Observation Report of Child Example

Observation Report of Child Example Ethical considerations checklist Has the whole team been informed about the portfolio requirements? Have you made clear that all members concerned in the observation will have access to the material? Have the nature of the observations (including aims, tools to be used) been  explained to the children/ young people (where applicable)? Have you considered the importance of respecting the child/ young persons privacy, dignity and possible emotional reactions? Have parents been informed- and has the study process been fully explained to  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   them? Have you confirmed that all details will remain confidential by ensuring all documents are anonymous? Date: 10 January 2017 Dear parents/guardian I am writing to ask for permission to observe your child as part of my university course. All information about your child would be kept as confidential. Thank you for your support. I †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. give permission to †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. to observe my child Sign†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Date†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Name of observer: Aamna. (nursery nurse) Name of child: child A Date of observation: 4/01/17 Starting time: 3:30pm Finishing time: 3:40pm No of adults involved: 1 No of children involved: 3 Area of observation: home corner, constructive area, quite area and mathematic area (indoors) Aim: to observe child A while playing Objective: to analyse how child A interacts with others This is a brief snap of child A interacting with adults and other individuals within the setting. Its a Wednesday afternoon just after teatime and child A begins to play with child B who is the same age as child A. Child A starts in the home corner and continues the day playing with other activities. Child A begins to play in the home corner area and pretends to be a policeman and says hands up to himself. Child A appears to be searching for something and pulls out a police uniform jacket and he proceeds to put the jacket on himself inside out, he then looks under the other uniform jackets. I interrupt child A and ask him what he is looking. He does not respond, he finds a briefcase with pretend injections, bandages and a stethoscope. He then takes the policeman jacket and places it back in the correct place. Child A picks the stethoscope and places it around his neck backwards. He looks down at a doctors shirt and grabs the shirt briskly with one hand and quickly clutches it close to his chest. Child A then attempts to put the shirt on, he starts by putting his right arm into the right sleeve and the left arm into the left sleeve. He then pulls it down from the back and closes the buttons starting from the bottom up to the top. Once he has completed closing the buttons he stops and sighs out loud with his hands on his waist. He then sits on the floor with his legs crossed and wiggles his bottom. Child A places the diaphragm on child Bs shoulder, child B then places the diaphragm part on left side of his chest demonstrating, as child B lets go of the stethoscope child A takes it off his chest and tries to put it on himself. Child A attempts then to put it on Child B again the same way child B demonstrated but still puts it the other way round with the diaphragm on child Bs shoulder again. Child A sighs and throws the stethoscope onto the floor with force, after throwing the stethoscope he crosses his arms and frowns at the ground with his eyes towards the floor. From the corner of his eye he slowly looks around, as he slowly looks up again he notices me looking at him. He begins to smile and takes the stethoscope from the floor and apologises to the stethoscope. He now looks up at child B walking towards the constructive area and walks after him. As he walk s towards the constructive area with his hands swinging from left to right and proceeds to sit on his knees and grabs onto a toy car with his left hand and says look I have a blue car, what colour do you have?. Child B responds by saying my car is green, I have this one at home and child A nods his head up and down. Child A suddenly jumps up and runs towards the quite area and begins spinning three times with his hands swinging up and down, he falls onto his knees whilst laughing and says wow Im dizzy.   He jumps right up with his hands in the air and continues spinning round. He catches his breath and places his hands onto his head whilst attempting to sit back on the floor and makes a woo woo sound.   He moves his head round repeatedly but this time in slow motion with his eyes closed. After two full minutes he stands up and   choses another table activity. Now Child A proceeds to the mathematic table which contains unifix cubes. Child A stands still with his right hand on t he side of his head and looks around the table and finds a seat and walks towards it, he pulls the seat and sits then, puts both of his legs under the table he then places both hands at the sides of the chair and tucks himself under the table. He reaches out for the cubes which are placed in the middle of the table. Child C snatches the unifix cubes from child As hands, child A looks directly at child C face and says sharing is caring with his hands on his waist with his left eyebrow raised. Child C gives the cubes back into child As hand Child A then starts to attach each unifix cube together. While picking up the cubes he says the colours of the cubes and the number of how many cubes there are in a low toned voice one is yellow, two is green and three is red, he continues up to ten then looks around to see if anyone is looking at him with his head down and rolls his eyes to the right corner of his eyes. With the unifix cubes he builds a long line and says this is the wall in my ga rden and its big, big, big. As he uses the word big he moves his right hand up on top of his head. After creates a oval shape and claims to say its a hippopotamus by saying Im a hippopotamus and you cant catch me in a deep voice with his hands by his side and rocks on his chair from left to right. Child A separates the cubes one by one and places the cube back into the middle of the table. He stands up and walks behind the chair and tries to tuck it under the table using both of his hands on the sides of the chair and crouches down. He now stands back up and runs towards the writing area and picks a colour pencil and a piece of paper for himself and for child B, then walks back