that, because yes we are.
Another topic from this chapter I wanted to discuss was suicide. In my faith, the Orthodox religion, you may not be blessed in a church with proper burial if you choose to take your own life. It is viewed as the most selfish act. Now within the last couple of weeks with two celebrity suicides being made public, designer Kate Spade and foodie, Anthony Bourdain, I believe it has opened up a dialogue between peers, family, coworkers and friends. Well at least I hope it has. The main message was to ask your strong friend how they are doing, not just your visibly weak struggling friend.
Because both of these celebrities seemed fine. Seemed happy and strong enough to continue life.
In the video with Becki Hawkins, she told a story of her brother seeing his friend who had taken his own life, whom her brother had worried didn't go to heaven. And in his near death experience he saw his friend and he saw that his friend was okay, he didn't get banished to purgatory or hell, he was fine. Maybe the friend was just telling him that to make his experience and fear of dying go away. Whatever the case may be, talk to your friends, seek help and there is always more to live for. What are your thoughts on the recent suicides? Would you discuss them in a classroom with students?
Frankl's theory of spirituality I liked the best out of the others (Jung & Wilson) I felt I related to it more. And this is why. He broke down the stages into 3 dimensions. The first is the somatic dimension, it motivates you through your basic instincts. The will to live. The second one is psychological dimension, this correlates your personality with your instincts. The third, is noetic dimension, this is where you explore and find the meaningfulness in life. I agree with these stages because the faith and spirituality develops deeper as you age. You believe in your self differently as you become older, you have an instinct to fight and be stronger for your family and you might even be lucky enough to find the true meaning of your life by the end. I liked that he also said we adults are responsible for reinventing ourselves. I love that, because yes we are.
Another topic from this chapter I wanted to discuss was suicide. In my faith, the Orthodox religion, you may not be blessed in a church with proper burial if you choose to take your own life. It is viewed as the most selfish act. Now within the last couple of weeks with two celebrity suicides being made public, designer Kate Spade and foodie, Anthony Bourdain, I believe it has opened up a dialogue between peers, family, coworkers and friends. Well at least I hope it has. The main message was to ask your strong friend how they are doing, not just your visibly weak struggling friend.
Because both of these celebrities seemed fine. Seemed happy and strong enough to continue life.
In the video with Becki Hawkins, she told a story of her brother seeing his friend who had taken his own life, whom her brother had worried didn't go to heaven. And in his near death experience he saw his friend and he saw that his friend was okay, he didn't get banished to purgatory or hell, he was fine. Maybe the friend was just telling him that to make his experience and fear of dying go away. Whatever the case may be, talk to your friends, seek help and there is always more to live for. What are your thoughts on the recent suicides? Would you discuss them in a classroom with students?
Monday, June 11, 2018
Week 6- Arisa Grevan- Early Adulthood and Middle Adulthood
This weeks blog will be based off of LifeSpan's chapters 9 and 10 regarding Early and Middle Adulthood.
I believe to be still in the Novice Phase, especially because I have reflected at age 30 and decided to make a career change, so I felt I recognized with this stage the most. Levinson's phase descriptions were relatable and well thought out.
Fromm's theory of validation really hit home for me. I feel you go your whole life looking for that feeling. The reciprocal sharing of deep secrets and feelings that allow people to feel loved and accepted. Every aspect of life you have the yearning to feel accepted. Whether it be through adolescence and seeking identity, or finding a career and starting over, or finding your soulmate. Each step of the way validation played a factor in how you felt and possibly why you remember it feeling rewarding. We work hard in our jobs for this validation too. It is critical in middle adulthood, but I feel as if we seek it throughout our whole life.
This also correlates with Erickson's theory of intimacy versus isolation. We start building deeper relationships as we enter this phase of life, and our early adulthood. We fall in love with not only people but in life as well. We seek intimacy from many aspects of life.
Career development and work identity was described perfectly, except not everyone has a mentor or has the right guidance counselor in college to help direct them. I wish I would have explored other options early on and wasn't so focused on just getting done and into the work force. I would advise students now to take their time if they are unsure or passionate of something. There is no rush. Focus on what aspects make you happy, do the internships, get involved and experiment. It is your one time to be extremely selfish with the decisions your are about to make for the rest of your life. What are your thoughts? Does everyone feel that they had been given enough direction?
