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Final

HUMA 1970 Final exam review.docx

7 Pages
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Department
Humanities
Course Code
HUMA 1970
Professor
Cheryl Cowdy- Crawford

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HUMA1970 Final exam review People and words • Sheila Egoff: untill 1500 years ago books were for lesson moral but later it became for design (reading for pleasure) no moral intend • Margaret Mead and Boaz (Samoa): is adolescence a biological period of angst or is it culturally defined? • Charles Perrault: children should listen to parent not the get in trouble • John Locke: children learn through playing children can make their own decisions • John Rowe Townsend: there are stories that are for adult talks about children but not for children to read/ distinguishes b/t children’s reading matter in Written for children • William Corsaro: studied how young children talk to each other • Neil Postman: the disappearance of childhood-book, blames electronic media for decline of modern civilization in a way that it decreases our ability to think critically • Albert Cohen: Criminologist who explores idea of subculture and youth • Pierre Bourdieu: introduced cultural capital and Habitus • Karl Groos: children play b.c they are young and frolicsome/ necessary to find time to play and learn complex skills to research adult maturity • Jean Piaget (Play stages-opportunity for children to practice new and emerging skills): Saw play as opportunity for children to practice new skills where failures do not have a serious consequences (See table on Page7) • Les Vygotsky (play as a tool to extend skills): encourages play for children to explore of talk, think, feel and behave/ children should engage in make-believe play • Sigmud Freud (place for children to enact difficult situation in order to control them): child’s inner world can be revealed through play in psychologically/ studied 18 mths old grandson threw an object out of view and long sound of gone. Grandson repeated that that game again and Freud suggested that grandson experienced absence of his mom/ children’s play sees as a way to express feelings/ • Peter and Iona Opie: created idea that children’s play culture exists through games and activities • Willian Thoms: created the term “folklore” in the mid 19 Century as cultural products which deals with customs, observations and superstition, combining with genres • Robert Selman: has a hypothesis about the way children construe, understand and represent other people’s point a view. One of most common one was the dilemma between friendships/ four stages of • Momentary physical play mate(3-5): define friends in shared activities and geographical associations: they are the children they play with, live nearby and go same school • One way assistance (6-8): friends who helps you or does things that pleas you. Become aware of another’s like/dislikes, reciprocal • Fairweather Co-operation(9-12): understand as they evaluate actions of their friends: make judgements about them • Mutual Concern(11-15): take perspective of others, when they talk about friend, they are referring to psychological not physical • Don Tapscott:American Journalist/ media consultant/ support postman’s diagnosis, but interpret in different way media is empowerment to young ppl of new tools to think with, speak with, and play with in internet • G.H. Mead: Developmental language/ how does children learn language through play (role play) • Gregory Bateson: play as communication/ metacommunication needed for play to take place • Johan Huzinga: people becoming worse/ more violence/ a decline in civilization observed through the study of play • Allison James: anthropologist who says each child is at a different stage of friendship with different People/ it is through discrete (별별, separate) performance that children learn about and experience friendships • Peter Martins: it is important to understand the forms a friendship takes, depend on geographical, social context. • Rousseau: sees that play of Romantic discourse on childhood and naturally creative which adults lost touch as they get old • Media determinism • Media determine children; media shapes the child, Chapter one (play and the cultures of childhood) • Types of development through play o Cognitive/linguistic/ intellectual development o Communicative development (meta linguistic/ meta communicative) o Emotional development o Physical development o Personal/ identity development o Social development o Cultural development • Peter and Iona Opie o Study of children’s expressive cultures o First hand observations of children’s culture on the play ground o Historical perspective of play (Rousseau) o Types of development through play (biological, cognitive, linguistic, emotional, social culture) o Study of folklore (Opie and Opie) o Play of toys in play Chapter Two (Children’s friendship) • Understand childhood from a child’s perspective o There are many things that the text talks about  Age: de
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