to the mathematics area. As he gives the coloured pencil to child B he says here you go and passes on the pencil to child B. He then starts to draw lines with a red colour pencil onto a piece of paper, he grips the colour pencil by placing the all four fingers and his thumb sticking out towards him with his right hand and says look the cubes are like the cubes I made before to child B with a smile. Child B attempts to hold the coloured pencil, the pencil keeps falling out of his hands and ends up onto the floor. Child A looks at the floor to pick the pencil up for child B and helps child B on how to hold the pencil as he says this is how you hold it in your hand. Child A was included as the socially active child in this scenario of observation. The social, personal and emotional development can be noted through observing the behaviour, responses, and interaction with the other children within this setting. I would describe child A to be going through various stages of developmental experiences, and learning curves.   The theorist Jean Piaget   suggests four types of stages for cognitive development, in my observation it would specifically be looking at the preoperational stage (2-7 years). Within this stage Piaget speaks about the children of this age group that are able to analyse symbolically. In the first area of observation in the home corner, for when child A is experimenting with the police uniforms and the doctors briefcase child A seems to show a general awareness of the nature of a stethoscope and its connection to the doctors shirt which he wore prior to selecting the instrument this would symbolise that he might have a interest to work within healthcare for example. This kind of imaginative play could perhaps influence their occupation as they grow older. In this area Child A faces his first interaction with Child B who in this instance appears to be more advanced, he attempts to correct and teach Child A the correct way of placing the diaphragm through active learning. Jean Piaget   relates cognitive, moral, and emotional development. In his opinion, cognitive and emotional development show parallel,   courses of development, with cognition providing the structure and emotion the energy of development. Just as children go through stages of cognitive developme nt, they likewise display emotional development and understanding new   emotional expressions and experiences which are characteristics of different levels of development. Although my presence might have caused a bias in the childs natural behaviour I was able to see his response to his reaction as he threw the stethoscope aggressively in frustration and when he notices the presence of an adult he quickly says sorry to the stethoscope and smiled. Vygotsky suggested that social interaction within cognitive development would develop while socialising first. This means that most individuals would look to see how parents behaviour are towards things, watching the way they speak and then they would try to imitate them just as child A imitates conversational skills through discussing the toy cars they are playing with and identify the colours of the car. Play and playfulness is categorized into three key areas, imagination and creativity, playful exploration, problem solving and dizzy play. Dizzy play consists of rough play, tumbling humour and language play such as seen with Child A as he spins around saying woo and announcing wow im dizzy   expressing pure joy and a burst of physical energy release. On the mathematics table Child A is confronted by Child C, in this scenario Child C expresses a negative action by snatching from Child A in an aggressive manner. Child C handles this situation in a very emotionally respectful manner, he quotes sharing is caring which immediately diffuses a potential clash and encourages Child C to return the cubes. This was one of the most interesting parts of child to child interaction within this observation, as this showed an advanced development of empathy within Child A which usually begins to develop as toddlers where the concept of i and me begins. Child A shows the understanding of not only his own but the emotional needs of those around him Theorist such as Glassman, (2000) develops ideas for behaviourism and demonstrates ways of observing to   understand development. He also mentions a focus on learning. He suggests that learning means changes in behaviour which indicates experiences and interactions in an environment. This explains and demonstrates child A focusing on learning when Child B shows him how to use the stethoscope, which allows him to learn how to use it. As child A changes his choice of profession from being a policeman to a doctor, his behaviour also changes. The reason for the change was that he wasnt able to find the hat but found the briefcase without struggling. This is a result of child A experiencing and interacting within the environment. In this observation I mainly focused on what child A was able to do rather than what he couldnt do. Vygotsky includes in his theory about emphasis childrens capability and the partnership between the child and adult as the same between me and child A. Within this observation child A has demonstrated many skills as he becomes active to the use of his body movement whilst playing, he interacts with the environmental materials and people around him. Child A communicates as he shares his thoughts and information through playing with child B and other practitioners. He communicated verbally with some simple sentences. He shows excitement and having fun while playing with the different areas. Child A absorbed himself, concentrated and thought about what activities he involved himself with. Interacting was the main skill developed by child A as he formed this action a couple times during the observation. My observation was thorough and well, and through watching small emotional signs and reactions to different scenarios I was able to understand through a more practical approach about the emotional development of a child at play he interacts with children of different stages of development themselves. Reference list: Fromberg, D.P. (1990). Play issues in early childhood education. In Seedfeldt, C. (Ed.), Continuing issues in early childhood education, (pp. 223-243). Columbus, OH: Merrill. Frost, J.L. (1992). Play and playscapes. Albany, NY: Delmar. G Department for Education, 2012. Statutory Framework for the Early Years Foundation Stage. (EYFS). London: Early Education Palaiologou, I. (2012) Child observation. 2nd ed. London: Sage Publications Ltd.

