Case Study: Clara Galicia
A study of self-discovery and the connection to several theorists, accounts the development in learning as a young Native American/Spanish woman from childhood to adulthood as she struggles through her development in lifelong learning into her confidence in the career world. Several theorists are important to assessing the case study, who are: Jean Piaget, Erik Erickson, Sigmund Freud, B.F. Skinner and Carol Gilligan.
Physical Description
Clara Galicia was born Native American/Spanish with dark eyes, light complication, light brown hair and very petite. Clara was a middle child out of three girls and the smallest. Being the smallest and the middle child, she frequently felt misplaced within her family circle.
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Social Development
Instead of reaching out to her parents or siblings Clara built a wall that would only hurt her language and learning development in grade school more. “Erikson, an American psychologist theorized that as human’s development through the eight stages would contribute in the processes of human development that he believed that interconnection of social factors would result in a healthy life or a non-healthy life, (Heffner, 2017).” Clara at this stage in her life she did not trust too many people and this was not healthy both socially and emotionally. Keeping to herself would only hurt her educational development in learning and catching up with her peers. Erikson’s development theory made sense, “Clara’s language and learning development needed to go from negative to positive, (Heffner, 2017)”, by working on her speech and learning abilities. So, that she could prove that she did not have a learning “handicap” and be able to be on the same level as her peers. Clara would be able to move on to the next stage (move on to second grade). A few teachers got together and came up with a plan.
Emotional Development
Clara felt more alone than before, but her teachers had a plan and after meeting with Clara’s parents, they could move on to the next step. The school offered Clara’s parents a speech
As of today October 11, 2015 Maria H Morales has permission to park her car in the backyard of 2735 S. Spaulding Chicago IL, 60623. Maria has exactly one (1) month of permission, until November 11, 2015, to park unless it is changed by the building Manager or she is given an extension for a longer period of time.
First Cecilia did not know how importatn her family was, so she really wanted to go on her first class field trip instead of going to her grandmother’s house. “It’s not fair,’
One of these challenges was that the Walls’ children, unfortunately, could not form lasting relationships with other children around their age because they knew that eventually, their family would end up packing their most prized possessions and leaving at a moment's notice. This nomadic aspect of their childhood is evident when Jeannette recalls the nature of most of the Walls’ children’s friendships. “We'd make friends with them, but not close friends, because we knew we'd be moving on sooner or later” (Walls 20). The children’s living conditions prevented them from establishing roots in all these places that they were moved to, thus they could not make valuable, meaningful connections with their peers. The amount of places they inhabited because of their parents was so much that it had become a blur in their minds which they admit to, “We counted eleven places we had lived, then we lost track.
In her short memoir ‘Sanctuary of School’ Lynda Barry remembers her early childhood years at home, feeling somewhat invisible. Growing up in a rather crowded home, which was occupied by relatives who would come and go, and parents who spent the late hours of the evening fighting over shortage of money, Barry and her brother grew accustomed to such a lifestyle. Learning to make the best out of this, the siblings would lay in the living room and watch television until the morning crept in. Feeling such anxiety to rush to school, Barry would make her way there lifelessly, as the sun would slowly rise. While waiting on the playground before making her way in, young Barry states “In a perfect world my absence at home would not have gone unnoticed.”
This, however, meant that the Walls children were bullied and talked about everywhere they went because of the clothes they wore, the houses they lived in, and their parents’ odd and dysfunctional ways of life. Their upbringing made it hard for them to adapt to school life and drown out the harsh opinions. At school in Welch, Jeannette was often picked on, kicked, or punched for being different from the rest. Those injuries and scars from childhood would lower their self-esteem and make it even more challenging for them to have a “normal life”, no matter how much they wanted to. Most of the time, rebelling against society’s ideals is not always the best choice for a child because in the end, he or she might experience pains too great for them to deal with at that
For me? Or for you?” (paragraph 34). This once again shows the narrator’s conflict with her mother, even implying how she thinks her mother is selfish thinking more about her interests and opportunities than her own daughter. Finally, the tension between their disagreement is most evident when the narrator describes her utter hopelessness over her mother’s decision, “I stormed off to my room and threw myself onto my bed. I ached inside. Like the feeling you get watching a lost balloon float far into the sky until it becomes an invisible nothing (paragraph 35). This quote really emphasizes the narrator’s disappointed, helpless feelings; it shows just how unimportant she feels compared to her mother’s research as if her feelings and future mean
Finally, she had people who understood her and were willing to listen to her. She had people who believed in her, stood by her when she had her baby. The girls were not perfect, she had some not so good moments with them but even in their imperfections, they were people she could relate with. Being able to read her story to them, and hear their story, gave her a sense of belonging. When Ms Rain asked her how she feels participating in class she said “I feel here”. This is an indication of a sense of belonging.
