Christina is the author of our third and final entry on chapter 3. You'll see that, like our two previous authors, she has expressed her opinions on a number of topics presented by Elkind. Happy reading!
Take a second and ask your parents and/or grandparents the activities they did when they were little kids. Now ask a child today what their favorite thing to do with their free time is, and you will be surprised to find how it has changed through generations. David Elkind believes children spend a lot more time with sedentary screen play than playing outdoors like they used to in past times.
When I was a little girl, I remember playing many outdoor games with the neighborhood kids. Every kid around the block would come to our front yard and we would play freeze tag, baseball, and four square. Now, I look at my little cousins and I see them always playing inside with their video games. The sad thing is that I now join them instead of showing them other social alternatives that can be fun for them to do. Elkind reported that two-thirds of children who are two years old or less, "use some kind of screen media" (p.43).
While reading, I became interested in how parents expect young children to learn
from television shows like Baby Einstein when their visual systems are not fully developed. An infant spends most of his time sleeping, so I agree with Elkind that “It is vitally important that they spend most of their waking time actively relating to caregivers and exploring their sensory world through active play” (p.45). I feel they should be encouraged to play and explore basic concepts before putting them in front of television to learn. I don’t necessarily mean that all infant television shows are bad for kids, but that parents should moderate the amount of programming the infant gets.
One of the largest marketers of educational media for children and infants is Leapfrog Products. Things like this make me feel that parents buy computer toys to keep their little ones occupied instead of spending time with them. For example, instead of having Leapfrog teach kids learn how to count, parents can do the same by letting them see visuals that allow them to further explore their other senses, and have the child count aloud with them.
The chapter continues to give examples of learning programs that are given to young infants, and suggests how they should be limited. After reading this chapter, I have realized how important it is to give infants the right type of play and learning materials. I know that not all computer/television learning programs are bad, but that people have to pay attention to how much is being shown to children. One positive thing that Elkind mentions is “From a theory of play perspective, computer games allow for student input (play), challenge and excitement (love), and learning about the world (work)” (pg.59). I never really paid much attention to how all these three can come from one single thing and make such a big difference to a growing child.
Unfortunately, entertainment media has become such a big part in a child’s life that sometimes parents forget and it becomes a misuse of technology. I believe parents just need to become aware and choose programs that will benefit their children’s learning. Over all, this book has not only taught me about becoming aware of what children learn from, but also to take into consideration the different ways our kids can have fun in a more beneficial manner. I have been inspired once again from a book that leads me to an idea about how I want to raise my own kids when the right time comes.
Thursday, September 30, 2010
Monday, September 27, 2010
More on Screen Play and Iconic Literacy
Our second entry on chapter 3 was written by Anel. She explains that Elkind has helped her understand more fully the impact that screen media has on children, and I think you'll appreciate her perspectives. Happy reading!
This chapter discusses how screen media in the forms of computer games, television, and video games affect and influence the personality and attitude of children. I really enjoyed this chapter because I was able to connect with the text, not only through personal experience, but through observations I have made with children.
Elkind begins the chapter with an observation he made in a theatre. His observation involved children’s reactions to the movie Jurrasic Park. Elkind gives insight from literary scholar Marshall McLuhan and his views that “… the electronic media are bringing about a fundamental change in out way of thinking” (p. 39). It is true, we hear and read that children should be limited to the amount of time they watch television and use the computer. I agree with McLuhan, the new media indeed affects our thinking and learning. Elkind elaborates on McLuhan’s insights on the medium of the media. "Hot media" involves less participation than "cool media." The example given in the text was that of a photograph and a sketch. The photograph would be considered a hot media, while the sketch is subtle and involves active participation, which makes it a cold media.
Elkind states, “We as individuals, and how we respond to screen content is at least partly determined by our personality traits, attitudes, and values” (p. 38). This statement, I would argue, connects very well with McLuhan’s theory of the hot and cold medium. We choose how we spend our time with the media and the type of programs we watch and play. Growing up, I remember being very physically active. I enjoyed using my imagination, playing games, and taking part in physical activities such as bowling and rollerblading. I do admit that I was a big TV fanatic, and guilty as charged, I still am.
Elkind explains and describes his experiment in testing several computer games; he gives the example of the Baby Einstein DVD’s. I am a nanny, and the Baby Einstein DVD’s are great to keep the eight-month-old twins tranquil and entertained. To my surprise, the boy was very entertained by the music and the figures shown on the screen; his sister, on the other hand, was like Elkind’s granddaughter. She was focused on her task and accomplishing a goal while the music played in the background. It was interesting to see both of their reactions to the media, and after reading this chapter I understand a little more. Although cognitively the infants were not capable of understanding the images, they can however, focus on objects and things beyond themselves, as described in Piaget's explanation of Secondary Circular Reactions of substage three in the Sensorimotor Stage.
One phrase struck me. It was a paraphrase of Shakespeare made by Elkind, and it reads, “ Some children are born to be active, some children become active, and some have activity thrust upon them. Some children have activity built into their genes” (p.61). This quote made me reflect on my own childhood. In terms of hot and cold media, I can say that growing up I was definitely drawn to hot media; as an adult, I can appreciate and take pleasure in both hot and cold. During my childhood I enjoyed watching many shows that included cartoons as varied as Sailor Moon and the Disney movie collection. As I approached middle-childhood, I began to watch shows on the Disney channel, Videos on VH1 and MTV, and of course Latino channel Mexican Soap Operas. Looking back I feel like these types of interactions did play a role in my attitude towards screen literacy. While my friends were reading books that their parents checked out for them in the public library, I was busy catching up on the latest Disney movie. I think that the environment in which the child grows up also influences the outcome in their preference for hot and cold media. Perhaps if I had been introduced and encouraged by my parents to read books, I might have been able to enjoy both hot and cold mediums as I do now. I must say, it took encouragement and motivation to become one person who enjoys reading and spending time observing objects and ideas that might be considered cold media.
Before taking child development courses, I read that too much television and too many video games affected children. I did not know how, but in this short chapter, Elkind has given me a better idea of what screen media is and how it is both positive and negative in children’s lives. I look forward to learning more and teaching others that there should be a balance in children’s lives. Personally, I do not think that children should be given computers and other advanced technological toys at a young age. I feel that children should be encouraged to explore and become active thinkers before being introduced to media. Media knowledge is important as adults living in the twenty-first century, but children catch on fast and so I think that giving them a late start on screen media will not be negative but possibly beneficial.
This chapter discusses how screen media in the forms of computer games, television, and video games affect and influence the personality and attitude of children. I really enjoyed this chapter because I was able to connect with the text, not only through personal experience, but through observations I have made with children.
