My Virtual Child Assignment #5
1) One of the main activities that I believe that has promoted healthy behavioral practices and interest in physical activities is when we routinely take Jessica for walks to the park and continue to encourage her with age appropriate activities with her friends. When we take Jessica to the zoo and the park, she continuously asks questions and is very intrigued on why things happen. My partner and I physically interact with Jessica as much as possible. When she is trying to solve a problem and gets frustrated, we sit down and ask her questions that could help her figure it out on her own on how to solve it. Now because we always encourage Jessica to take part in activities with fellow peers at school she has developed the ability to work cooperatively in groups, consistently respects rights and possessions of others, and consistently demonstrates appropriate peer social interaction. We are very pleased with Jessica’s progress with activities, but we did have one area for concern.
My partner was at school one day helping out with recess and noticed that the boys usually engage in physical activities in fairly large groups and keep the girls out. The girls tend to have small groups or even just one-on-one interactions. Jessica is able to play with both boys and girls, but mostly plays with girls. One experience that we had was Jessica and her friend left school at lunch undetected and went to a friends house, where they were not home. I believe that because Jessica has been experiencing some limitations between boys and girls, and was not cognitively able to decipher that the action of leaving school undetected is very dangerous and unacceptable. If she was in a bigger crowd with a variety of boys and girls, she may have learned that it not ok to leave because others have put in their input by saying “no we can’t leave” instead of always hanging around a certain individual who could see no problem in leaving school. Her actions resulted in a week suspension, and this experience has taught and reinforced the structure of following a set of rules and principals.
2) The only thing that my partner and I have noticed that has begun to change with Jessica is in read and writing, and math. The teacher commented that Jessica was on the border of developmentally succeeding, but not quite there. She needs work on developing fluency in word recognition and decoding, and particularly on spelling and writing. The teacher recommended spending more time at home on these areas and seeking out some reading and writing programs over the summer. In and effort to improve her reading and writing skills, my partner and I enrolled Jessica in an after school program that she attends twice a week for the rest of the school year. After one full school year at these classes, Jessica was evaluated as average in word reading and phonological awareness, slightly below average in reading fluency, and below the twentieth percentile in spelling.
My partner and I believe that Jessica will continue to improve her skills as she gets older and matures. 3&4) We are very pleased on Jessica’s progress in school for her age. She is still attending her routine reading and writing classes after school, and are serving as a corner stone in her achieving these skills. Her are examples of changes in Jessica’s academic skills between the age six to ten. Jessica took part in an IQ test to asses where she was academically, and these were the result between age six and eight. Jessica was tested in four categories: Information, Vocabulary, Similarities and Comprehension. Here are her
results on the verbal portion of the Wechsler Intelligence Scale for Children, where 7 is one standard deviation below the mean, 10 is the mean and 13 is one standard deviation above the mean. Here is how she did in each respected category Information (15), Vocabulary (17), Similarities (16), Comprehension (16). The psychologist said these scores were in the gifted range. Jessica’s scores on the math concepts, math application problems, and math computation tests were well above average. The psychologist said that she should clearly be placed in seventh grade math, and possibly in a gifted math program, but he recommended further testing. The next area she was tested in was visual-spatial ability, which includes spatial rotation sand copying of designs. She was also well above average, and the examiner recommended that you seek out drawing, design and building experiences for Jessica, depending on interest level. By the age of ten, we have some other points to add. Jessica seems to require additional support in spelling and writing. All of the specific areas of reading (word attack, word recognition, fluency and comprehension) were rated as appropriate for
grade level, except fluency, which was rated as requires additional support. She demonstrates strength in the areas of speaking and listening and in content knowledge of social studies and science as well the areas of mathematical problem solving, understanding of data, number concepts, graphical applications, and arithmetic computation. Also, which were pleased to see, was her great strengths in music and art. We are very pleased on Jessica’s progress in all areas of intelligence and will continue to help build and reinforce spelling and writing.