Middle Adulthood, was described kind of sadly to me. We have to start worrying about illnesses and constantly checking our health. Its like we worked so hard to get here and finally it's time to retire and we find out that we are sick or our spouse is sick. It's sad but I will say my parents are very good about getting their yearly checks, and it is important to take care of yourself now so it will benefit you in your 50-60's.
I believe to be still in the Novice Phase, especially because I have reflected at age 30 and decided to make a career change, so I felt I recognized with this stage the most. Levinson's phase descriptions were relatable and well thought out.
Fromm's theory of validation really hit home for me. I feel you go your whole life looking for that feeling. The reciprocal sharing of deep secrets and feelings that allow people to feel loved and accepted. Every aspect of life you have the yearning to feel accepted. Whether it be through adolescence and seeking identity, or finding a career and starting over, or finding your soulmate. Each step of the way validation played a factor in how you felt and possibly why you remember it feeling rewarding. We work hard in our jobs for this validation too. It is critical in middle adulthood, but I feel as if we seek it throughout our whole life.
This also correlates with Erickson's theory of intimacy versus isolation. We start building deeper relationships as we enter this phase of life, and our early adulthood. We fall in love with not only people but in life as well. We seek intimacy from many aspects of life.
Career development and work identity was described perfectly, except not everyone has a mentor or has the right guidance counselor in college to help direct them. I wish I would have explored other options early on and wasn't so focused on just getting done and into the work force. I would advise students now to take their time if they are unsure or passionate of something. There is no rush. Focus on what aspects make you happy, do the internships, get involved and experiment. It is your one time to be extremely selfish with the decisions your are about to make for the rest of your life. What are your thoughts? Does everyone feel that they had been given enough direction?
Middle Adulthood, was described kind of sadly to me. We have to start worrying about illnesses and constantly checking our health. Its like we worked so hard to get here and finally it's time to retire and we find out that we are sick or our spouse is sick. It's sad but I will say my parents are very good about getting their yearly checks, and it is important to take care of yourself now so it will benefit you in your 50-60's.
Wednesday, May 30, 2018
Week 5- Arisa Grevan- Adolescence
Reading chapter 8 in LifeSmart, brought attention to so many factors that we as adults almost forget we went through, well maybe not all, but for me it seems so long ago. I forget why I made the choices I did at the time, but when I look back I say to myself, "Well it was because of how I was raised and because I feared disappointing my parents and my grandparents." I related to the point in the chapter review where they discuss the changes that have occurred in American families and the roles parents and grandparents play in an adolescences life. The text states that American families have lost many traditional functions and the only thing technically remaining is affection as a family. Divorce rates contribute to this as well. I feel I was very fortunate having both parents in the home growing up and through my adolescent years. When my parents were at work, I still had to check in with my grandparents at 12 to 16 years old.
Not only did my parents, (mainly my Mom) talk to me about sex, but so did my grandmother. They weren't long drawn out conversations, but more than anything the point was to respect myself and my body. When I was about 12 years old, my god sister, who was a senior in high school got pregnant. She, against her parents will, decided to keep the baby. I watched her belly grow, I watched her miss out on prom, I watched her miss out on her last year of high school. After her baby girl was born, I then watched her struggle with college, dating, and working. With out the help of her parents and family, it seemed as if it would be quite impossible for a 19 year old to be able to do this. Maybe this life experience of mine opened my eyes and pushed me into believing in abstinence, at least until after high school. Today, her daughter is going to get married this summer at the age of 22. She is in a church group and very religious like Shelby Knox. Also, vowed to be abstinent like Shelby did as well. Completely different than what her mom was and is. I always wondered if maybe her mom instilled god in her more because she didn't want her daughter to go through what she did. I never really asked but I always admired her young daughter's will to stand out and not give into peer pressure and be like the rest of her peers.
I'd like to touch a little bit on Sexual Identity. I have many friends in the LGBT community and each one of their stories is different. Some sad, and some not as sad as others. What I will say is to young teens that are feeling different or unsure of their sexuality, that they are not alone out there. There are Organizations helping younger teens and their families get through what may be a hard time, there are alliances in schools now and I couldn't be more proud to see that in some of the high schools I have worked in. My friends say that was unheard of 15-30 years ago.