Elkind begins the chapter with an observation he made in a theatre. His observation involved children’s reactions to the movie Jurrasic Park. Elkind gives insight from literary scholar Marshall McLuhan and his views that “… the electronic media are bringing about a fundamental change in out way of thinking” (p. 39). It is true, we hear and read that children should be limited to the amount of time they watch television and use the computer. I agree with McLuhan, the new media indeed affects our thinking and learning. Elkind elaborates on McLuhan’s insights on the medium of the media. "Hot media" involves less participation than "cool media." The example given in the text was that of a photograph and a sketch. The photograph would be considered a hot media, while the sketch is subtle and involves active participation, which makes it a cold media.
Elkind states, “We as individuals, and how we respond to screen content is at least partly determined by our personality traits, attitudes, and values” (p. 38). This statement, I would argue, connects very well with McLuhan’s theory of the hot and cold medium. We choose how we spend our time with the media and the type of programs we watch and play. Growing up, I remember being very physically active. I enjoyed using my imagination, playing games, and taking part in physical activities such as bowling and rollerblading. I do admit that I was a big TV fanatic, and guilty as charged, I still am.
Elkind explains and describes his experiment in testing several computer games; he gives the example of the Baby Einstein DVD’s. I am a nanny, and the Baby Einstein DVD’s are great to keep the eight-month-old twins tranquil and entertained. To my surprise, the boy was very entertained by the music and the figures shown on the screen; his sister, on the other hand, was like Elkind’s granddaughter. She was focused on her task and accomplishing a goal while the music played in the background. It was interesting to see both of their reactions to the media, and after reading this chapter I understand a little more. Although cognitively the infants were not capable of understanding the images, they can however, focus on objects and things beyond themselves, as described in Piaget's explanation of Secondary Circular Reactions of substage three in the Sensorimotor Stage.
One phrase struck me. It was a paraphrase of Shakespeare made by Elkind, and it reads, “ Some children are born to be active, some children become active, and some have activity thrust upon them. Some children have activity built into their genes” (p.61). This quote made me reflect on my own childhood. In terms of hot and cold media, I can say that growing up I was definitely drawn to hot media; as an adult, I can appreciate and take pleasure in both hot and cold. During my childhood I enjoyed watching many shows that included cartoons as varied as Sailor Moon and the Disney movie collection. As I approached middle-childhood, I began to watch shows on the Disney channel, Videos on VH1 and MTV, and of course Latino channel Mexican Soap Operas. Looking back I feel like these types of interactions did play a role in my attitude towards screen literacy. While my friends were reading books that their parents checked out for them in the public library, I was busy catching up on the latest Disney movie. I think that the environment in which the child grows up also influences the outcome in their preference for hot and cold media. Perhaps if I had been introduced and encouraged by my parents to read books, I might have been able to enjoy both hot and cold mediums as I do now. I must say, it took encouragement and motivation to become one person who enjoys reading and spending time observing objects and ideas that might be considered cold media.
Before taking child development courses, I read that too much television and too many video games affected children. I did not know how, but in this short chapter, Elkind has given me a better idea of what screen media is and how it is both positive and negative in children’s lives. I look forward to learning more and teaching others that there should be a balance in children’s lives. Personally, I do not think that children should be given computers and other advanced technological toys at a young age. I feel that children should be encouraged to explore and become active thinkers before being introduced to media. Media knowledge is important as adults living in the twenty-first century, but children catch on fast and so I think that giving them a late start on screen media will not be negative but possibly beneficial.
Thursday, September 23, 2010
Elkind on Screenplay and Iconic Literacy: Balance is Key
Can you believe we're already on chapter 3? LaToya wrote our first entry, and you'll see that she agrees with a lot of what Elkind has suggested regarding screenplay in the lives of children. I hope you take time to read her thoughts and see if you agree, as well.
In the third chapter of Elkind’s book, he spends some time focusing on a common question asked by parents and non-parents: “When, how much, and at what pace should we introduce children to the many faces of electronic media?” (p. 37). He talks about how some people think that all movies will affect every child in the same way. I honestly have had this lingering notion, that most children will react in the same way to a horror film and will naturally get scared. Elkind makes a good point in stating that children are individuals just as adults are. They will react according to their own personality traits. I thought this to be an interesting point and thought to myself, “He is absolutely right.”
We all know that most media can be destructive to young minds, but is it really as simple as thinking a child who watches a horror film is doomed to become a serial killer? Elkind explains that the “Media has to give the viewer a chance to take some initiative (play), to be emotionally involved (love), and to learn something about the world (work),” in order for the child to be impacted (p.38). Basically we need to very carefully pick and choose what our children are watching on television, including shows that are supposed to “enhance” their learning, because some of them may not even be age appropriate. For example, Elkind states that we should expect our infants to learn more from animation and musical films, versus real live words. Babies shouldn’t be pushed forward before the time is right.
There are healthy tv shows for our kids, believe it or not, and Elkind talks about these further on in the chapter. I really agree with the idea that we should not promote computer usage among infants. I don’t think I started using a computer program until preschool, or even elementary. There are now programs that claim to teach an infant to read. Babies’ cognitive development hasn’t reached the point to where they should be learning to read, in my opinion. I think we should stay away from programs like these.
Computers today have consumed much in our daily lives. There comes a time for the usage of computers in children’s daily lives. I notice that technology as a whole has taken up a lot of our kids’ attention, and time spent on the computer is growing, whereas time spent outside playing and exploring is declining. There’s even a big difference from when I was a kid. I am 22 years old and I have already seen kids' decreased outdoor play; it almost seems non existent. I remember doing it all when I was younger: playing outside for hours, playing on the computer, and playing video games. So there definitely can be a healthy balance.
In the third chapter of Elkind’s book, he spends some time focusing on a common question asked by parents and non-parents: “When, how much, and at what pace should we introduce children to the many faces of electronic media?” (p. 37). He talks about how some people think that all movies will affect every child in the same way. I honestly have had this lingering notion, that most children will react in the same way to a horror film and will naturally get scared. Elkind makes a good point in stating that children are individuals just as adults are. They will react according to their own personality traits. I thought this to be an interesting point and thought to myself, “He is absolutely right.”
We all know that most media can be destructive to young minds, but is it really as simple as thinking a child who watches a horror film is doomed to become a serial killer? Elkind explains that the “Media has to give the viewer a chance to take some initiative (play), to be emotionally involved (love), and to learn something about the world (work),” in order for the child to be impacted (p.38). Basically we need to very carefully pick and choose what our children are watching on television, including shows that are supposed to “enhance” their learning, because some of them may not even be age appropriate. For example, Elkind states that we should expect our infants to learn more from animation and musical films, versus real live words. Babies shouldn’t be pushed forward before the time is right.
There are healthy tv shows for our kids, believe it or not, and Elkind talks about these further on in the chapter. I really agree with the idea that we should not promote computer usage among infants. I don’t think I started using a computer program until preschool, or even elementary. There are now programs that claim to teach an infant to read. Babies’ cognitive development hasn’t reached the point to where they should be learning to read, in my opinion. I think we should stay away from programs like these.