Their Eyes Were Watching God by Zora Neale Hurston is about a young woman that is lost in her own world. She longs to be a part of something and to have “a great journey to the horizons in search of people” (85). Janie Crawford’s journey to the horizon is told as a story to her best friend Phoebe. She experiences three marriages and three communities that “represent increasingly wide circles of experience and opportunities for expression of personal choice” (Crabtree). Their Eyes Were Watching God is an important fiction piece that explores relations throughout black communities and families. It also examines different issues such as, gender and class and these issues bring forth the theme of voice. In Janie’s attempt to find herself, she
Maria comes home one day earlier than usual. Her family, two daughters of age five and eight and a stay-at-home husband, is surprised to see her so early and unexpectedly. The tired look on her face reveals the experience she had at work. She brings out a sluggish smile as her daughters rush up to greet her with their warm embraces, reminding her of the happiness they constantly provide but also saddened by their questionable future. Quietly, she sits down in front of her anxious spouse as he patiently awaits the news, sensing the tension in the air.
As the story begins, Olsen receives a call from her daughter’s schoolteacher asking her to come to the school to talk with her about Emily’s problems. Olsen draws the reader in as she addresses the teacher in her thoughts. She wonders, "Even if I came in, what good would it do? You think because
A wide variety of theories and methods attempt to explain early childhood learning and development. Erickson and Maslow both have theories that focus on social and personality development, as well as a person’s motivation to learn throughout their lives. Their theories are helpful in understanding Jeannette Walls’ development of self. Erickson and Maslow also help clarify why her mother, father, and living in New York City were such influential factors in the development of Jeanette’s sense of self.
Marie developed an independent personality early on and rarely relied on her family for help. She was accustomed to collecting her school records from one school and enrolling her-self in the next school. A particular principle stands out in her memory, by looking at her records, which were from Texas, he told her that he was going to hold her back a year as the Texas school system was behind the Pennsylvania school system. This made Marie very angry because she sure didn’t want anyone to think she had failed. So she bargained with the principle, asking him to let her be in the grade she should be in and if she couldn’t do the work
This little girl by the name of Isabella, was about three to four years old. Bella, how her teacher called her, was a white Hispanic-American. I would say she looked like a Cuban-American, or a Puerto Rican-American. Bella speaks pretty fluent English, and Spanish for her age. She seemed like a pretty smart little girl, and had no disabilities at all.
This paper is a work of self-examination to find out what influenced my development from birth to this my 56th year. I will delve into my past and try to honestly and without judgment describe what events and actions led me to become the person I am today. I will look at the way in which the culture and family I grew up in build the frame-work of the person I have evolved into.
I chose Urie Bronfenbrenner’s bioecological model of child development to reflect on my stages of development. In the microsystem of Bronfenbrenner’s model, my early childhood family structure included my uncle, his wife and their five children. I went to live with my uncle after my mother passed away. By middle childhood, my uncle and his wife migrated to the United Sates and I went to live with one of his daughters( Erica) and her two children. They became my construct of what a family represent. Although I was welcomed in Erica’s family, I felt as if I did not belong in their family. The only place I felt accepted was at school. The classroom represented a place where I expressed my feelings without being ignored or judged by my peers. Also, I had very observant and understanding teachers who had the best of my interest. I had one teacher , Mr. Francis, who believed that I was capable of improving academically. At the end of his class, he noted in my report card that I had potential to be academically competent, however, I needed to settle down and apply myself to learning. His comments motivated me to do my best throughout elementary school. During elementary school, I maintained healthy relationships with my peers. There were never any reports of misconduct of any misunderstanding amongst my peers. In fact, interactions with them thought me how to engage in fair play, wait my turn, build trust and explore my environment. In exploring my environment, I