Shakespeare without all those Words :: essays research papers

After reading the chapter Shakespeare without all those Words, I have to agree with the arguments in it. Although I am no pro on Shakespeare or not even a repetitive reader of his works I tend to believe that what is said throughout the chapter to be true like many of the great masterpieces of our era. The meanings get lost over time and through manipulation.   Ã‚  Ã‚  Ã‚  Ã‚  In today’s society everyone wants the gratification of something without putting the effort in to achieve it. The inexperienced reader Shakespeare may take many, many readings before it becomes clear. Were a â€Å"Now† society, we want the quickest, easiest way for everything and expect to get the same effect of the original Shakespearian readers.   Ã‚  Ã‚  Ã‚  Ã‚  The section in the chapter where you speak of the plays becoming something unlike the written play or as far off the mark as possible, is true and bothersome. Writers and directors today want the notoriety that the name Shakespeare brings but then shames the playwright itself. They put their own spin on it, to make it more appealing to the audience or less time consuming. In doing so your missing a great deal of the play and usually it ends up being the core of the story. Audiences walk away without a true understanding of Shakespeare but a twisted and misconstrued idea.   Ã‚  Ã‚  Ã‚  Ã‚  The world in which we live is all about theatrics, exaggerations, fabrications, as well as, entertainment. As you pointed on in the chapter the works of Franco Zeffirelli’s film version of The Taming of the Shrew was only 30% of actual Shakespeare leaving 70% for his own interpretation plus plenty of room for entertainment. What’s the point then? Why even claim its Shakespeare? Answer, they know the name will allure the audience to the play. That being said the people are their under the false pretense that their there for Shakespeare. Not the Shakespeare that has been twisted, turned, tied into the interpretation that feels it’s necessary to draw on the name of someone else’s merits to allure an audience. Its okay for writers to use the name Shakespeare but when it comes to his works apparently many believe they’re not good enough to entertain.   Ã‚  Ã‚  Ã‚  Ã‚  With all this being said I also agree that today’s’ society is not the same as it was when Shakespeare was more prevalent. Today’s population span is less; people have more distractions and less room in their life’s for intellect.

