Since Its Publication In 1984, The House On Mango Street

Since its publication in 1984, The House on Mango Street grows in popularity within inner-city grade schools to universities across the country -- it is a coming of age tale for a Mexican-American girl named Esperanza Cordero living in a fictional poor neighborhood in Chicago called Mango Street. Though it is called a novel, Cisneros creates The House on Mango Street with forty-four vignettes that thoughtfully depicts Chicano culture and what are the roles of women in this society; as Esperanza observes different characters in each vignette, she understands that the same force that ensnares Esperanza to Mango Street is the same force that encourages Esperanza’s desire to leave Mango Street. Cisneros uses Esperanza as a vehicle to go†¦show more content†¦(10) Esperanza’s comparison to her great-grandmother illustrates who is she as a woman. She doesn’t fit the norms of Chicano culture because Mexicans â€Å"don’t like their women strong† (10) and she is just that – a strong Mexican woman. Yet, when Esperanza describes her great-grandfather, she doesn’t describe him like how she did with her great-grandmother. She says, â€Å"until my great-grandfather threw a sack over her head and carried her off.† (11) Esperanza introduces her great-grandfather with an action and not a trait; therefore, she doesn’t give the same treatment to her great-grandfather. She does not develop his character and the reader must make assumptions about his character. Also, Esperanza portrays Latino culture as reduced her great-grandmother to mere object because she compares her strong-willed grandmother to a â€Å"fancy chandelier.† (11) She continues to describe her great-grandmother and starts to rel ate with her by wondering â€Å"if she [great-grandmother] made the best with what she got or was she sorry because she couldn’t be all the things she wanted to be.† (11) Again, she adds depth to her great-grandmother’s character by showing her sadness and as a result, Esperanza’s characterization shows which relative she likes or dislikes. It is interesting as a reader because Esperanza isShow MoreRelatedDefining Relationships in Mexican Culture2266 Words   |  10 PagesAmerindian population in the hurting southern states. Elections held in July 2000 marked the first time since the 1910 Mexican Revolution that the opposition defeated the party in government, the Institutional Revolutionary Party (PRI). 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Family Interaction Free Essays

Introduction This paper describes a significant learning family interaction that occurred when I was working in a community placement as a student nurse. I would be reflecting on that family interaction and use the â€Å"One Question Question† approach and analyse how this would contribute to your learning needs and nursing practice. Critical or significant interactions can be defined as situations that make an impression or have a special meaning to an individual. We will write a custom essay sample on Family Interaction or any similar topic only for you Order Now The analysis of such incidents, a useful reflective technique helps us to identify professional capabilities, increase knowledge of self and improve patient care outcomes (Lian, 2001) and lead to practice that is better informed than before the reflection (Usher et al, 2001). Critical reflection on one nurse-family interaction and the impact I was in my community placement where I got an opportunity to interact with an adolescent who was Insulin Dependent Type 2 diabetes and his family. The community nurse visited for the monitoring of the BGL tests and insulin administration as he had fluctuating BGLs and he had a history of not complying with the insulin. He was admitted to hospital numerous times with episodes of hypoglycaemias and hyperglycaemias. The family were very concerned about him and were worried about his erratic lifestyle. I must say the interactions I had with this family had some impact on me and I realised my shortcomings and learning needs. I used John’s Is this the right essay for you? Watch the video below to read 2 more pages now. or Sign Up for Free and read the full essay Cite This Essay APA (2011, 05). Critical Reflection on One Nurse-Family Interaction. StudyMode. com. Retrieved 05, 2011, from http://www. studymode. com/essays/Critical-Reflection-On-One-Nurse-Family-Interaction-708992. html MLA CHICAGO Welcome StudyMode. com is the web’s leading learning tool. We inspire millions of students every day with over 650,000 model essays nd papers, AP notes and book notes. Learn More Related essays Weekly Critical Reflection: Week One †¦ Weekly Critical Reflection: Week One 1. a. Identify one legal rule†¦ 4 pagesJan 2012 Critically Reflective Portfolio Extract Related To One Of The Nmc (2004) Standards Of Proficiency For Pre-Registration Nursing Education, Allowing The Integration Of Theory With Practice †¦ assignment is to produce a critically reflective portfolio extract related†¦ 10 pagesMar 2011 a 2000 Word Reflection On One Specific Conversation Where Personal Communication And Interpersonal Skills Has Had a Direct Impact On The Patient’s Nursing Care †¦ A 2000 word reflection on one specific conversation where personal†¦ 9 pagesMar 2012 Nursing Mentorship Critical Reflection †¦ my mentees as possible. To that end, this essay will be a critical reflection†¦ 12 pagesJul 2012 a Critical Reflection On Pshe †¦ A critical reflection on PSHE This essay will look at the teaching of an†¦ 12 pagesMay 2011 How to cite Family Interaction, Essay examples

Piaget And Vygotsky Essay Example For Students

Piaget And Vygotsky Essay Everyday life is characterized by conscious purpose. From reaching for food todesigning an experiment, our actions are directed at goals. This purpose revealsitself partly in our conscious awareness and partly in the organization of ourthoughts and actions. Cognition is the process involved in thinking and mentalactivity, such as attention, memory and problem solving. Much past and presenttheory has emphasized the parallels between the articulated prepositionalstructure of language and the structure of an internal code or language ofthought. In this paper I will discuss language and cognition and two famoustheorist who were both influential in forming a more scientific approach toanalyzing the process of cognitive development. Jean Piaget There are those thatsay that Jean Piaget was the first to take children`s thinking seriously. Although Piaget never thought of himself as a child psychologist his realinterest was epistemology, the theory of knowledge, which, like physics, wasconsidered a branch of philosophy until Piaget came along and made it a science(2000). Children and their reasoning process fascinated Piaget. He began tosuspect that observing how the child`s mind develops might discover the key tohuman knowledge. Piaget`s insight opened a new window into the inner workings ofthe mind. Jean Piaget has made major theoretical and practical contributions toour understanding of the origins and evolution of knowledge. Stages of ChildhoodDevelopment In his work Piaget identified stages of mental growth. He theorizedthat all children progressed through stages of cognitive development. Hediscovered that children think and reason differently at different periods intheir lives. Piaget believed that everyone passed through a sequence of fourqualitatively distinct stages. They are sensorimotor, preoperational, conc reteoperational and formal operational. In the sensorimotor stage, occurring frombirth to age 2, the child is concerned with gaining motor control and learningabout physical objects. This stage promotes that thought is based primarily onaction. Every time an infant does any action such as holding a bottle orlearning to turn over, they are learning more about their bodies and how itrelates to them and their environment. Piaget maintains that there are sixsub-stages in the sensorimotor stage although children pass through three majorachievements. In the preoperational stage, from ages 2 to 7, the child ispreoccupied with verbal skills. At this point the child can name objects andreason intuitively. Piaget has divided this stage into the preoperational phaseand the intuitive phase. In the preoperational phase children use language andtry to make sense of the world but have a much less sophisticated mode ofthought than adults. They need to test thoughts with reality on a daily basisand do not appear to be able to learn from generalizations made by adults. Inthe intuitive phase the child slowly moves away from drawing conclusions basedsolely on concrete experiences with objects. However, the conclusions drawn arebased on rather vague impressions and perceptual judgments. It becomes possibleto carry on a conversation with a child. Children develop the ability toclassify objects on the basis of different criteria. At this stage childrenlearn to count and use the concept of numbers. In the concrete operationalstage, from ages 7 to 12, the child begins to deal with abstract concepts suchas numbers and relationships. It is here that children learn mastery of classes,relations, numbers and how to reason. In this stage a person can do mentaloperations but only with real concrete objects, events or situations. Logicalreasons are