Saturday, May 26, 2018
Week 4- Arisa Grevan- Early Childhood Development
After reading LifeSmart's chapters 6 & 7, I formed a deeper sense of understanding for a couple of theories/opinions I hadn't fully grasped before. First, Piaget's theories of Constructivist Approaches to learning I couldn't agree more on. Environmental exposure is truly a great way for pre schoolers to be exposed to the art of learning, instead of the old ways of just memorizing and repeating. I loved the theory of the Head Start program as well, I think it is extremely beneficial for programs like this to be set up for low income families. I also firmly believe that day care is great for children before preschool.
This brings me to an example. I have a friend who works full time. She has had her 3 year old son in day care since he was 12 weeks old. At 3 years old, he plays well with others, he is not shy, he "shares" he has a sense of independence, he likes to eat on his own. This same friend has a sister-in-law that had a baby weeks after my friend had hers. The boys are cousins. The second boy's mother is a stay at home mom, and they live in a high-rise. When I see the second boy, with the first boy, I notice a difference. The second boy still likes to be held by his mother, the second boy doesn't share very well, and is very shy when meeting new people. Is this because he hasn't been exposed to others as much as the first boy? Is it because he is only with his mom all day? I don't know, but I firmly agree with Vygotsky's theory of the importance of social interactions.
Montessori schools.... I have always had a mixed review about them. This stems from a new friend I met. Her son is 5, he is at a Montessori school, when she went to have him screened for kindergarten at a public school he did not meet the "scores." He has no visible disabilities, he's a bright young child, but in my opinion wasn't given the right structure and timeline to be where the majority of his peers are at developmentally in public schools. I think that it is true that we all have our "sensitive periods" of learning, but I will agree more with a structured timeline. That is just my opinion.
Gender roles and stereotyping has changed so much even since I was a kid. When I was little there were girl toys and boy toys and the boys didn't play with the dolls just like the girls didn't play with the trucks. Now, no one says no to boys playing with baby dolls, because it is part of their learning experience. They are using their imagination and that is a beautiful thing that shouldn't be interrupted. When we were little, we would play patient and doctor. We had dress up clothes that looked like a doctor and a nurse. Well one day my friends and I were playing and my little brother wanted to play too, well the doctor was already taken and we already had a patient... and without a blink of an eye my 4 year old brother put on the nurse's outfit. We ran around the house and my mother was making dinner and she asked my brother, "Oh, and who are you?" and he replied, "I'm the nurse!" We still laugh about it today because he didn't care what he was, he just wanted to play with us and be included. Play time should be fun and I agree with the text, that there is key development areas and relationship building during the cognitive years of 3-5.
The Ritalin Debate, is one were I find myself struggling with. I do not agree with solving problems with a pill, but I have seen children that do take medication for ADHD's scores improve as well as behavior. What are some of your thoughts or experiences with this?
This brings me to an example. I have a friend who works full time. She has had her 3 year old son in day care since he was 12 weeks old. At 3 years old, he plays well with others, he is not shy, he "shares" he has a sense of independence, he likes to eat on his own. This same friend has a sister-in-law that had a baby weeks after my friend had hers. The boys are cousins. The second boy's mother is a stay at home mom, and they live in a high-rise. When I see the second boy, with the first boy, I notice a difference. The second boy still likes to be held by his mother, the second boy doesn't share very well, and is very shy when meeting new people. Is this because he hasn't been exposed to others as much as the first boy? Is it because he is only with his mom all day? I don't know, but I firmly agree with Vygotsky's theory of the importance of social interactions.
Montessori schools.... I have always had a mixed review about them. This stems from a new friend I met. Her son is 5, he is at a Montessori school, when she went to have him screened for kindergarten at a public school he did not meet the "scores." He has no visible disabilities, he's a bright young child, but in my opinion wasn't given the right structure and timeline to be where the majority of his peers are at developmentally in public schools. I think that it is true that we all have our "sensitive periods" of learning, but I will agree more with a structured timeline. That is just my opinion.
Gender roles and stereotyping has changed so much even since I was a kid. When I was little there were girl toys and boy toys and the boys didn't play with the dolls just like the girls didn't play with the trucks. Now, no one says no to boys playing with baby dolls, because it is part of their learning experience. They are using their imagination and that is a beautiful thing that shouldn't be interrupted. When we were little, we would play patient and doctor. We had dress up clothes that looked like a doctor and a nurse. Well one day my friends and I were playing and my little brother wanted to play too, well the doctor was already taken and we already had a patient... and without a blink of an eye my 4 year old brother put on the nurse's outfit. We ran around the house and my mother was making dinner and she asked my brother, "Oh, and who are you?" and he replied, "I'm the nurse!" We still laugh about it today because he didn't care what he was, he just wanted to play with us and be included. Play time should be fun and I agree with the text, that there is key development areas and relationship building during the cognitive years of 3-5.