Computers today have consumed much in our daily lives. There comes a time for the usage of computers in children’s daily lives. I notice that technology as a whole has taken up a lot of our kids’ attention, and time spent on the computer is growing, whereas time spent outside playing and exploring is declining. There’s even a big difference from when I was a kid. I am 22 years old and I have already seen kids' decreased outdoor play; it almost seems non existent. I remember doing it all when I was younger: playing outside for hours, playing on the computer, and playing video games. So there definitely can be a healthy balance.
Tuesday, September 21, 2010
Toys Should Foster Imagination
Our fourth and final entry for chapter 2 was written by Mallory. Like our previous authors on this chapter, she appreciates Elkind's perspectives on the importance of imaginative play, and I think you'll enjoy her examples from her own childhood. Happy reading!
In the first part of the chapter, Elkind addresses the problem of children having too many toys and receiving them too often. Looking back on my childhood, I remember being ecstatic during Christmas time and my birthday. The reason I would get so excited was because there would always be that one special toy that I would pick out, and hope and pray that I would get it as a gift. Elkind argues that with children now receiving toys for no special occasion, they accrue an abundance of toys and don’t really seem to value any of them. They go from one toy to the next without spending enough time with one toy to develop an imaginary experience with it.
One change I have noticed that accentuates this is there are toys everywhere a child goes with their parents now, even grocery stores. When I was a child, it was a special privilege and outing to be able to go to a toy store and pick out a toy. Now, too often, I see parents not able to leave a grocery store before letting their child pick out a toy just for being there on the errand. They reward them for not making too much of a scene, while the child constantly asks what kind of toy they get to pick that day. Whenever I see this, it leads me to wonder what these people’s homes look like, and how many toys this child actually owns since this seems to be such a routine process.
Elkind’s excerpt about Maria Montessori was especially interesting. He talked about the use of “natural” materials and warm colors. I have learned about the benefit this has on children’s senses. It baffles me that so many schools, including my mom’s preschool class, are decorated with harsh fluorescent colors and so many plastic toys. These materials are not particularly warm and comforting, which are sensory experiences critical for development. The Harlow study with monkeys and the soft cloth mother is a great example of this. Piaget has taught us the importance of children learning through play.
Elkind worries that there is a decline in play and the type of play children are now engaging in. Imaginative play is especially important and children building fantasies around toys often aids in their “socialization into adult culture” (p. 24). I completely agree with this and think back to my days of playing with dolls. I always carried around the same Cabbage Patch doll that I named “Oh Baby,” and I was, in my mind, every bit his mother. I would bathe him, clothe him, feed him, take him to the grocery store and the park. My imagination was limitless as to the day this doll and I would have. Using play to become socialized into the culture of adults resonates with me and reminds me of my first day of preschool. We were all asked what we would like to be when we grew up, and my response was “a mommy.” I had such a vivid imagination with this doll and would often emulate my own mom and her mannerisms. To me, being a mom would be the best thing to be when I grew up.
Today, I feel like children’s toys are often mini laptops and pretend cell phones. I believe these are things children shouldn’t even know about yet, because they certainly don’t understand how they operate or what they are for in adult life. They also are encouraging children to grow up faster than they should by suggesting that they be competent with these devices at such a young age.
Reading this chapter has definitely opened my eyes to the overabundance of toys today and the importance of taking it back to the basics of imaginative play. It will definitely make me think twice when buying children’s toys and influence me to stick with the more natural, time-tested toys that stimulate children’s senses and imaginations.
In the first part of the chapter, Elkind addresses the problem of children having too many toys and receiving them too often. Looking back on my childhood, I remember being ecstatic during Christmas time and my birthday. The reason I would get so excited was because there would always be that one special toy that I would pick out, and hope and pray that I would get it as a gift. Elkind argues that with children now receiving toys for no special occasion, they accrue an abundance of toys and don’t really seem to value any of them. They go from one toy to the next without spending enough time with one toy to develop an imaginary experience with it.
One change I have noticed that accentuates this is there are toys everywhere a child goes with their parents now, even grocery stores. When I was a child, it was a special privilege and outing to be able to go to a toy store and pick out a toy. Now, too often, I see parents not able to leave a grocery store before letting their child pick out a toy just for being there on the errand. They reward them for not making too much of a scene, while the child constantly asks what kind of toy they get to pick that day. Whenever I see this, it leads me to wonder what these people’s homes look like, and how many toys this child actually owns since this seems to be such a routine process.
Elkind’s excerpt about Maria Montessori was especially interesting. He talked about the use of “natural” materials and warm colors. I have learned about the benefit this has on children’s senses. It baffles me that so many schools, including my mom’s preschool class, are decorated with harsh fluorescent colors and so many plastic toys. These materials are not particularly warm and comforting, which are sensory experiences critical for development. The Harlow study with monkeys and the soft cloth mother is a great example of this. Piaget has taught us the importance of children learning through play.
Elkind worries that there is a decline in play and the type of play children are now engaging in. Imaginative play is especially important and children building fantasies around toys often aids in their “socialization into adult culture” (p. 24). I completely agree with this and think back to my days of playing with dolls. I always carried around the same Cabbage Patch doll that I named “Oh Baby,” and I was, in my mind, every bit his mother. I would bathe him, clothe him, feed him, take him to the grocery store and the park. My imagination was limitless as to the day this doll and I would have. Using play to become socialized into the culture of adults resonates with me and reminds me of my first day of preschool. We were all asked what we would like to be when we grew up, and my response was “a mommy.” I had such a vivid imagination with this doll and would often emulate my own mom and her mannerisms. To me, being a mom would be the best thing to be when I grew up.
Today, I feel like children’s toys are often mini laptops and pretend cell phones. I believe these are things children shouldn’t even know about yet, because they certainly don’t understand how they operate or what they are for in adult life. They also are encouraging children to grow up faster than they should by suggesting that they be competent with these devices at such a young age.
Reading this chapter has definitely opened my eyes to the overabundance of toys today and the importance of taking it back to the basics of imaginative play. It will definitely make me think twice when buying children’s toys and influence me to stick with the more natural, time-tested toys that stimulate children’s senses and imaginations.
Monday, September 20, 2010
An Eye Opener
Our third entry for chapter 2 was written by Ashley. I think you'll appreciate her personal perspectives and examples related to imaginary play. Enjoy.
Chapter two was a huge eye-opener for me because of how much we expect from children, and how different they are today compared to the 1990’s or earlier. There are different expectations placed on children now than when I was a child. My biggest concern as a child was who was coming over, what homework I had, or what sport I had that day. Now some children have every minute planned out, from music lessons to sports, and don’t have free time to explore how the world works, or to have an imaginary friend. My sister is in the fourth grade and she is already working on long division, something I didn’t learn until fifth or six grade. There is no time for a child to play dress up or to play fantasy games, which according to Elkind, is depriving the child of what he or she should be doing.