Maternal Filicide And Mental Illness Health And Social Care Essay

The intent of this paper is to look into and place the common factors that influence maternal filicide, and its relationship to mental/psychological upsets within the culprits. Filicide has been defined as the knowing act of a parent/guardian killing her or his ain kid ( Putkonen, Amon, Almiron, Cederwall, Eronen, Klier, Kjelsberg, Weizmann-Henelius, 2009 ) . There are two subcategories that branch from filicide which include infanticide and neonaticide. Infanticide is best described as the slaying of a 1 ‘s ain kid that is younger than one twelvemonth. Whereas, neonaticide is the violent death of a kid that has been born non more than 24 hours earlier ( Putkonen, et Al, 2009 ) . Surprisingly, this act is non uncommon and has been reported to take topographic point all around the universe. Previous surveies have found that filicide has taken topographic point in 3rd universe states such as Bolivia in under developed communities ( Hilari, Condori, Dearden, 2009 ) , and besides i n states such as England, China and France ( McKee, 2006 ) . Although this act is practiced around the Earth, there is really small information and research recorded about the subject. Filicide is a really sensitive issue and is hard for most to hold an unfastened treatment about the topic. Past surveies include Putkonen et Al. ( 2009 ) , and their research on filicide in Austria and Finland. The intent of their survey was to analyze the common traits between filicide culprits and if these persons shared any psychological upsets. In order to carry on this survey the research workers had to garner all filicide instances that occur between 1995 and 2005. They examined factors such as motivation, method of offense, relationship between culprit and victim, and mental wellness intervention of the culprit. They besides took into history the poisoning of the executor during the filicide act. Other research in this country included the work by Kauppi, Kumpulainen, Vanamo, Merikanto, and Kar kola ( 2007 ) where 10 female parents that committed filicide were examine to see the relationship between filicide and maternal depression. In all instances, female parents showed marks of crossness, shouting for long periods of clip without cause or ground, weariness, anxiousness among other symptoms that are common in depression. The research workers did non interview the adult females nevertheless were able to look into the similarities that lead to the slaying and the common factors after the act was committed. These two research surveies were examined in Finland and Austria. Hilari, Condori, and Dearden ( 2009 ) , besides looked at parents that committed filicide nevertheless examined the pattern in Bolivia. They explored two communities within Bolivia and found that unlike the yesteryear to surveies the grounds for filicide were frequently due to biological defects of the kid or societal factors within the community. Their research looked at how the autochthonal people of Bol ivia justified the violent death of kids. Most frequently, the slaying of a kid went unnoticed as the kid life was taken within 24 hours of birth. Oberman andMeyer ( 2009 ) surveies the societal economic well being of adult females that have committed filicide. They interviewed adult females that have been convicted with the offense and found similarities in societal environment, household history, and instruction degree. Their research brings to illume a universe that is unknown to most other persons. The intent of their survey was to take the reader into the heads of these adult females and to see what the rational was when make up one's minding to perpetrate the act of filicide. Their findings revealed that most adult females that performed filicide are non making it out of hate for the kid ; instead it was due to confusion and a sense of non being able to supply for the kid. This paper intends to look into each article in farther item and determine if there are commonalties between the topics and their mental province, their socio-economic environment, educational degrees, and household history. This paper will besides propose other patterns and resources that can be attempted by adult females who find themselves in this type of state of affairs as all signifiers of filicide should be avoided. Obeman and Meyer ( 2009 ) wrote a book that discussed maternal filicide and different interviews that were made in prison on female parents who were convicted of this offense. The writers explained how most of these adult females felt uncomfortable and would non desire to discourse it in general. Obeman et Al. ‘s ( 2009 ) conducted face-to-face interviews at the Ohio State Reformatory. They explained how the givens ‘ that were made of these adult females slaying their kids were non ever accurate. Their options based on their societal and familial systems were really restricted and limited. The writers explained how most of these adult females expressed themselves as non holding a topographic point that should experience safe, when it was suppose to experience like place ( Obeman et al. , 2009 ) . Many common factors were attributed to these adult females such as ; fright, economic want, isolation and deficiency of fiscal support. The female parents normally indicated a de ficiency of instruction, emotion and really minimum medical support ( Obeman et al. , 2009 ) . Physical, mental, and emotional maltreatment were normally early symptoms that these persons experienced prior and after the filicide were committed. Obeman et Al. ‘s ( 2009 ) identified history of maltreatment in the household that factored these adult females ‘s behavior throughout their lives. The book explained how these adult females struggled against the odds of being good female parents to protect themselves and their kids. In add-on, the female parents normally fought back against the power of maltreatment they were sing with their spouse ( Obeman et al. , 2009 ) . Most of the clip, for some of these adult females they thought that giving up was safer so contending back. The writers identified some external support that came from caring others. This normally gave them a self-awareness of their ain strength ( Obeman et al. , 2009 ) . The female parents were normally isolated by fright of their ain spouse. Most of them were besides affected with mental unwellnesss ( Obeman et al. , 2009 ) . The book explains how the U.S justness system purely relies more on requital oppose to rehabilitation. In add-on, there appears to be more of a broad assortment of shelters for animate beings so there is for people ( Obeman et al. , 2009 ) . They explained how these adult females travel on a painful procedure to accept who they are, and what they have done. Many of the issues that the female parents faced was non cognizing where to happen aid, how to entree it, and whom to swear ( Obeman et al. , 2009 ) . Kauppi, Kumpulainen, Vanamo, Merikanto, Karkola ( 2008 ) besides conducted research on female parents that committed filicide. There were unable to interview the adult females in their survey nevertheless were