understood. For example, a concrete operational person canunderstand the need to go to bed early when it is necessary to rise early thenext mornin g. A pre-operational child, on the other hand, does not understandthis logic and substitutes the psychological reason, I want to stay up. Finally, in the formal operational stage, age 12 to 15, the child begins toreason logically and systematically. The last stage deals with the mastery ofthought (Evans, 1973). A formal operational thinker can do abstract thinking andstarts to enjoy abstract thought. The formal operational thinker is able tothink ahead to plan the solution path. Finally, the formal operational person iscapable of meta-cognition, that is, thinking about thinking. A central componentof Piaget`s developmental theory of learning and thinking is that both involvethe participation of the learner. Knowledge is not merely transmitted verballybut must be constructed and reconstructed by the learner. Piaget asserted thatfor a child to know and construct knowledge of the world the child must act onobjects and it is this action that provides knowledge of those objects (Sigel,1977). The ability to learn any cognitive content is always related to theirstage of intellectual development. Children who are at a certain stage cannot betaught the concepts of a higher stage. Intellectual growth involves threefundamental processes: assimilation, accommodation, and equilibration. Position Paragraph Assignment EssayArguments and Comparisons Egocentric speech is contrasted with socializedspeech. In other words it is non-social, non-communicative to others. It isspoken for the sake of saying it. It is usually found in three to five yearolds. Egocentric speech is split into three categories. They are repetition,monologue (thinking aloud) and dual/collective monologue. Vygotsky argues thatspeech moves from communicative ?social speech ¦ to inner egocentricspeech. Piaget proposes the opposite. He believes that children begin by voicinga personal dialogue and move to social speech. Piaget argues that egocentricspeech goes away with maturity while Vygotsky claims that it becomesinternalized as an adult. Vygotsky found that a child spoke egocentrically whenhe was grasping or remedying a situation. Comparisons of Piaget (PG) andVygotsky (VG) beliefs on egocentric speech are as follows: (PG)- Development ofthinking- Language moves from individual to social. (VG)-Dev elopment ofthinking- Language moves from the social to the individual. (PG)-Egocentric Speech is simply an accompaniment to a child-s actions (VG)-Egocentric speech is not accompaniment: it helps child to reason (PG)-Egocentric speech appears first, dies out and is replaced by socialized speech(VG) Egocentric speech is not first: it gives voice to internalized?social ¦ or ?inner ¦ speech. Egocentric speech doesn-twither; it evolves upwards into inner speech (PG) Three key observations aboutegocentric speech T It is audible and not whispered T It occurs whena child thinks the others understand his egocentric talk T It occurs whenchildren act together on a task, not alone (VG)- His experiments seriouslychallenged Piaget-s three key observations about egocentric speech InThought and Language, Vygotsky (1962) analyzed Piagets work. Vygotsky believedthat Piaget had developed a clinical method that revolutionized the study ofchildrens language and thought. However, Vygotsky also ass erted that there weresome flaws in Piagets methods. Piaget combined psychology and philosophy eventhough he tried to avoid theorizing. He overlooked the role of the childsactivity with relation to thought processes. Vygotsky also disagreed withPiagets assumption that development could not be impeded or accelerated throughinstruction. In summary, Vygotsky was critical of Piagets assumption thatdevelopmental growth was independent of experience and based on a universalcharacteristic of stages. Vygotsky believed that intellectual development wascontinually evolving without an end point and not completed in stages as Piagettheorized. Although Vygotsky was critical of Piaget, he realized the importanceof the information that Piaget gathered. In spite of his criticisms, Vygotskybuilt his educational theories on the strengths of Piagets. BibliographyEvans, R. (1973). Jean Piaget: The Man and His Ideas. New York: E. P. Dutton Co., Inc Lavatelli, C. (1973). Piaget`s Theory Applied to an EarlyChildhood Curriculum. Boston: American Science and Engineering, Inc. Piaget,Jean, (2000) Microsoft Encarta Online Encyclopedia http://encarta.msn.com1997-2000 Microsoft Corporation. All rights reserved. Vygotsky, Lev (1962). Thought and Language. Cambridge, MA. MIT PressPsychology