The Ritalin Debate, is one were I find myself struggling with. I do not agree with solving problems with a pill, but I have seen children that do take medication for ADHD's scores improve as well as behavior. What are some of your thoughts or experiences with this?
Monday, May 21, 2018
Week 3- Arisa Grevan- Conception through Infancy
" It's my belief that we developed language because of our deep inner need to complain."
- Lily Tomlin
Chapters 3 and 4 were a great recap of conception, child birth and the first few months. But, chapter 5 is one that truly interests me. This is where and when you start to see a difference in your baby. A personality starts to develop and physical and mental development becomes a focus. I am not a parent yet, but I have been around my share of babies and toddlers, and this infancy phase I find fascinating.
Do you think its true that our temperament has never changed? That if we were a difficult baby then we will most likely be a difficult complaint adult? Let me begin with Chess and Thomas's classifications of temperament. I chose theirs, not because I didn't agree with Kagan's, I just had more to question and compare with Chess and Thomas's. The Easy, Difficult, and Slow to Warm Up strikes a lot of interest for me. For example, during play time in pre-school, (ages 3- 4) there are play "stations". Only 4 students are aloud to be at a play station at a time. We regulate this by making them pictures of themselves with velcro on the back. There are four velcro patches on a laminated paper at eat station. When they choose to play at a station, they have to stick their picture there, if it is "full" they have to move to a different station and play there until the one they want opens up. I had a pre-k student cry because he didn't want to wait and play somewhere else, I explained to him the process again and we moved on, or so I thought we did. I turned around to see that he had taken someone else's picture off, put that on the ground and then placed his photo where the new, self-made opening had miraculously appeared. Is this a difficult child? Is this a child that doesn't follow direction. Is this a child, fast forward to 5th grade, where he is acting out in class and the parent's tell the teacher "we don't have this behavior at home", but you know that most likely they don't know the difference because they have been letting this child "get away with" this behavior since pre-k?
What I am starting to notice is it temperament as well as nurture? If your child is noticeably "difficult" from a young age are you going to parent them the same way you parent your "easy" child. I love the concept to maintain the "goodness to fit" as well. Your baby, and then your child is ever evolving. Parents need to keep up their parenting style to evolve with their baby's and child's developmental changes. What are some different approaches some of you parents take?
- Lily Tomlin
Chapters 3 and 4 were a great recap of conception, child birth and the first few months. But, chapter 5 is one that truly interests me. This is where and when you start to see a difference in your baby. A personality starts to develop and physical and mental development becomes a focus. I am not a parent yet, but I have been around my share of babies and toddlers, and this infancy phase I find fascinating.
Do you think its true that our temperament has never changed? That if we were a difficult baby then we will most likely be a difficult complaint adult? Let me begin with Chess and Thomas's classifications of temperament. I chose theirs, not because I didn't agree with Kagan's, I just had more to question and compare with Chess and Thomas's. The Easy, Difficult, and Slow to Warm Up strikes a lot of interest for me. For example, during play time in pre-school, (ages 3- 4) there are play "stations". Only 4 students are aloud to be at a play station at a time. We regulate this by making them pictures of themselves with velcro on the back. There are four velcro patches on a laminated paper at eat station. When they choose to play at a station, they have to stick their picture there, if it is "full" they have to move to a different station and play there until the one they want opens up. I had a pre-k student cry because he didn't want to wait and play somewhere else, I explained to him the process again and we moved on, or so I thought we did. I turned around to see that he had taken someone else's picture off, put that on the ground and then placed his photo where the new, self-made opening had miraculously appeared. Is this a difficult child? Is this a child that doesn't follow direction. Is this a child, fast forward to 5th grade, where he is acting out in class and the parent's tell the teacher "we don't have this behavior at home", but you know that most likely they don't know the difference because they have been letting this child "get away with" this behavior since pre-k?
What I am starting to notice is it temperament as well as nurture? If your child is noticeably "difficult" from a young age are you going to parent them the same way you parent your "easy" child. I love the concept to maintain the "goodness to fit" as well. Your baby, and then your child is ever evolving. Parents need to keep up their parenting style to evolve with their baby's and child's developmental changes. What are some different approaches some of you parents take?