Children nowadays are too wrapped up in having too many toys and having the toy that is popular. Manufacturers now try to get the child’s attention through commercials because so many children watch television. The manufacturers want the kids to pester their parents until the parents give up and buy the toy. When I was younger, we got toys on special occasions like birthdays, Easter, or Christmas. I would count down the days until my birthday because I knew the day was all about me. Now children just expect gifts all year. If you don’t have the cool new toy then you get laughed at. The children in elementary school just want to fit in with the other kids.
When I was at work, the owner’s 2 1/2-year-old grandson was playing with just a regular box. It was so cute to see a child entertained by something so simple. He would hide in it and pop out like a jack-in-the-box. He also said that he was a present to his mom. We put holes in the side and he wore it around work for a couple hours. That was something we would have done when I was younger. He used his imagination and fantasy skills to make a simple box into a present. Later that day he popped bubbles with his karate chop. It was great; he was learning karate and using it to pop bubbles. My brother and I spent hours playing with chalk and bubbles outside, and these are fond memories for me.
When I was younger we used so much imagination by dressing up like princesses, or Barbies, or even mermaids in the pool because my favorite Disney movie was "The Little Mermaid." Children need to explore their imagination. Society gets children so wrapped up in computerized and microchip games that the children don’t have many options to use their thinking skills that involve dramatic play. Kids mostly want to play videogames or sit in front of the television. The only computer games I played were educational ones like "Chicka Chicka Boom Boom" or "Freddy the Fish." Most of the time kids should be running around outside or playing with neighborhood kids, like we used to do. Obesity is also becoming a bigger issue for younger kids because it is a lot easier to get fast food than home cooking for our American fast paced lives.
Another trait I learned as a kid that all kids should have is sharing and compromising with other kids. My brother and I are three years apart and so we would trade off playing each other’s games. Most children who have siblings have many separate toys. This doesn’t teach children to learn to share or to compromise on games to play.
These are just some of my thoughts about how toys influence children. This is my reflection and I hope you all enjoy it and can relate to my thoughts. Chapter two, for me, was an awesome chapter and can mean a lot when you think about it.
Chapter two was a huge eye-opener for me because of how much we expect from children, and how different they are today compared to the 1990’s or earlier. There are different expectations placed on children now than when I was a child. My biggest concern as a child was who was coming over, what homework I had, or what sport I had that day. Now some children have every minute planned out, from music lessons to sports, and don’t have free time to explore how the world works, or to have an imaginary friend. My sister is in the fourth grade and she is already working on long division, something I didn’t learn until fifth or six grade. There is no time for a child to play dress up or to play fantasy games, which according to Elkind, is depriving the child of what he or she should be doing.
Children nowadays are too wrapped up in having too many toys and having the toy that is popular. Manufacturers now try to get the child’s attention through commercials because so many children watch television. The manufacturers want the kids to pester their parents until the parents give up and buy the toy. When I was younger, we got toys on special occasions like birthdays, Easter, or Christmas. I would count down the days until my birthday because I knew the day was all about me. Now children just expect gifts all year. If you don’t have the cool new toy then you get laughed at. The children in elementary school just want to fit in with the other kids.
When I was at work, the owner’s 2 1/2-year-old grandson was playing with just a regular box. It was so cute to see a child entertained by something so simple. He would hide in it and pop out like a jack-in-the-box. He also said that he was a present to his mom. We put holes in the side and he wore it around work for a couple hours. That was something we would have done when I was younger. He used his imagination and fantasy skills to make a simple box into a present. Later that day he popped bubbles with his karate chop. It was great; he was learning karate and using it to pop bubbles. My brother and I spent hours playing with chalk and bubbles outside, and these are fond memories for me.
When I was younger we used so much imagination by dressing up like princesses, or Barbies, or even mermaids in the pool because my favorite Disney movie was "The Little Mermaid." Children need to explore their imagination. Society gets children so wrapped up in computerized and microchip games that the children don’t have many options to use their thinking skills that involve dramatic play. Kids mostly want to play videogames or sit in front of the television. The only computer games I played were educational ones like "Chicka Chicka Boom Boom" or "Freddy the Fish." Most of the time kids should be running around outside or playing with neighborhood kids, like we used to do. Obesity is also becoming a bigger issue for younger kids because it is a lot easier to get fast food than home cooking for our American fast paced lives.
Another trait I learned as a kid that all kids should have is sharing and compromising with other kids. My brother and I are three years apart and so we would trade off playing each other’s games. Most children who have siblings have many separate toys. This doesn’t teach children to learn to share or to compromise on games to play.
These are just some of my thoughts about how toys influence children. This is my reflection and I hope you all enjoy it and can relate to my thoughts. Chapter two, for me, was an awesome chapter and can mean a lot when you think about it.
Sunday, September 19, 2010
Another Chapter 2 Entry: Toys Aren't Us
This is Amber, the author of our second chapter 2 entry. She said, "This is a picture of me playing outside in the leaves and dirt. My grandparents always had to check my pockets for frogs, snails, and/or lizards before I came inside. Most of the time, they hosed me off before I came inside. I loved to play outside." Elkind would be proud!
Amber also said that Elkind's points have given her some "food for thought," and I think reading her work will give you some, too. Enjoy.
I agree with Elkind, and his belief that children today have far too many toys. Receiving toys for special events such as birthdays and Christmas is a thing of the past, he said. The reasons for acquiring a new toy are as numerous as the toys themselves.
When Elkind recalled the occasion about wanting his mother to buy a certain cereal so he could collect the box tops for a ring, and she said to him, “Who cares what you want?,” it shocked me for a moment (p.17). I had to stop and think about that. Initially I thought how cruel that it was to tell a child that their wants were unimportant. As he continued, explaining the difference between a want versus a need, and how it stayed with him as he matured, it began to seem less cruel and more humane. How fortunate that his mother cared enough to make him understand the difference.
As a child, I was never overindulged with toys. I had to entertain myself much of the time. Fortunately, I had access to things that interested me. We had dogs, chickens and a large backyard. I like to believe the creativity I now possess is a result of the imagination I gained as a child. At the age of five, I remember wanting to cook, but for safety reasons I was not allowed in the kitchen. I remember sneaking into the chicken pen to get a couple of eggs and some chicken feed to use in my mud pie. I later tried to get the dog to eat the “pie,” but I was unsuccessful. It is extremely sad that many children today are never going to have an experience such as this.
Toys are everywhere; you can hardly turn around in a store these days and there not be a section or an aisle devoted to toys. The sheer amount of toys children have access to, gives them no incentive to try and use their imagination. I feel when children have multiple toys at their disposal they’re overwhelmed. My two nephews are a great example. They have a whole room designated just for their toys. They step all over them, many of the pieces are missing or broken, and rarely do they play with any single toy for very long. They’re so accustomed to being surrounded with toys there is no motivation to be creative.
