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Reply to peer DiscussionREPLY TO PEER DISCUSSION, W/C 200
Jessica Gonzalez,
Reply to peer Discussion When recalling a repetitive script during my childhood; I always picture my elementary school routine, 4th grade to be exact. I recall waking up every morning to toast which was always my favorite choice of “breakfast”, I have never really been a good eater in the mornings. After eating I would get ready for school and meet a handful of my classmates outside their homes, our school was close so we would all walk there in a group. Once we arrived on campus we would go to the cafeteria, everyone would grab breakfast except for me, I would just grab milk. After that we would all go to the pavilion and sit with other classmates until the bell rang. Once school was over the same group that walked in the morning would meet at the school fence for our afternoon walks. I remember we would always stop for Slurpee’s prior to starting our journey back. Once we made it into our neighborhood everyone would go their ways and get inside. After getting all our homework done, we would all meet outside and play until being called by our parents for dinner or other reasons. This routine stuck with me throughout the years, to the point where I find myself walking my children to school and stopping for slurpees on the way back, there are times we can’t get this done, however I try my best to implement it due to me having a great connecting experience during those walks to and from school. It became our moment to bond and have plenty of kid talk. This routine did change eventually due to everyone getting older, connecting with new friends and having other interests. Reply to peer Discussion
In my opinion, I agree with Nelson’s perspective of preschool children being exposed to a script. I have witnessed these scripts or routines have a major impact on my 4-year-old and her performance. Exposing her to preschool has given her the drive to want to excel in class performance due to the positive attention she receives when she achieves a milestone during class. SO much that when she gets home she wants to continue learning things and shell insist it be in a class approach, one where I can “grade” or prize her for her achievement at home.
WC:381
References:
Reference: Galotti, K. M. (2017). Cognitive Development: Infancy through adolescence (2nd ed.). Sage.