My Virtual Child #6
1) I believe that Jessica’s personality is more resilient as she gets older. A good example of this was when we had our second child girl Taylor. Jessica started getting jealous of the new baby and having little tantrums to get some attention, but my partner and I decided that we would try and spend more time with her and include her in taking care of the baby she went back to acting like her old self when the baby first arrived. We believed that she responded really well to that, with the occasional feeling ignored and acting out once in a while, but other than that has been adjusting to it very well. She cooperates very well with us when we discipline her or tell her not to do something. Our discipline was put to the test when Jessica and her friend left the school ground and recess that one-day and she understood why and what she did wrong. Her actions resulted in a two-day suspension from the school and she was very upset about this. We were surprised when we sat her down at home and explained why this was happening. She understood that the punishment fit her actions. Although we were upset at the time when she physically left the school, we are happy that Jessica understands that rules are set out for safety and must always be followed and if broken there are consequences. Jessica responds very well to others and does really well in school and does really well with direction. She’s very independent and likes to learn on her own but at the same time she enjoys group activities. 2) I would describe Jessica’s behavior with regards to Canadian gender roles as a typical girl, with a male tendency. My partner and I would say she is a “tomboy”, but
some of her interests tend to be on masculine lines. We enrolled Jessica in
swimming and dance lessons but she just naturally gravitated to softball and soccer while playing at recess at school. When she took interest in these sports we enrolled her in softball. We think that it is a great way for her to learn teamwork and to further develop socially. Also when she plays with her Taylor outside, they build houses out of boxes, instead of playing house. She also plays sports with the boys on our block comfortably. I think these activities are more the result of her abilities than any actual gender role. Jessica builds things because she is interested in science. She plays sports with the boys because she is good enough at what she does that she can play at their level comfortably. When I was in recreation hockey, we had a girl play on our Midget BB team because she excelled in hockey and you could not tell any difference male or female when she played. If any individual has the ability to excel in any sport or activity, they should do so regardless of gender. Although some of Jessica’s activities may have a male tendency, her attitudes do not. She does not show aggressiveness, and her recent psychological examination didn’t mention anything out of the ordinary with regard to her gender affinity.
3) As language and cognitive skills start to develop rapidly, children are also learning how to use these new found skills to interact with others and communicate what they need or want. Typical social and emotional development milestones for children between six and ten years old include following directions, recognizing ones own limits, does not cooperate or share well, may play alone but near other children, ability to make choices between two things and the ability to register other people’s moods and feelings.
Atypical social and emotional behavior and development can result in problems communicating and interacting with others for their whole life. Signs that may concern a parent at these ages is if their child shows little interest in other children, has extreme trouble separating from parents, and has poor eye contact. Warning signs like clinging or crying whenever a parent leaves, purposely ignoring other children, not responding to people outside the family and lashing out when upset may occur. Jessica does not seem to have any of the issues and therefore I believe that she is developing at a typical rate in his social and emotional development. At her six year report
it was shown that she was cooperative and friendly with both adults and other children. She was self-confident in social situations and seemed to be liked by her peers at school.
4) My partner and I parenting style has stayed the same since Jessica was born, which was authoritative. We still want to provide positive outcomes in relation to high control and acceptance. The reason we want this is to keep our routine. We believe that all of Jessica’s progress can be related to our set routine. It is promoting healthy behaviors and is doing exceptionally well in school. Jessica realizes that we have developed a firm attitude with her actions, and she clearly seen this when she was punished for leaving the school grounds. If we were to laid back with that situation, the she would most likely repeat the same action and possibly take it a step further and test her limits with us. By keeping our firm parenting style we believe that she know has full understanding of what limits and rules we have set at home and outside our home. We believe that keeping true to our parenting style it will continue to have more positive effects on Jessica’s ability to
set and achieve her own goals, adapt to change, and continue to develop her own independence. This type of parenting style was how I was raised, and it continued to always promote positive reinforcements.