Monday, May 14, 2018
Week 2- Arisa Grevan- Theories of Development
Before reading chapter 2 in LifeSmart I felt I would probably agree with all theorists the same. Now, after reading it, I definitely have more of a connection to some more than others. Specifically, I have a great connection with Skinner's theory of reinforcement. Positive reinforcement and negative reinforcement, as a teacher these are critical in teaching or "disciplining" your students.
For example, in today's age of "discipline" there are what is called Dojo points, markers, and or clips. Let me clarify, this is at the elementary level. When a child won't stop talking out of turn or isn't listening to directions, you will take a "dojo" point away on the computer. The computer is usually linked to a speaker in the room so you can hear either a negative (womp, womp) sound or if the student is noticeably listening and ready to learn, or helped another student by loaning them a pencil, etc. you can give them a point, this comes with a positive sound (an upbeat bling). In the younger ages of kindergarten and 1st, I have noticed this works. The kids react to this positive and negative reinforcement. They don't like to hear the sound, nor do they want their peers to see that they lost something. If they earn these dojo points there are prizes when you get to a certain limit.
Now, when we get to 2nd grade and 3rd grade I have noticed this only works for some and others don't really care to get prizes, and one 3rd grader said, "I don't care they're only dojo points." This leads me to the "markers" the markers are red cards that you pull if you aren't being a "good" student. If you pull 2 by the end of the day you will get a note home and lose recess. If you get 3 you will get a detention. This is better for 4th and 5th graders because the negative reinforcement is a little more strict. But, at this point in class you are expected to be there and to learn. This is where the "clips" get tied in. This has been in addition to the dojo points in a lot of classrooms, everyone starts their day on "green". The colors are blue, green, yellow, and then red. Hardly do students go up on the scale with their clip to blue, because once again they should come to school ready to learn and be nice to each other etc. (this is what a teacher told me when I asked how often do you have students on blue). So everyone starts their day on green and if you leave the school day still on green, you had a great day. Moving down your clip to yellow or then red will result in the same consequences, as lost recess, phone call home, or detention.
My argument here is at what point do they not care about these reinforcements or consequences. I had a 4th grader today that wasn't even bothered by the "threat" of losing recess, or a note home etc. The other teacher said to me, "I think it is because there are no consequences at home." And I had to think a minute and think, wow if I had gotten a phone call home or gotten a detention this young my parents would have screamed and grounded me, locked in my room, had to do chores etc. We began to discuss how different times are with technology and how at this point if parents try and "ground" them by taking away their child's iPad or tablet, then the parents actually have to entertain their own child. So this lasts for a very short time and then they give the iPad back, so they the parent, can go back on their phone and scroll through social media and not have to spend quality time with their child because they have a build in babysitter with the tablet. I digress, reinforcement can't only be done at school, but it has to be done at home too. The respect levels have to be taught with mom, dad or grandma, grandpa. I felt after reading the chapter Skinner really grasped what I have been feeling and seeing recently at school.
For example, in today's age of "discipline" there are what is called Dojo points, markers, and or clips. Let me clarify, this is at the elementary level. When a child won't stop talking out of turn or isn't listening to directions, you will take a "dojo" point away on the computer. The computer is usually linked to a speaker in the room so you can hear either a negative (womp, womp) sound or if the student is noticeably listening and ready to learn, or helped another student by loaning them a pencil, etc. you can give them a point, this comes with a positive sound (an upbeat bling). In the younger ages of kindergarten and 1st, I have noticed this works. The kids react to this positive and negative reinforcement. They don't like to hear the sound, nor do they want their peers to see that they lost something. If they earn these dojo points there are prizes when you get to a certain limit.
Now, when we get to 2nd grade and 3rd grade I have noticed this only works for some and others don't really care to get prizes, and one 3rd grader said, "I don't care they're only dojo points." This leads me to the "markers" the markers are red cards that you pull if you aren't being a "good" student. If you pull 2 by the end of the day you will get a note home and lose recess. If you get 3 you will get a detention. This is better for 4th and 5th graders because the negative reinforcement is a little more strict. But, at this point in class you are expected to be there and to learn. This is where the "clips" get tied in. This has been in addition to the dojo points in a lot of classrooms, everyone starts their day on "green". The colors are blue, green, yellow, and then red. Hardly do students go up on the scale with their clip to blue, because once again they should come to school ready to learn and be nice to each other etc. (this is what a teacher told me when I asked how often do you have students on blue). So everyone starts their day on green and if you leave the school day still on green, you had a great day. Moving down your clip to yellow or then red will result in the same consequences, as lost recess, phone call home, or detention.
