ELEVENTH GRADE Erikson: This year I had a serious boyfriend that I had been going out with for over a year. This again shows how Gilligan that girls were brought up with a natural nurturing and caring ability. I took great care in my friendships and when something went wrong, I would be crushed. TENTH GRADE Gilligan: I began to pick relationships carefully in order to avoid being hurt. I was at the point where I began to be able to think like this and act accordingly. We began to pick apart literature and find the deeper meanings in everything that we did. NINTH GRADE Piaget: In ninth grade all learning in school took the path of Formal thinking. I got paranoid worrying about what other people thought and began to act different and change myself in order to fit in, hoping that people saw me in a good light. I began to dress in all brand named clothes and constantly thought about how other people viewed me. EIGHTH GRADE Cooley: Yet, again I began to worry how others saw me. I began to do things for myself and what others around me thought rather than my parents. We were all trying to fit in and find groups that made us feel like we belonged. This is a perfect example of Erikson's fifth step, identity vs. We had to meet new people and re - organize our social groups. We were meshed together with a bunch of strangers that we didn't know. SEVENTH GRADE Erikson: Seventh grade was a new experiance for everyone.
It taught us how to adjust to a completley new lifestyle for a few days. There were new rules and we had more rights and freedom then ever before. It was the first time that I had been away from my parents for an extended period of time. SIXTH GRADE Kohlberg: This was the year that our class took a trip to Nature's Classroom. We were able to begin thinking bastractly to solve problems. FIFTH GRADE Piaget: In fifth grade we started using some algebra type math and also began reading critically which shows that by then most of us had reached the Concrete thinking phase. It was the first year I started to worry about fitting in. I began to wonder how other people viewed me and started to dress and act accordingly.
FOURTH GRADE Cooley: Fourth grade was the first year that I really remember caring what other people thought of me. This rule was drilled into be back in third grade and still sits with me and most of my friends to this day. THIRD GRADE Mead: In third grade our teacher made our classroom live by the golden rule. I remember after sneaking away from the block party feeling some remorse for doing something that I wasn't supposed to do but the feeling of adventure overpowered that. SECOND GRADE Erikson: In second grade my cousin and I snuck away at a block party in order to ride a hayride that our parents wouldn't let us do.
Girls normally do not want to cause pain to others which is why they would rather be chased and not be the monster. This shows Gilligan's belief that girls grow up with a sense of nurturing. I would never want to be the monster and usually more boys ended up wanting to be the monster than girls. FIRST GRADE Gilligan: We used to play lava monster on the playground. The intelligence is demonstrated through symbols (the blocks representing the numbers). This shows the preoperational stage in action. We’ve broken our collection down into different categories, so you can quickly find just the right PPT template for your project! Almost of all of these PPT templates are free, but at the start of each section you’ll see one or two premium ones, just so you have that option to choose as well.Transcript: KINDERGARTEN Piaget: In kindergarten we did a lot of adding using blocks or other objects.
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