Personal Narrative: My Misinterpretation As A Child

In terms of understanding of the world the children used their senses to investigate objects and materials by used. The children also constructed letters with an object and adapted their work where necessary.

I laughed a little after reading this because it is so true. We try to teach so much in our education system because we want our students to be well-rounded and involved in so many different things. I love that he calls this lesson confusion because for a kid, sometimes it is too much “stuff” to do and learn and can become so overwhelming, especially when you barely have a say in it all.

In this case, children usually do not think about what’s right or what’s wrong. They are in their own world, and speak their minds impulsively. With that being said, it is clear that they have a mind of their own. For instance, in William Wordsworth’s poem, We Are Seven, he uses subtle diction

Children can take risks emotionally, socially and cognitively. Children take a risk by answering a question in fear the answer could be wrong. I remember the daunting experience of being asked a question from the teacher in front of the whole class. I was worried I was going to be incorrect or teased. I watch my children at school and they are free to explore with no judgements, or expectations.

The Game that they play shows that they are ignorant because they are making fun of the Radley family, and they know they shouldn't. They think the "jokes" are correct because they heard it from the adults. In the story, Scout says "Jems evasion told me our game was a secret" (Lee 40). This shows that they know what they are doing is wrong, but they still do it anyways. Children believe almost whatever they hear from adults. Adults are superior and more knowledgeable so kids believe what they say without doubting them. Kids don't know how bad something is when they are doing it. They cant comprehend the gravity of some situations, just because they aren't smart enough to do so. In conclusion, kids will be kids, they know what they are doing

Observation: Yesterday, in the morning, I was sitting on the floor, pretending that I was cooking something on the pot as I stir. “Child A” saw what I was doing and walked towards me. “Child A, come and see what I am cooking”, I said. She took the saucepan with the lid that was on the stove, sat down on the floor and put the saucepan down. She held on to the lid, opened it and closed it. I handed her the spoon that I was using and I took the pot and the spatula and showed her how to stir. “This is how we stir, “Child A”, I said. She started pounding the saucepan using the spoon that I gave her, making sounds. “Child B” heard the sound that “Child A” was making and saw what we are doing. “Child B” was looking at the pot and the saucepan that was on the floor as she crawls toward us. She sat on the floor beside me and opened and closed the pot twice. I opened my eyes wide and smiled, “Wow ‘Child B’ you are making sounds!”, I said. “Child B” looked at me and smiled back. I gave her the spatula and assisted her hand on how to stir. I took the kettle and the cups and put it on the floor. I sang, “This is the way we pour our drink” and pretended that I was from the cup. “Child A” took the other cup and drank from it. “Uh- oh! Out of your mouth, “Child A”, I said. Later that day, after their lunch, “Child C” went to the dramatic area and played with the kitchenware. I went to her and sang, “This is the way we stir our food” as I use the spoon to stir. She moved her head from left

In the "Theory of Mind" video, the limitations of the preoperational child are shown in a variety of examples. The one with the flour footprint and the two dolls show that the boy named Ross, still can't see that the "mom" doll doesn't know what he knows. This example demonstrates the belief that young pre-operational children still lack: that the thoughts in your head are somehow public knowledge, and what you think is what everyone else thinks. The sticker experiment and the 'mean monkey' also display the limitations of children to understand that they can think of things that others cannot. Three-year-old Jacob never figures out that the monkey can be fooled. However, the second boy named Patrick "has crossed a threshold into the adult world;" he knows he can think things that others can't. His thoughts are his alone (at about 4.5 to 5 they begin to think this

Children have sponge-like mindsets that are full of curiosity and through each negative and positive encounter, they are able to learn from their experiences. Through their experiences, they are able to be more perceptive about their surroundings and are more honest than adults because they do not know what they say is either right or wrong. Children differ from adults in their potential for expressing these perceptions because they are not afraid to say or express anything but the truth. The children in Nathaniel Hawthorne’s novel, The Scarlet Letter, are presented as more perceptive and honest than adults due to their actions of perceiving Hester’s scarlet letter, expressing their opinions without knowing if it is right or wrong, and their willingness to ask questions. In the Scarlet Letter, Hester’s daughter, Pearl, has a willingness to ask questions about the scarlet letter on Hesters chest to help her have a better understanding of why her mother wears it. Pearl shows how different a childs mind is from an adults since she does not understand the mark on her mother 's chest is a punishment. Children are able to be more perceptive and honest than adults because they express their ideas out loud without knowing if it is either correct or incorrect; despite how rude it might be. The ideas that children pick up are usually picked up by the action of their parents. Children are shown to be blunt and innocent because they are young and curious about everything leading them

My english teacher told us a story about how she told her daughter not to touch the stove top because it was hot, but she still did it. Even though she got hurt it served a purpose,but now I bet that she will never did it again. Now that she toughed the top of the hot stove when she see the top of it glowing red she will think the last time it was like that and I tochen it, it hurt. See when she told her daughter that it was hot don't touch her daughter thought in her head that, well it can't be that bad. When kids are no longer let to make mistakes they are hurt more then they are

For example, a parent who asks their three-year-old, “why did you spill your glass of milk?” could not expect the 3-year-old to be able to process a reasonable answer. Conversely, if a parent said to their 13-year-old, “do you remember what happened last week when you filled your milk glass too full?” The parent could reasonably expect the 13-year-old to be able to apply the logic learned from the spilled milk to avoid that unfortunate event

* When you talked something to kids they are have a different mental picture or idea of what you are talking about based on their life experience.

Children through their eyes have no limitations in the world around them. Because of this they will simply insult,

While children are growing and maturing they tend to rely on the fact that the adults in their lives are always going to be positive impacts. However, even adults can mislead you into doing the wrong thing. For example take a look at Romeo and Juliet. Juliet wasn’t the only one responsible for her death. The tragic death of Juliet was the fault of Friar Lawrence due to thoughtlessness, and interference with matters relevant to the families.

Sometimes children's theories aren't always perfect and are sometime wrong or incomplete. When that happens it called “accommodation, occurs when a child’s theories are modified based on experience” (172). This means that when a child sees a cat, but they have a theory of a dog, so he or she is surprised when they encounter a cat because they see that it sort of looks like a dog but doesn't bark and licks her but meows and rubs its body against

Typically, children act without reasoning things out in the mature way that adults do (or can do); and they act much more out of immediate desires or passions rather than the rational desires that adults have Oaks (2012).