Today we were introduced to two developmental theories from to two different people. One is named Erikson and the other is named Piaget. Dr. Boyanton started us with an assignment that made us think back about how we have lived our lives and the experiences we experienced. The assignments can be a little intimidating because it requires you to right some personal things that you might not want anyone else to know about but at the same time it takes you back to a part of our lives that we need to reflect on more often.
Erikson has a guideline or theory of what things are suppose to be important to us as we grow older and we were asked to compare what we had written to the theory of Erikson. In my case I found some similar things and other ones that were different. After paying attention to Erikson’s theory I realized that his made a lot more sense than the things that I wrote and after reviewing my paper again I thought to myself, “yes, he is right”. His theory does make sense and I agree with it.
Piaget’s theory states that people will learn because they are not satisfied with what they know and I agree with his theory also. I can relate because when I decide to do something myself that I don’t know much about I take the initiative to educate myself so that I can be able to accomplish it. Both of these two gentlemen sound very interesting and they’re theories made sense to me, I am interested in learning more about them. It appears that you can learn a lot from them and use that knowledge to make yourself a better teacher.—Crespin Gonzalez Jr.
Today we talked about Erikson’s theory of the different age stages and their developments. I thought that was very interesting when the professor mention that baby first develop the trust between his/her caretaker.
I think that is true; I have a little nephew living with me and one is able to know that he know who its caretakers are. The way my little nephew looks me or any other member of the family shows us his trust and recognition because he smile and seems happy. Erikson also mentions initiative in age’s four to five.
The professor mentions that one should allow exploring and appreciate questions. I also so think that is very true, but I my family I have notice that that not really the case. I have nephew who is about five or six and well he likes to ask a lot of questions and talk and my family always tries to quite him or says that he talks too much. I actually like that he is so talkative because its fun hear him and is much easier communicate or establish a relationship with a child contrast with a quite child that one those not really know what to say to them.
I have also notice that as an adult one some times tries to limit the child exploring the world around them. For example, my mom would never play with dirt or thing of that nature. I could understand that she did not want us to get dirty, but it limits the child from experiencing texture, smells and well just life.—Frank Barrera
Today I learned a powerful lesson of why I acted the way I did when I was attending Pre-K, Kindergarten, middle school, and high school. While we were learning about the Erickson idea of age groups and their behaviors from birth to old age, I saw that the feeling were matching up with the ones I felt as a child going to my young adulthood.
As a pre school and kinder student, I always made attempts to show initiative to show that I could do things myself and think for myself. Moving onto the other grades in elementary, I would seek praise from grown ups for my accomplishments since I was separated from my twin brother to make sure that both build individual identities which I did not understand at the time.
As I moved on to middle school and high school that became more evident as I pushed passed my brother to be accepted as a gifted and talented student. This would change the label as the “dumber twin”. I did feel pride that I made it and he did not, I just felt that I could also accomplish things.
When I got to 18, I had already found the person that I wanted to be intimate with. This was because of all the things that I went through as a child to adolescence.—Eleazar Castro
Today in class we started by filling out our Name Game Test. Once again I remembered everyone’s name. I noticed that there was a student missing and there was also a new student who had not attended the first two days of class. It was easy to identify him because it was simply the matter of the applying the process of elimination method.
The professor then gave us a reflection handout to fill out in class. The handout was interesting because it asked us to think back on all our school years and how a behavior was in different stages of our lives. Doing this assignment really helped me to think back upon any memories that I still remember from the time I went to pre-school until now.
After the professor gave part of her lecture she told us to share our reflections with the person next to us. I thought that to be most interesting part of class because it was during my reflection exchange with another person that I realized how two completely different persons from different backgrounds are both pursuing a career in educating young minds. It was through the passionate idea of becoming a better teacher to future students than some of the teachers that we have had in our lives.—Jorge Mujica
Today in class I learned the theories or stages of Erikson, and Cognitive development of Piaget. I have heard about them before, but today I really understood better and liked it more.
It was interesting because I learned on how the different ages developed and to acquire the knowledge and pass it on to other people.
It was interesting to me because I have 3 niece and 3 nephews. This definitely helps me so I can understand them better and I could even tell their parents why they are acting that way or doing something.
I like learning new things everyday, especially that involves kids. The lesson that was taught today was an excellent example to carry on later in my personal life and career. I also liked the examples that were given in every stage, especially the one that said, "NO KIDS, NO STRESS". I can relate to this a little because at some point in my life I had said that before. I have said that I’m not having any kids, after watching my sister and brother struggle with their kids. But that was only for a while, because now I think very differently.
Overall I enjoyed today’s class again.—Vanessa Rodriguez
In chapter three mentions several emotional characteristic of children. It says that most primary grade children are eager to please the teacher that they like to help. I think that is true when I was in high I had the opportunity to be an elementary class as part of course and saw several of this characteristics. The teacher would assign several tasks for the children such as passing out the liquid soap to wash their hands and well some students would even say that they wanted to pass the soap. I remember that their was one time when one of the students grab the liquid soap cause she thought it was her turn to pass it out or just wanted and caused distress in the students because it wasn’t really her turn. It kind of seemed that they were so eager to do tasks such as passing the soup.
Most parents don’t take advantage of this; they don’t want the kids to do things for several reasons. For example, my dad never wanted my sisters to do any chores with the excuse that they were small and now my mom is the pay for that cause my sisters are now so lazy. They don’t want to wash the dishes clean their room and I think is because they never had to. I think that if my dad had allowed them to help they would have developed that trait.—Frank Barrera
To read other articles of this week:
My View on Erikson-I
My View on Erikson-II
My View on Piage/Vygotsky/Kohlberg-I
My View on Piage/Vygotsky/Kohlberg-II
Is Grouping Good or Bad?
Learning is FUN!
Passion to Teach
Characteristics of Elementary Students
High Stakes Testing & Music Education
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