It be a NICE new day!
Good morning, good morning! I woke up today and this was the first thing I saw …
Hmm, maybe you can’t see it so well through the curtain … Here let me help … AHA! See now you are starting to get the drift!
It was quite beautiful wouldn’t you agree? Almost thought of staying in bed and just watching the whole thing happen, but that wouldn’t really be me. I’m one of those people who want to be up immediately after my eyes open. Hehehe I’ve heard of those of you who open their eyes just long enough to hit the snooze bar, but thad be not our way of thinking. Next thing beside going to the washroom is obviously starting up this little devise!
Oh man … can almost taste it, right? He’s a gem.
We would be remiss if we didn’t catch a picture of all the new outfits being tried out. AND, we wanted to catch another look at the sparkle. Nikki’s theory this morning is that it really is an angel. I felt it so close today that I could almost touch it. Yoohooo … Not sure which between angel or fairy, but one thing is for sure … she’s TICKLISH!!!
I wanted also to thank Nikki this morning for all the giggles! She went back and commented on all the trip details. Nikki just makes me laugh and laugh. We’ve got a smile so big that we’re sure it goes ear to ear! Last picture for this morning is good ol dog. I really don’t want to be the one that tells him, we’re going to need give up that big ol bed tomorrow. He’s in his heyday! He said over dinner last night that he was one in the element of his environment. I’m not sure quite what he meant by that, but I am pretty sure he’s thinking he’s got it made in the shade!
Pretty soon, we are going to need taking that shower that next shower. And, I’ll want to put a little time and thought into the next paper. We finished reading last night and we started the paper, until we found about 9 or so that we were pretty groggy and starting to mess up the paper. That’s no good
Yup, yup this trip is fully documented … Umm, shower!
Umm, well not fully documented … this is us in the shower, but your not supposed to see that part …. HMPF! Maybe dog goes for that kinda stuff, but then he’s got the legs for it!
You’ll umm get the gist of how we’re looking in this last picture although …we’re not as happy with this dress over the others. I don’t think it could be considered slimming, but I will say that it is comfortable. I simply don’t know how to make our chest look bigger than our hips …
*Sigh* But, Sr. will be proud because at least its new! Ok, on to maybe not bigger things, but quite possibly better.
Hmm, we’ll give you the gist of the paper so far … maybe that will help us out here.
Paper …
Due to genes, environment and interactions we build mental skills that mature with our experiences (Sternberg, 2003). The changes are qualitative and quantitative and seem to follow innate preferences exercised from stimulization when we are ready to learn. Some studies report that infants who can handle more are usually more intelligent, but all infants and children influence their environment through various levels of interactions; they become in synch. The application of thinking increases in sophistication, engagement, complexity, and flexibility as we age. All three sets of theories, Piaget’s, Vygotski’s, and information-processing takes these considerations into account.
Piaget specialized in concept formation and he concluded that children used logical systems to adapt to their environment (Sternberg, 2003). He thought some operated more from habits and reflexes and some developed means that were insightful and complex and showing an ability to store information representationally in symbols that could be manipulated. As we grow, we specialize in that which interests us. He thought that each child attempts to reach a balanced state of equilibrium and to aid this process, each developed schemas. Piaget introduced the concepts of assimilation where the child brought in new information to supplement the old information and accommodation where the child changed their schema’s to fit new information.
Piaget developed four stages, sensorimotor, pre-operative, concrete-operation, and formal-operation. One of the necessary learning steps in the first stage was to develop object permanence that allowed the infant/child to internally represent mental objects as thoughts. During the second stage the child begins verbalizing and through manipulation of words learns to represent objects and actions. In the third stage, the child can manipulate mentally the concrete objects that before he could only hold in his mind. Through the appearance of what he senses he can develop rules of order. During the fourth stage the child can manipulate abstract thoughts and the experiences of others.
Piaget was limited in his theorizing due to the clinical nature of his studies and he relied on the child’s internal maturation more than environment, Vygotski on the other hand relied more on the child’s responsiveness to his environment. Piaget also thought the developmental stages “occurred in a fixed sequence of discontinuous spurts across task domains, tasks, and contexts” (Sternberg, 2003) where Vygotski thought developmental stages were more contiguous. Piaget hadn’t developed a schema that could hold derivatives of why children appeared unable to reason inductively, or deductively.
Vygotski thought that children learn through internalizing contextual aspects of their environment that is more determined by what happens to the child in interaction more than Piaget who had theorized that the child was first filling his egocentric needs determined by states of disequilibrium. It appears to be a difference of the child’s needs compared to the environmental needs. A simple example of the difference could be given in that my four month old granddaughter cries because she is uncomfortable. From outward appearance my son responds to his new daughter often at a level of helping her to stop crying. Peace of mind and quiet are environmental needs would be emphasized as part of the infant’s learning supported by Vygotsky, where hunger cessation is supported by Piaget in an egocentric manner. The infant is taking care of self. Secondarily my son does care about the infant being dry, fed, and without gas, and in both theories the child is being cared for, but according to Vygotsky’s theories most likely the child is learning not only that crying gets one fed and changed and burped, but those things cared for seems to calm Daddy. She would not be able to separate out her experience from her fathers, which drew Vygotsky to a conclusion that children scaffold their learning experiences around the care of those he or she is closest to.
Pause paper … Post and get going! V. would say time for continental!
posted by Ann Marie @ 6/14/2006 06:45:00 AM
Comments: 3