I have been to several birthday parties over the years and it has always amazed me how parents could spend so much money on a toy. With younger children, they are usually more interested in playing with the wrapping paper or the box it came in than the toy itself. It’s as if their natural instincts are leading them to be creative, but the parents usually direct their attention back to the toy. With older children, advertisers have a way of grabbing a child’s interest with making toys look really cool and neat on television. The TV commercials have a way of enticing the children with sound effects, scenery, and over exaggerated details. It makes the children want the toy even more, but when the children get the toy, it’s not what they thought and they quickly lose interest.
In child development, we learn that a child’s imagination is something to be encouraged and nurtured, yet as parents it seems we unintentionally suppress it at times. One thing that does factor in is today’s society. Years ago you would not think twice about sending your child out in the neighborhood to play. Today, we tend to keep them close to home, and what better babysitter than toys? I feel many times toys are given to keep children busy. If a child is watching TV, playing on the Wii, or a computer game, they are out of the parents’ hair. The children are being entertained, but at the same time it is preventing them from using their imaginations. The Wii, for example, offers children an activity where a world has already been created for them. This leads to a one dimensional experience that does not stimulate their creativity or imagination.
I believe I’m guilty of this myself sometimes. Reading this chapter has given me food for thought. Whether with my own child or the ones I care for at work, I will make more of an effort to engage the child in imaginative play. As teachers and parents, it is our duty to be more conscientious of the toys we buy and give to children
Friday, September 17, 2010
Chapter 2: Toys Aren't Us
Sarah wrote our first entry for chapter 2, and the photo she's included is very important to her. This is the last picture she has with her dad, just a few months before he passed away. "He inspired me to have a love for children, and to have the ability to work with 'at risk' children in a classroom setting, or as a social worker. It is also special because this is the only moment I slightly remember." I'm so glad she has this picture, and I think you'll also be glad you took time to read her entry. Enjoy.
Parents and teachers often forget how important toys are to a child’s developmental process. Every time a child picks up or even examines a toy, it creates a brand new learning opportunity. Toys can help to open new opportunities for children such as: making room for imagination, preparing them for problem solving opportunities, and even helping them to refine their large or small motor skills. The rich colors and soothing textures are what attract the child to the new learning experience. Currently, people who support children and their learning experiences are having a difficult time understanding the need for some of the newer highly technological toys. These toys are not attracting children anymore than traditional simpler toys or home objects. Some parents put so much pressure on themselves to buy newer toys like the “Leapfrog gadgets” to help rapidly increase the connections of synapses in their child’s brain. According to Elkind, though, "those who argue against this position point out that it is not the number of neurons in the brain that is important, but rather the complexity of their connections” (p.35). What they do not understand is that it is actually inhibiting their children from having a positive and fun learning experience.
Microchip toys started to bloom around my peak years of childhood. Some of the high-tech toys that I had were a Leapfrog laptop and a Vtech word speller. I do not know the exact name for the Vtech toy but it was fairly common. Intended to teach children how to sound out words, the Vtech speller would pronounce any word that was typed into it. Often times, the electronic voice would be distorted and difficult to understand, or an older sibling would type dirty words on it and laugh hysterically. These two toys honestly did nothing but make me less social and less physically active during my early years of development. Before getting the savvy Leapfrog laptop, I was content with just going outside to play. I would run in the outdoors all day and I wouldn’t come inside until the sun went down. But everything went downhill in my development and demeanor after the addition of computerized toys. I can remember eating cheetos and playing games on the laptop in the family room all day. I gained a lot of weight and when it came time for physical education class in school my small and large motor skills were not so good.
The chapter on toys has really made me think about important aspects of child development. Jean Piaget outlined three stages or periods of play that are crucial to the development of children and can help us to understand why toys become important. The first stage is imitation of play where children will imitate an animal or an adult to see what it does. Infants can then use toys like a Fisher Price lawn mower or a ball to build on this stage. The second stage is symbolic where children will learn to use pretend play. As a child this was my favorite stage because I had a play kitchenette set and I would imitate my mom by pretending to cook food and do laundry. Being able to use your imagination is an important trait and children today are losing some of those imaginative skills, in part because of computerized toys. Piaget’s third major period, games with rules, is an area that I’m sure a lot of us can relate to due to the popularity of the Hasbro board games. Not only do these games teach children how to follow rules, they also give children a chance to socialize with others. In addition, they can also promote creativity and imagination by allowing them to make their own rules.
When I was younger I was always envious of my peers whose toy boxes were overstuffed because their parents bought them every toy they ever asked for. I always thought that having more toys was better; but after reading the chapter, I understand that playing with one toy can be better than playing with ten toys. I currently teach in a classroom where the shelves are filled with toys and I hope each toy will enrich the minds of the twelve amazing two-year-olds in my classroom. But, after reading this chapter I can now be sure that my students can enjoy toys without having to have all of them out at one time. Also using what Piaget said about the three stages of play will definitely help me to provide the correct toys and use them correctly inside of my classroom.
This assignment has inspired me to share my knowledge about toys to help parents and teachers know what should be put out on their shelves in classrooms and at home. As a young child, I grew up in a single-parent home where most of my toys were either hand-me-downs or cheaply made due to money constraints. But, I can honestly say that those restraints helped inspire me to become a creative adult.
Tuesday, September 14, 2010
Final Chapter 1 Entry
Our fourth and last entry for chapter 1 was written by Mai. I think you'll enjoy reading her perspectives on play, love, and work.
In the first chapter Elkind indicates that he believes that play, love, and work are the three most important essentials for people to have in life. I agree with Elkind because after reading this chapter it helped me understand what a child needs to be able to develop cognitively. I knew that there was more than just learning and teaching children that would assist them in understanding their surroundings. My first impression of play was doing fun activities for self enjoyment during leisure time to get away from any stressful situation. I did not even think play would be such an influential tool until Elkind pointed out that play is a part of the developmental process where you learn how to make sense of the world. This takes me back to my childhood and how I remember play.
According to Piaget’s ideas about cognitive development, infants use senses to understand new objects and what they are, which involves play as well as work. As we grow from infancy through adulthood, we are always discovering new skills to guide us as we go; this has a lot to do with play, love, and work. I look at this as a scientific experiment; in order to know the answer we need to play, or experiment, to find out what works and what does not work. Everyone also needs love to feel needed, whether it is from a partner or a child. When we are loved by others it gives us support and motivation to accomplish something beneficial.
If play, love, and work were missing, it would probably be hard to understand the world. I think that everyone, especially during childhood, should be able to have play, love, and work included in their lives as early as possible because that combination is a positive influence. This made me think of my childhood and what I will do differently with my children. I grew up in a big family with six brothers and three sisters, and because there were so many of us, my parents spent little time playing with us. I think most of my play time came from school and the children in the same apartment complex. We would play being sick and going to the doctor to get well. We imitated what we saw at the doctor’s office because it helped us understand what to do when someone is ill. My parents, being from a different culture, did not know all these child development approaches that could benefit children, so they just raised us like their parents raised them back then. Now, I know how I can better prepare my children through play. I strongly believe that play creates imagination and builds confidence and understanding of the environment. In relation to play in school, work has to be fun for students to learn, and through experiences, they learn how to develop a love for the career they will have in the future as adults.
