Reflection #8: Chapters 6 and 12

 1. What information surprised you or was new to you in this chapter? How does this information connect to info in the main course text?

2. What information do you agree with and why? What info do you disagree with and why?

3. Describe an experience you have had that relates to the information in this reading.

4. How can you use this information in your personal or work/school life?

5. Rate this chapter on a scale of 1 to 5 and explain your rating (1 = low and 5 = high).

Chapter 6

This chapter did not surprise me in the least because I have read the same book that was referenced, Cinderella Ate My Daughter, and I have lived as a woman within our society, experiencing firsthand the negative aspects of our hyper-focus on female appearance (Pica, 2015, p. 29). Young children are developing their theory of mind and coming to realize that how they think and feel may differ from how others do (Paris, Ricardo, & Rymond, 2019, pp. 194-195). The focus that the adults they see may place on appearance, even if unintentional, becomes a building block of their theory of mind. When everyone comments on a little girl's appearance above all other aspects of her person, her theory of mind will assume that this is what others value most, even if she feels differently. 

I agree with everything this chapter had to say. I have long held that we need to make a concerted effort to focus on the same aspects of all children regardless of gender. I try to compliment girls on their leadership, hard work, intelligence, strength, and other such "masculine" qualities. Likewise, I often compliment my sons on their kindness, clothing choices, and other traditionally "feminine" qualities. I want the children in my life to know that I value them as a whole person. 

By the time I was in third grade, I was an overweight child. I was teased at school, which was hurtful. I was also teased at home by my older sister, who was a tall, willowy teen when I was a stout, frumpy 9 year old. My dad would also tease me about my weight, as well as tease my mother, who had been heavier her entire life. I hated myself by the time I was 13. I would starve myself, hide my body under baggy clothes, and try to be an emphatic people pleaser to make up for being unattractive. I got glasses at 13 and my front teeth stuck out, which further convinced me that I had little value as a woman. It wasn't until I found a clique of excellent friends at the age of 17 that my self image turned around. I met the man who is now my husband as well as several other awkward, nerdy friends. We reveled in being creative, intelligent, and responsible. We built each other up in response to a world that tried to tear us down. I gradually learned my value. It wasn't until I was about 30, however, that I looked in the mirror for the first time and found that I liked myself, rolls and all. I was strong, powerful, and wise. I have since then endeavored to be a role model for the children in my life of body acceptance, self love, and confidence. 

I intend to continue making a mindful effort to undermine these kinds of societal pressures. When I get gifts for my nieces, for example, I buy them warrior princesses, swords, and body-positive dolls that look like them. When they danced in their latest ballet recital, all of our relatives kept telling them how pretty they were on stage. I made a point of telling them how beautifully they danced and stating that they must have worked very hard. I told them I was proud of their dedication. 

If I could rate this chapter higher than a 5, I would. I think this is a very important issue to young people, particularly girls and transgender children. 

Chapter 12

I was saddened to read that movement is disappearing from schools, although I was already aware of the phenomenon. Young children explore the world through movement, and they express cognitive development through their ability to play in different ways (Paris, Ricardo, & Rymond, 2019, p. 197). 

I agree that children of all ages need movement to optimize learning, particularly smaller children. As the book stated, even adults learn better through touch, movement, and experience rather than rote learning (Pica, 2015, p. 57). It would be ideal if all lesson plans throughout all grades incorporated an appropriate level of hands-on experiences and movement to improve learning outcomes and enjoyability. 

I remember learning about planetary retrograde motion in my astronomy class years ago. My professor, Mr. White, had one of us be the sun, another be the earth, and yet another be another planet. He then showed us through physical motion exactly why it is that planets sometimes appear to move backwards from our perspective on Earth. This physical, practical experience deepened the class's understanding of the concept, even at a college level. 

I will use this information in my life to improve my own lesson plans as a teacher and to help my children grasp concepts as a parent. I have already used similar approaches over the years, as I firmly believe that all people have their own learning styles and that it is the responsibility of an educator to present material in as many ways as possible to accommodate that. 

I would rate this chapter a 4 out of 5. It was interesting and made some good points, but I believe it was a little redundant given that previous chapter we have read have already touched on the importance of movement in learning (Pica, 2015, Chapter 10). 

References

Paris, J. Ricardo, A., & Rymond, D. (2019). Understanding the whole child: Prenatal development through adolescence. Open Educational Resource Publication by College of the Canyons. 

Pica, R. (2015). What if everybody understood child development? Corwin.