able to recover informations on their mental wellness after kid birth, and household history which included opprobrious parents being surrounded in an alcoholic environment. They were besides able to obtain information on the kids that were murdered. Their survey provided information that indicated that none of the births were unwanted. When the babes were born, all showed good wellness and had no marks of upsets or malformations. It was stated that the motivation behind all filicide instances examined were non of selfish nature. Majority of the female parents believed that the universe was a bad topographic point and that it was non the topographic point for a kid to be raised. Six out of the 10 adult females in this survey tried to perpetrate self-destruction after slaying their kid. An of import factor that was discovered in this survey was that in most instances the individual responsible for the decease of the kid had a hard childhood with demanding parents and a deficiency of emotional support ( Kauppi et. Al, 2008 ) . The research workers of this survey besides found that more than 50 % of the adult females were abandoned by their ain female parents during their childhood. In the scrutiny stage, in four instances the femal e parents were diagnosed with some sort of depression such as ; postpartum depression, major depression and psychotic depression ( Kauppi et. Al, 2008 ) . Keeping in head, none of these adult females were convicted in the tribunal. In most instances, the female parents ne'er wanted to be left entirely with their babes as it would do symptoms to increase in badness. Other symptoms developed when the kid was left entirely with female parent which included but are non limited to hallucinations and anxiousness ( Kauppi et.al, 2008 ) . Another book reappraisal written by Mckee ( 2006 ) , examined the gender differences within the filicide population. Statisticss showed that within the population forty seven per centum of female parents were the culprit and 50 three per centum of male parents committed the act of filicide. Mckee ( 2006 ) found that kids under 1 twelvemonth old were more vulnerable to filicide than kids over the age of one. In the United Kingdom, future research suggest about 10 to 20 maternal filicide instances will be committed annually ( Mckee, 2006 ) . The United States averages 256 filicide instances per twelvemonth. Reasons for this high sum of filicide instances in developed states include economic want, lower educational degrees and a deficiency of resources that guide and help immature female parents when faced with postpartum depression ( Oberman, Meyer, 2009 ) . Mckee`s ( 2006 ) book discusses prevalence rates and old research completed on maternal filicide. In add-on, hazard appraisals an d direction schemes are besides analysed for this peculiar country homicide. Mckee ( 2006 ) discovered five wide classs of maternal filicide. These classs include rejection, mental unwellness, unintended, antisocial, and revenge. By utilizing instance illustrations, Mckee explains his â€Å" Maternal Filicide Risk Matrix â€Å" . This explains the association of the mother`s unprotected cell and protective factors based on two dimensions. These dimensions are known as phase and sphere. This tool must include hazard intercession points for each phase of maternity and gestation. Unfortunately, the appraisal is non through empirical observation validated. The writer besides discusses different rules and their strengths and failing of the â€Å" Maternal Filicide Risk Matrix â€Å" . He besides argues the sum of abandoned kids who are ne'er found and job specifying the cause of decease may be the prevalence of female parent who kills. The last article in this reappraisal, written by Hilari, Condori, Dearden ( 2009 ) took a different attack to look into filicide instances. Their survey took topographic point in Bolivia where they examined the autochthonal people of two countries. The first country is Qaqachaka and had 38 communities participate in the survey. In the 2nd country is Ancoraimes which had 28 communities in the survey. The grounds why these countries were chosen are due to the surveillance systems that have been installed by the authorities to supervise the communities. The intent of their survey was to look into why households partake in filicide Acts of the Apostless. Unlike old literature examined in this reappraisal, the chief causes for filicide are due to biological and societal factors. Examples of biological factors include physical malformations and duplicate ship. In this civilization, when a female parent gives birth to male and female twins, it is seen as evil and is socially accepted to destruct both genders. As for the societal factors , the communities seldom excuse the liquidator ; nevertheless the life of the kid is taken within 24 hours after birth and is ne'er recorded. Often there is no disciplinary action as the slaying has gone unnoticed. Individual interviews and concentrate groups were besides utilized to derive informations. Findingss indicated that female filicide were higher in both countries, for illustration Qaqachaka had 14 deceases in entire, 13 in which were female. Qaqachaka besides recorded 20 times higher than neonatal mortality rate, compared to national rural norm. Some drawbacks to Hilari et Al. ( 2009 ) , research are that the communities surveillance under reported births as camera`s were non set up in individual`s places. Besides, information gathered from sources could hold been bias as many stated that they did non partake or witness the filicide instead heard about it through word of oral cavity. Discussion In most instances of filicide, in general frequently occur with immature adult females that come from a deprived childhood and low socio-economic position. Often these adult females lack the instruction to admit the effects of their actions. In most of these instances, there was a limited sum of resources and entree to seek aid. For female parents in these countries, there should be societal workers that are readily accessible to observe and mention early symptoms of postpartum depression and psychological/ behavioral upsets. Many of the restrictions that were common is these surveies were the deficiency of empirical grounds, and how many adult females did non desire to discourse the traumatic event. The fundss to convey psychologists and head-shrinkers into these lower income communities are unluckily non available. Weekly follow ups by the female parent ‘s household doctor would be a positive attack to placing certain behaviors that may take to temper upsets, which may ensue to filicidal Acts of the Apostless. Understanding each phase of the female parent ‘s gestation and parentage, these are the ideal stages to seek of import forms. To reason, this research has been reasonably new and different theories have been developed to better understand the rational of these murderous wrongdoers. Future research should obtain different methods and garner more information from past culprits to analyse and look into and develop proactive steps to forestall the act of maternal filicide.