If one of these three was missing it would not be as fulfilling. Work would be difficult and painful to do alone, as Elkind stated. Love and play combined would just be too effortless without work because the point is to be able to solve problems in life. Play, love, and work are important together because you learn how to adapt to new changes to fit in what is necessary to be successful.
In the first chapter Elkind indicates that he believes that play, love, and work are the three most important essentials for people to have in life. I agree with Elkind because after reading this chapter it helped me understand what a child needs to be able to develop cognitively. I knew that there was more than just learning and teaching children that would assist them in understanding their surroundings. My first impression of play was doing fun activities for self enjoyment during leisure time to get away from any stressful situation. I did not even think play would be such an influential tool until Elkind pointed out that play is a part of the developmental process where you learn how to make sense of the world. This takes me back to my childhood and how I remember play.
According to Piaget’s ideas about cognitive development, infants use senses to understand new objects and what they are, which involves play as well as work. As we grow from infancy through adulthood, we are always discovering new skills to guide us as we go; this has a lot to do with play, love, and work. I look at this as a scientific experiment; in order to know the answer we need to play, or experiment, to find out what works and what does not work. Everyone also needs love to feel needed, whether it is from a partner or a child. When we are loved by others it gives us support and motivation to accomplish something beneficial.
If play, love, and work were missing, it would probably be hard to understand the world. I think that everyone, especially during childhood, should be able to have play, love, and work included in their lives as early as possible because that combination is a positive influence. This made me think of my childhood and what I will do differently with my children. I grew up in a big family with six brothers and three sisters, and because there were so many of us, my parents spent little time playing with us. I think most of my play time came from school and the children in the same apartment complex. We would play being sick and going to the doctor to get well. We imitated what we saw at the doctor’s office because it helped us understand what to do when someone is ill. My parents, being from a different culture, did not know all these child development approaches that could benefit children, so they just raised us like their parents raised them back then. Now, I know how I can better prepare my children through play. I strongly believe that play creates imagination and builds confidence and understanding of the environment. In relation to play in school, work has to be fun for students to learn, and through experiences, they learn how to develop a love for the career they will have in the future as adults.
If one of these three was missing it would not be as fulfilling. Work would be difficult and painful to do alone, as Elkind stated. Love and play combined would just be too effortless without work because the point is to be able to solve problems in life. Play, love, and work are important together because you learn how to adapt to new changes to fit in what is necessary to be successful.
Monday, September 13, 2010
More on the Essential Trio (Play, Love, and Work)
Tori is the author of our third entry on chapter 1. As have our previous entry authors, she will share her thoughts about how play, love, and work are intertwined in childhood -- and you'll see that she speaks from not only her own childhood experience, but from her experience raising her own son! Enjoy.
As I started reading David Elkind’s book, "The Power of Play," I thought about many things. One main thing I wondered was how he was going to link children to work. When we’re kids we don’t work, we just love and play. As I continued to read, I began to understand how we worked as children. I understand that as children we do not understand or use the concept of separating love, work, and play. I completely agree with Elkind when he says that Dr. Seuss was a genius when it came to writing children’s books, but I did not know that children learned best through rhyme.
One thing that I am very passionate about that Elkinds says is that “..learning basic arithmetic can be easier and more fun if it involves a play element” (p.9). This is one of the main reasons why I want to become a teacher, and even better, a principal. Today, all kids do at school is WORK! They aren’t allowed to combine work and play because people are too worried about test taking: Why don’t they stop to think that if the learning part was fun and engaging then children might just learn a little better? I remember when I was younger and we used gummy bears or something else we could eat while learning math, colors, or whatever else they were useful for. It’s sad to see children coming home from school not wanting to go back because they have worked too hard, too much. To make things worse, most children cannot go outside to play and run around because their parents would rather have them indoors doing something else so they won’t get hurt; it’s all about work and no play for these children. Most parents don’t want to understand that just like when they are babies, children learn through play while putting in work.
As I read about adolescents, I felt that everything Elkind said was good, and I didn’t have much feeling about that particular area. As for adulthood, I could relate to a lot, since of course, I am an adult. I’d like to learn through my work when I start my career, which will be something I love and would therefore be considered play. Going back to working with school children, which is what I would ultimately like to do in the future, I thought about my experience working in a day care over the summer with kids who were 3-5 years old. I really had to think about what I did with them. There was a combination of working, playing, and learning. For example, we went outside, we learned about watering the plants while filling up the water buckets and playing with them.
I have a 3 year old son myself and everyone is always surprised that I let him learn for himself. My mom was so mad when I first moved into an apartment with stairs because I let my son climb up the stairs by himself; it was his first time climbing up three stories, but he did it. My point is that while my mom was so worried about him hurting himself, he taught himself how to climb up three flights of stairs and had fun doing so. He fell a little, but I was right behind him making sure he was doing well. When I was young we always got to play outside, get hurt, climb trees, fall, run, jump, and every other thing a kid could think of doing. Today too many parents are worried about what impact the surrounding world will have on their children and not the impact the parents will have on them. I know I learned so much from just exploring on my own with siblings and friends. When I was a child that was our job, to explore and see what kinds of new things we could learn!
As I started reading David Elkind’s book, "The Power of Play," I thought about many things. One main thing I wondered was how he was going to link children to work. When we’re kids we don’t work, we just love and play. As I continued to read, I began to understand how we worked as children. I understand that as children we do not understand or use the concept of separating love, work, and play. I completely agree with Elkind when he says that Dr. Seuss was a genius when it came to writing children’s books, but I did not know that children learned best through rhyme.
One thing that I am very passionate about that Elkinds says is that “..learning basic arithmetic can be easier and more fun if it involves a play element” (p.9). This is one of the main reasons why I want to become a teacher, and even better, a principal. Today, all kids do at school is WORK! They aren’t allowed to combine work and play because people are too worried about test taking: Why don’t they stop to think that if the learning part was fun and engaging then children might just learn a little better? I remember when I was younger and we used gummy bears or something else we could eat while learning math, colors, or whatever else they were useful for. It’s sad to see children coming home from school not wanting to go back because they have worked too hard, too much. To make things worse, most children cannot go outside to play and run around because their parents would rather have them indoors doing something else so they won’t get hurt; it’s all about work and no play for these children. Most parents don’t want to understand that just like when they are babies, children learn through play while putting in work.
As I read about adolescents, I felt that everything Elkind said was good, and I didn’t have much feeling about that particular area. As for adulthood, I could relate to a lot, since of course, I am an adult. I’d like to learn through my work when I start my career, which will be something I love and would therefore be considered play. Going back to working with school children, which is what I would ultimately like to do in the future, I thought about my experience working in a day care over the summer with kids who were 3-5 years old. I really had to think about what I did with them. There was a combination of working, playing, and learning. For example, we went outside, we learned about watering the plants while filling up the water buckets and playing with them.
