Adriana's Vocabulary: A Short Story

She rarely or hardly starts disputes with other children, throws temper tantrums, or seeks revenge when feeling picked on. She also performed within the normal range in the Impulsive-Hyperactive subscale. She rarely or hardly calls out unexpectedly, interrupts, or finds it hard to play quietly. She scored within the normal to borderline range in the Antisocial Conduct subscale. She rarely or hardly ever steals, acts dangerously before considering consequences, or destroys the possessions of

Gloria Anzaldua, the author of “How to Tame a Wild Tongue,” expresses a very strong tie that she has to her native language. Anzaldua grew up in the United States, but spoke mostly Spanish. She did not speak the normal form of Spanish though; she spoke Chicano Spanish, a language very close to her heart. The text focuses on the idea of her losing her home accent, or tongue, to conform to the environment she is growing up in. From a very young age, Anzaldua knows that she is not treated the same as everyone else is treated. She knows that she is second to others, and her language is far from second to others as well. Anzaldua stays true to her language by identifying herself with her language and keeping

As a Learning Assistant, working in Year 3, I worked closely with a seven year old girl who, for the purpose of this case study, I will call Jane. Jane was a confident and happy girl who, despite not being particularly academically gifted, always participated with class discussions and activities enthusiastically.

After observing Katy for an hour, I came to appreciate how much children enjoy almost everything that they do. I admire how Katy always had a smile on her face and how much energy she had. It now makes sense to me why children make so many people happy. She seems to be in the normal phases for learning based on what I’ve

~Alexis’s language development is very good. She likes to tell people about things she has done, but she sometimes leaves out details. When I hear her telling stories I ask questions to help her to fill in a few details. Alexis is also fascinated with her new baby sister Ashlynn and tells everyone about her.

Maria developed three stages of children’s development based on her knowledge and observations. The first stage is the stage of the ‘absorbent mind’, which is from birth to 6 years of age. This stage is when the child is exploring his/her environment, absorbing information, and creating their concepts of reality. The second stage is from 6 to 12 years of age; this is when the child is using skills learned in the first stage. During this stage the child is reinforcing and expanding the skills learned in the previous stage. Maria’s final stage of child development is from 12 to 18 years of age. This is when the adolescent comprehends social roles and trying to find their place in society.

For this research project, I chose to interview my very own daughter (Alaina). She is a 7-year-old first grader who lives with her mother full-time. She has one older sister who lives in another state. Alaina is an active and inquisitive young lady. She attends year-round schooling and in her free time, she participates in Tae Kwon Do and basketball.

I begin observing Faith Sanchez a six-year-old, who is in the first grade at Emerson Elementary School on November 7, 2017 over the course of three days. The observation took place at the child’s home, where we had access to the materials needed for the different set of skills that I would be conducting during the observational period. The reason for observing Faith was to see if her Physical, Cognitive and Psychosocial domains are developing at the average range for a school age child or if she was showing signs of atypical development.

As Blair gets older she is adapting to and coping with different social situations in and outside of home. At home Blair has been giving a lot more attitude. When she doesn’t understand my directions she often gets frustrated and throws a tantrum. I try to give Blair many opportunities to express herself and make

are almost finished now. The teacher carry her give her a big hug. When I was observed outside play

English was the language of America and was a very important aspect. People needed to be able to communicate to survive. So Mr. Shimerda was very eager for Antonia to learn English. If Antonia learned how to speak English, she could translate what Mr. Shimerda and the other people who spoke English. Mr. Shimerda placed a book in Jim’s grandmothers hand. It was a book that had the bohemian alphabet and also the English alphabet. He said sternly and earnestly “teach teach my Antonia”.

Precision of language shows to be vital in The Giver. It prevents people from uttering unintentional lies, therefore breaking the community’s rules. Their precise language used to contort the meaning of words to adjust them for a result that they seem less disruptive and unsettling, when in reality they could be distressing, or unpleasant topics. The authorities are concealing what the words legitimately address and sugar coat them. The citizens in the community become unable to understand the love and joy in life, however, they do not understand pain and heartbreak. They live in an actuality without emotions, love, or joy. Although the people may say they are angry, or pained they have no idea what these words truly direct. The closest these people have ever been too angry or saddened is irked or dispirited. A few words in the Community that mask touchy concepts are “the Stirrings”, “release”, and “newchild”. These words hide what the authority wishes the people do not to realize in sameness.

Rameen enjoyed herself as she was practicing climbing trees with Carolyn. At first, she was hesitant to do it because she was scared but I encouraged her to try and then she did it! She even did a roly-poly on the ground afterward. It’s good to see Rameen attempting new things and it is especially good to see her doing these new things with another child, Carolyn. She’s socialising while she’s trying to do some physical activities and most importantly she’s having fun.

Olive has exemplary biological development. She is physically independent, and can run, jump, and balance well, shown through dance (Zastrow and Kirst-Ashman, 2010). Olive actively engages in play but also refines her motor skills by pushing a tire around. Olive has a plethora of dolls and toys in her room, and also has a variety of dress-up items, showcasing her strength in play. She is very independent emotionally, not reacting negatively to the criticisms of the audience during her routine (Zastrow and Kirst-Ashman, 2010). Olive is also self-sufficient. Olive’s social skills are becoming more profound as she orders her own meals at restaurants.

Conforming to Erikson’s psychosocial stages of development, Kiara began to explore during her toddler years. As a