Rodriguez, Anzaldua, and the American Dream Essay

Rodriguez, Anzaldua and the American Dream I find it interesting that while Rodriguez and Anzaldua came from comparable backgrounds they feel very differently about similar issues. Rodriguez believes that education should not be bilingual for children who come from Spanish speaking homes. Anzaldua on the other hand thinks that people should not be squashing the culture of these people, and should do what they can to help them preserve it. I think that in that sense one could compare Anzaldua and Rodriguez to the idea of American culture, as each are one extreme of how we view it. On the one hand we have Anzaldua, the idea that America is a melting pot, combining all of the different cultures of the different people living here to come up†¦show more content†¦Both were trying their best to cope with the fact that the they’re schools would not let them speak Spanish, as Anzaldua says, â€Å"I remember being caught speaking Spanish at recess-that was good for three licks on the knuckles with a sharp ruler. I rem ember being sent to the corner of the classroom for â€Å"talking back† to the Anglo teacher when all I was trying to do was tell her how to pronounce my name. â€Å"If you want to be American, speak ‘American.’ If you don’t like it, go back to Mexico where you belong.† Both solutions have merits and downsides. Anzaldua still has her culture from when she was a child. She therefore can still be as close to her family. However she now has to constantly defend her culture from other people, and she has to speak in a manner other than the one she is most comfortable with. Rodriguez has the ability to speak in the manner he is most comfortable, as English, specifically Standard Written English, is the language he made himself most comfortable with. However he has lost the connection he had with his family, and seemingly just his ability to connect to people easily to a certain degree as well. I say this because he talked about how one day he looked up f rom studying only to find he did not know any of the people who he saw all the time, that the accomplishment he felt was hollow, and not as he thought itShow MoreRelatedEssays: Spanish Language1643 Words   |  7 Pageslearn the primary language, English. By learning the language of the new world they have entered, they are slowly giving up the culture and language from which they came from. People who have trouble learning English and changing according to the American culture are often looked down upon. In Richard Rodriguezs, Aria: A Memoir of a Bilingual Childhood we see how the author struggles to find his public identity and in Gloria Anzaldà ºas, How to Tame a Wild Tongue we see how the writer showsRead MoreThe Value Of Wisdom And Experiences1339 Words   |  6 Pagesor even if non-Indian teachers believe that Indian children are stupid. Similarly, in â€Å"Learning to Read and Write,† Frederick Douglass demonstrates that slaves are entitled to have the same right s to learn about reading and writing as any other Americans. He testifies that his masters, including his fellow slaves believe that slavery and education were not compatible. Moreover, in â€Å"On Keeping a Notebook,† Joan Didion conveys that she masters writing through examining her own writing on a piece ofRead MoreThe Joy Of Reading And Writing : Superman And Me, By Sherman Alexie1359 Words   |  6 Pagesor even when non-Indian teachers believe that Indian children are stupid. Similarly, in â€Å"Learning to Read and Write,† Frederick Douglass demonstrates that slaves are entitled to have the same rights to learn about reading and writing as any other Americans. He testifies that his masters, including his fellow slaves believe that slavery and education were not compatible. Moreover, in â€Å"On Keeping a Notebook,† Joan Didion stereotypes herself by constantly questioning her own writing due to her lack of