I have a 3 year old son myself and everyone is always surprised that I let him learn for himself. My mom was so mad when I first moved into an apartment with stairs because I let my son climb up the stairs by himself; it was his first time climbing up three stories, but he did it. My point is that while my mom was so worried about him hurting himself, he taught himself how to climb up three flights of stairs and had fun doing so. He fell a little, but I was right behind him making sure he was doing well. When I was young we always got to play outside, get hurt, climb trees, fall, run, jump, and every other thing a kid could think of doing. Today too many parents are worried about what impact the surrounding world will have on their children and not the impact the parents will have on them. I know I learned so much from just exploring on my own with siblings and friends. When I was a child that was our job, to explore and see what kinds of new things we could learn!
Friday, September 10, 2010
Striving for Flow
Our second entry on Chapter 1 was written by Katie. She shares some nice insight into Elkind's ideas. Happy Reading!
Elkind describes work, play, and love as separate entities that can, one day, become intertwined and enjoyable in a state of “flow.” These separate aspects of our lives blend together when we are infants and slowly start to separate as we go through the life cycle. It is easy to understand how work, play, and love can be lumped into one category for infants. The reason why I say this is because infants work to discover new things and experiences through play. Love comes along as a support system as well as extra encouragement for them to play and work at the same time to keep on discovering their world.
Once children reach their school age years, play and love are seen as the main aspects of life. Children use play and love to become socially acceptable in their world. This is easily observable in a classroom setting. Some children will use play in order to become socially acceptable and the love, or encouragement, expressed by their teachers as well as their peers becomes a major support system instead of their parents.
Once adolescence comes along, love takes the reigns as children start to pay more attention to their social, and love, lives rather than their academic lives. If you walk into any high school, you will definitely see that this is a true case scenario. Some children often take on play as a main distraction from their academic lives and use sports or other recreational activities as their love interest. This is even portrayed in the media. Shows that are geared towards high school age children are often about socializing rather than making academics their priority. This is just how life goes. If a show were to come on television promoting studying, good grades and college acceptance, it would get extremely low ratings from its targeted audience.
When adulthood comes along, work, play and love all become completely separate things. This is something that I am experiencing first hand. I am 23 years old, taking my last class of my college career. I am obtaining a degree in Child Development and have considered school, and my actual job, to be work. On the weekends, I try to play as much as I can by simply hanging out with friends and having a good time. Love comes naturally in the form of my amazing boyfriend whom I have been with for about 3 years now. Of course, I love my parents and everyone in my family also; the love I have for my boyfriend is just a different kind of love and has taken on a slightly larger supporting role than my parents’ love. Towards the end of the first chapter, Elkind describes a feeling of “flow” between work, play and love. This is when all of these elements can exist in a very peaceful and enjoyable state of mind. I believe everyone will get to this point in their lives; it’s just a matter of time.
Elkind describes work, play, and love as separate entities that can, one day, become intertwined and enjoyable in a state of “flow.” These separate aspects of our lives blend together when we are infants and slowly start to separate as we go through the life cycle. It is easy to understand how work, play, and love can be lumped into one category for infants. The reason why I say this is because infants work to discover new things and experiences through play. Love comes along as a support system as well as extra encouragement for them to play and work at the same time to keep on discovering their world.
Once children reach their school age years, play and love are seen as the main aspects of life. Children use play and love to become socially acceptable in their world. This is easily observable in a classroom setting. Some children will use play in order to become socially acceptable and the love, or encouragement, expressed by their teachers as well as their peers becomes a major support system instead of their parents.
Once adolescence comes along, love takes the reigns as children start to pay more attention to their social, and love, lives rather than their academic lives. If you walk into any high school, you will definitely see that this is a true case scenario. Some children often take on play as a main distraction from their academic lives and use sports or other recreational activities as their love interest. This is even portrayed in the media. Shows that are geared towards high school age children are often about socializing rather than making academics their priority. This is just how life goes. If a show were to come on television promoting studying, good grades and college acceptance, it would get extremely low ratings from its targeted audience.
When adulthood comes along, work, play and love all become completely separate things. This is something that I am experiencing first hand. I am 23 years old, taking my last class of my college career. I am obtaining a degree in Child Development and have considered school, and my actual job, to be work. On the weekends, I try to play as much as I can by simply hanging out with friends and having a good time. Love comes naturally in the form of my amazing boyfriend whom I have been with for about 3 years now. Of course, I love my parents and everyone in my family also; the love I have for my boyfriend is just a different kind of love and has taken on a slightly larger supporting role than my parents’ love. Towards the end of the first chapter, Elkind describes a feeling of “flow” between work, play and love. This is when all of these elements can exist in a very peaceful and enjoyable state of mind. I believe everyone will get to this point in their lives; it’s just a matter of time.
Wednesday, September 8, 2010
Lieben, Arbeiten und Spielen
This is Autumn, and while it may LOOK like a professional photographer took this picture of her as a young child, it was actually her mom who snapped this very artsy shot! Autumn said, "My Mom is an awesome photographer! I always wished she would have done photography as a profession, but she decided to teach instead! Which was also a great choice!"
Autumn wrote our first entry on Chapter 1: Play, Love, and Work -- An Essential Trio. Happy reading!
David Elkind believes that love, work, and play are a “crucial dynamic of healthy physical, intellectual, and social- emotional development at all age levels”(p. 4). I agree with Elkind in that love, work, and play are crucial in all phases of human development.
While reading about the infancy and early childhood stage, I was reminded of my own recreating of reality. Elkind says that I was “not only creating that reality (play) but adapting to a new reality (work)”(p. 5). When I was younger, I observed my mom washing dishes, and I decided I wanted to mimic her and wash dishes in my own Playschool kitchen. In this paragraph Elkind also discusses the idea of a “permanent object.” I immediately thought of playing the children’s game of Peek-a-Boo. When the adult covers their face the child believes that they are gone when really they are still there. Once they reach the permanent object stage, they realize that the person is still behind the hands.
Over the course of the past year as a child development major, I have become more aware of the challenges of captivating young minds. This made me wonder how teachers are able to get children to pay attention long enough to learn in school. While reading the section on the elementary school years (ages 6-12), I was inspired by Dr. Seuss’ ability to combine learning skills, such as rhyme, with a playful element to make learning easier. I feel that adding a sense of play to school work would make children more willing to learn the material. Work will then be disguised as play. This is something that I will certainly keep in mind when I am teaching in the future.
Freud believed that the child’s sexual drive is repressed during the elementary school years (p. 7). That may have been true at one time, but now I would disagree with this idea. As times have changed, children are experiencing crushes, relationships, and sexual drives much earlier in life. The media plays a huge role in this change in our nation’s youth. Children want to grow up and be adults as soon as possible, so what better way to make kids feel older than by marketing sexually explicit ads towards them? They are exposed to more and more sexuality, which makes them aware of their own sexuality at a younger age. I know of young children who can sing sexually explicit rap songs word for word. They might not know what it means at the moment, but sooner or later they will ask what it means.