My argument here is at what point do they not care about these reinforcements or consequences. I had a 4th grader today that wasn't even bothered by the "threat" of losing recess, or a note home etc. The other teacher said to me, "I think it is because there are no consequences at home." And I had to think a minute and think, wow if I had gotten a phone call home or gotten a detention this young my parents would have screamed and grounded me, locked in my room, had to do chores etc. We began to discuss how different times are with technology and how at this point if parents try and "ground" them by taking away their child's iPad or tablet, then the parents actually have to entertain their own child. So this lasts for a very short time and then they give the iPad back, so they the parent, can go back on their phone and scroll through social media and not have to spend quality time with their child because they have a build in babysitter with the tablet. I digress, reinforcement can't only be done at school, but it has to be done at home too. The respect levels have to be taught with mom, dad or grandma, grandpa. I felt after reading the chapter Skinner really grasped what I have been feeling and seeing recently at school.
Wednesday, May 9, 2018
Week 1- Arisa Grevan Blog for Lifespan Development
After reading chapter 1 in LifeSmart, I have grasped a better understanding of the many roles of our lifespan development, especially in our formative years. Biopsychosocial interactions play essential roles, just like social and environmental aspects still play important roles in our current years.
We never stop evolving, but I do believe that there is a "crucial" time in our developmental years that, just like mentioned in the book, our paths can change. In chapter one there was an example of the books when we were younger where we, the reader, could change the ending by choosing a different chapter. In life I believe this to be true, we do have protective and negative factors that influence us. For example, I believe that maybe if I would have had a more proactive approach about going back to school sooner, I would be done already and have a job that I love, and not just be starting now. But, then I think well maybe it was good that I have those years of experience in the work force, and learned different personalities and was placed in different situations, I may not be as good as a teacher then as I could be now because I have those "biopsychosocial" interactions to take with me now.
Development works differently for everyone as well. Some are more mature earlier than others, some are more curious to see what else is out there, to make sure this is what they want for the rest of their life. I see it now as a substitute teacher, some children ask why and others don't. Does that make one child smarter than the other because one is questioning why we are doing something? I think also too it might have something to do with their home life as well. When children are set in a routine, certain lunch time, and bed time, their bodies/mind's react to even the slightest bit of change. I believe it to be crucial when I go to sub a class that the teacher leaves a detailed plan. Why? I have seen both sides. When the children have their set routines and times on the board, there is less chaos in the room; in the morning and throughout the day. When there is the slightest bit of lack of direction children sense it and will start to become distracted and now behavior will change. This is where I firmly agree with "continuity" development, when steady progression occurs, even if only as small accomplishments, it goes a very long way.
We never stop evolving, but I do believe that there is a "crucial" time in our developmental years that, just like mentioned in the book, our paths can change. In chapter one there was an example of the books when we were younger where we, the reader, could change the ending by choosing a different chapter. In life I believe this to be true, we do have protective and negative factors that influence us. For example, I believe that maybe if I would have had a more proactive approach about going back to school sooner, I would be done already and have a job that I love, and not just be starting now. But, then I think well maybe it was good that I have those years of experience in the work force, and learned different personalities and was placed in different situations, I may not be as good as a teacher then as I could be now because I have those "biopsychosocial" interactions to take with me now.
Development works differently for everyone as well. Some are more mature earlier than others, some are more curious to see what else is out there, to make sure this is what they want for the rest of their life. I see it now as a substitute teacher, some children ask why and others don't. Does that make one child smarter than the other because one is questioning why we are doing something? I think also too it might have something to do with their home life as well. When children are set in a routine, certain lunch time, and bed time, their bodies/mind's react to even the slightest bit of change. I believe it to be crucial when I go to sub a class that the teacher leaves a detailed plan. Why? I have seen both sides. When the children have their set routines and times on the board, there is less chaos in the room; in the morning and throughout the day. When there is the slightest bit of lack of direction children sense it and will start to become distracted and now behavior will change. This is where I firmly agree with "continuity" development, when steady progression occurs, even if only as small accomplishments, it goes a very long way.
Subscribe to:
Posts (Atom)