Assignment 7 - Katie Anne at 9

Katie Anne continues to score above average on math concepts, application problems and computation tests. Her verbal skills have improved and she now communicates where she is expected to (as opposed to her below average speaking skills as a pre-schooler). She has taken singing and piano lessons for two years. She is talented and enjoys them very much. Recently, she began playing the flute. Music comes easily to her. She still relishes physical activity and loves her organized soccer team. However, her spatial skills are well below average, possibly consistent with a learning disability. We will continue to monitor that. She still struggles with interpersonal skills. Her strong desire to please others makes her fearful in new situations, where she is still very slow to warm up.

Gender roles are found at school like teasing and chasing between boys and girls. We encourage Katie Anne to model mommy, something she enjoys doing but also want her to be exposed to other roles so daddy often cooks or vacuums. We also encourage Katie Anne’s love of physical activity, such as playing sports like soccer and catch. Dad is her soccer coach and mom plays catch with her. My attitude toward gender roles differs from the statement in our book that says parents have different expectations of boys and girls from birth (212, Berk). I make sure my children see dad cook dinner and mom mow the lawn. That way they begin to understand that no job is solely a woman’s or man’s job, but is instead part of being a family – we help each other and contribute to the good of the family. There are no girl's toys and boy's toys, just toys that interest a child. If my daughter likes legos and video games, she plays them, even though they may be a more traditional "boy" activity. Likewise, my boys play house and make believe that they are cooking and cleaning and doing laundry. What women wouldn't love that in a man?

Had Katie Anne been raised by parents in a lower SES, she may have exhibited more external characteristics such as obedience and neatness as discussed in our book (46, Berk). Instead we encourage her to explore her world through curiosity and self-direction. She may have been disciplined harshly and been commanded to perform tasks (46, Berk) instead of the warmth and verbal praise we offer. Had she have been raised by African American parents, she may not exhibit the attachment issues we’ve dealt with as our book states that those parents have more socially competent children (21, Berk).