Elkind goes on to say that “during late adolescence (ages 16-19) young people have done their initial sexual exploration and the peer group loses its power”(p. 10). In my opinion, his statement about the peer group losing its power is inaccurate. I feel as though peer groups are at the most influential stage in development while in high school and the first two years of college. The change between high school and college seems to draw kids closer to being included in a peer group. Youths tend to rely on where their friends or high school sweethearts may attend college. Peer groups seem to become stronger, and sexual exploration seems to be at its peak during these ages. I do agree with the point made by Elkind that towards the end of late adolescence, youths start to explore different forms of play. I would consider them to be hobbies. They come to realize different activities that they enjoy such as music, painting, fixing up cars, or even writing blogs.
The last section about adulthood sounded very familiar to me. After thinking about it for a while, I realized it was familiar because I am at the beginning of the adulthood stage. Play, work, and love are now fully separated in my life. “Once we are grown, marriage and family relationships become the focus of our love”(p. 11). As of last year I became a married woman, and I am realizing how appropriate Elkind’s statement is with regard to the current stage of my life. The love for my family and my husband has become my greatest priority.
Autumn wrote our first entry on Chapter 1: Play, Love, and Work -- An Essential Trio. Happy reading!
David Elkind believes that love, work, and play are a “crucial dynamic of healthy physical, intellectual, and social- emotional development at all age levels”(p. 4). I agree with Elkind in that love, work, and play are crucial in all phases of human development.
While reading about the infancy and early childhood stage, I was reminded of my own recreating of reality. Elkind says that I was “not only creating that reality (play) but adapting to a new reality (work)”(p. 5). When I was younger, I observed my mom washing dishes, and I decided I wanted to mimic her and wash dishes in my own Playschool kitchen. In this paragraph Elkind also discusses the idea of a “permanent object.” I immediately thought of playing the children’s game of Peek-a-Boo. When the adult covers their face the child believes that they are gone when really they are still there. Once they reach the permanent object stage, they realize that the person is still behind the hands.
Over the course of the past year as a child development major, I have become more aware of the challenges of captivating young minds. This made me wonder how teachers are able to get children to pay attention long enough to learn in school. While reading the section on the elementary school years (ages 6-12), I was inspired by Dr. Seuss’ ability to combine learning skills, such as rhyme, with a playful element to make learning easier. I feel that adding a sense of play to school work would make children more willing to learn the material. Work will then be disguised as play. This is something that I will certainly keep in mind when I am teaching in the future.
Freud believed that the child’s sexual drive is repressed during the elementary school years (p. 7). That may have been true at one time, but now I would disagree with this idea. As times have changed, children are experiencing crushes, relationships, and sexual drives much earlier in life. The media plays a huge role in this change in our nation’s youth. Children want to grow up and be adults as soon as possible, so what better way to make kids feel older than by marketing sexually explicit ads towards them? They are exposed to more and more sexuality, which makes them aware of their own sexuality at a younger age. I know of young children who can sing sexually explicit rap songs word for word. They might not know what it means at the moment, but sooner or later they will ask what it means.
Elkind goes on to say that “during late adolescence (ages 16-19) young people have done their initial sexual exploration and the peer group loses its power”(p. 10). In my opinion, his statement about the peer group losing its power is inaccurate. I feel as though peer groups are at the most influential stage in development while in high school and the first two years of college. The change between high school and college seems to draw kids closer to being included in a peer group. Youths tend to rely on where their friends or high school sweethearts may attend college. Peer groups seem to become stronger, and sexual exploration seems to be at its peak during these ages. I do agree with the point made by Elkind that towards the end of late adolescence, youths start to explore different forms of play. I would consider them to be hobbies. They come to realize different activities that they enjoy such as music, painting, fixing up cars, or even writing blogs.
The last section about adulthood sounded very familiar to me. After thinking about it for a while, I realized it was familiar because I am at the beginning of the adulthood stage. Play, work, and love are now fully separated in my life. “Once we are grown, marriage and family relationships become the focus of our love”(p. 11). As of last year I became a married woman, and I am realizing how appropriate Elkind’s statement is with regard to the current stage of my life. The love for my family and my husband has become my greatest priority.
Welcome to Our Class Blog!
It's Fall 2010, and we're a group of California State University, Fresno students studying Advanced Child Development Theory in Dr. Kathie Reid's CFS 140. She's so cool (and, of course, she's writing this first entry...) that she's having us read David Elkind's book, "The Power of Play." We've each signed up to reflect on a chapter, so almost every week, a few of us will put entries here -- sometimes accompanied by childhood and/or family pictures of us! -- for your reading pleasure. And we're quite sure it will be a pleasure.
Dr. Reid is making us introduce ourselves by our small groups, though. We work in small groups each week in class, and she also made us create clever names for our groups. We told you she was cool...
The Munchies
Ashley, Amber, Berenisse, Chai
The Fabulous Four
Christina, Lai, Emily, Emiley
K-BAM
Katie, Anel, Barbara
KMS (Keep Making Smiles)
Mallory, Kathleen, Sara
Lucky 7
Jessica, Katie, Ana
Students Changing Little Lives
La, Christina, Sarah, Leslie
Purple Ladies
Yvonne, Latoya, Vanesa, Autumn
Blue Cloud 9
Victoria, Mai Houa, Stefani, Kristin
What a group, aye?!!! We're quite confident we're going to have a terrific semester -- challenging, yes, but incredibly rewarding. (You might recall that Dr. Reid is writing this entry...) We look forward to sharing our thoughts on "The Power of Play" with you.
And one more important thing before we put up the first Chapter 1 entry...
We had an extra credit contest to name the blog...and while there were some very creative entries and it was hard to choose, the winner is KATIE!!!
Dr. Reid is making us introduce ourselves by our small groups, though. We work in small groups each week in class, and she also made us create clever names for our groups. We told you she was cool...
The Munchies
Ashley, Amber, Berenisse, Chai
The Fabulous Four
Christina, Lai, Emily, Emiley
K-BAM
Katie, Anel, Barbara
KMS (Keep Making Smiles)
Mallory, Kathleen, Sara
Lucky 7
Jessica, Katie, Ana
Students Changing Little Lives
La, Christina, Sarah, Leslie
Purple Ladies
Yvonne, Latoya, Vanesa, Autumn
Blue Cloud 9
Victoria, Mai Houa, Stefani, Kristin
What a group, aye?!!! We're quite confident we're going to have a terrific semester -- challenging, yes, but incredibly rewarding. (You might recall that Dr. Reid is writing this entry...) We look forward to sharing our thoughts on "The Power of Play" with you.
And one more important thing before we put up the first Chapter 1 entry...
We had an extra credit contest to name the blog...and while there were some very creative entries and it was hard to choose, the winner is KATIE!!!
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