Live to Learn More, Learn to Live Wiser
By JLT
EDI 600 Psychological Foundation of Education
School of Education
Long Island University, C. W. Post
May 21, 2009
Two boys, ages three and five are sitting in the back seat of the car. The conversation is as follows;
(3 yr old): “Why is Barney purpler than before?”
(5 yr old): “because he has a new costume”
(3 yr old): “why costume?”
(5 yr old): “to help him pretend to be Barney”
(3 yr old): “but Barney not pretending to be somebody, he’s just Barney”
(5 yr old): “but he’s not real”
(3 yr old): “how?”
(5 yr old): “it’s just a person with a costume that’s playing pretend, like Santa Claus”
(Mother): “yes, like Mickey Mouse”
(5 yr old) with a bewildered and alarmed expression: “NO!!!”
Somehow the five-year old has understood that Barney is a “character”, Santa is a “fable”, yet believes Mickey Mouse to be “real”. Is this child (my son) vacillating between the Preoperational and Concrete Operational stages? Our class last night gives new dimension to life experiences.
It is interesting to reflect on past events with the knowledge I am slowly attaining in my studies. It was fascinating to study Erikson and Piaget, and in the process, find myself applying information Prof. Boyanton is conveying to personal experiences as a parent and in teaching and thus in some instances, changing the way I perceive them.
As we examined the eight stages of psychological development per Erikson, I could not help but note the endless similarities between practices recommended for raising children and those for teaching. Essentially, if we can encourage a child to explore, question, take initiative, try, fail, make mistakes, be proud of their selves, lead, follow, be sensitive, kind, helpful and take risks, we are following good parenting and good teaching practices.
The self-reflection in which we are engaging is enlightening in that as I acquire the terminology and background knowledge to clarify and define the concepts already in my head, I feel I am coming a bit closer to understanding myself, the: but why am I like this? I am seeing my behavior as an adult as it relates to my childhood. I believe that only by understanding ourselves can we develop the compassion required to teach effectively.
I’m pleased to say that clearly, this class will ultimately leave me with a better understanding of children, but it seems, also with an enhanced understanding of my self. That is an unexpected bonus. In conclusion, the more I learn, the more comforting it is to know that we can be repaired.
Long Island University, C. W. Post
May 21, 2009
Two boys, ages three and five are sitting in the back seat of the car. The conversation is as follows;
(3 yr old): “Why is Barney purpler than before?”
(5 yr old): “because he has a new costume”
(3 yr old): “why costume?”
(5 yr old): “to help him pretend to be Barney”
(3 yr old): “but Barney not pretending to be somebody, he’s just Barney”
(5 yr old): “but he’s not real”
(3 yr old): “how?”
(5 yr old): “it’s just a person with a costume that’s playing pretend, like Santa Claus”
(Mother): “yes, like Mickey Mouse”
(5 yr old) with a bewildered and alarmed expression: “NO!!!”
Somehow the five-year old has understood that Barney is a “character”, Santa is a “fable”, yet believes Mickey Mouse to be “real”. Is this child (my son) vacillating between the Preoperational and Concrete Operational stages? Our class last night gives new dimension to life experiences.
It is interesting to reflect on past events with the knowledge I am slowly attaining in my studies. It was fascinating to study Erikson and Piaget, and in the process, find myself applying information Prof. Boyanton is conveying to personal experiences as a parent and in teaching and thus in some instances, changing the way I perceive them.
As we examined the eight stages of psychological development per Erikson, I could not help but note the endless similarities between practices recommended for raising children and those for teaching. Essentially, if we can encourage a child to explore, question, take initiative, try, fail, make mistakes, be proud of their selves, lead, follow, be sensitive, kind, helpful and take risks, we are following good parenting and good teaching practices.
The self-reflection in which we are engaging is enlightening in that as I acquire the terminology and background knowledge to clarify and define the concepts already in my head, I feel I am coming a bit closer to understanding myself, the: but why am I like this? I am seeing my behavior as an adult as it relates to my childhood. I believe that only by understanding ourselves can we develop the compassion required to teach effectively.
I’m pleased to say that clearly, this class will ultimately leave me with a better understanding of children, but it seems, also with an enhanced understanding of my self. That is an unexpected bonus. In conclusion, the more I learn, the more comforting it is to know that we can be repaired.
0 comments:
Post a Comment