Wednesday, May 5, 2010
RJA #15: Reflection
This class has been a huge challenge for me. I dropped another class to solely focus on the demand for this class. Overall, i believe this class has helped me in researching. I really believe this class has help me overcome my anxiety of taking online classes. I started an online class in my first year and it was the most challenging obstacle ever. I failed the class because i was unable to focus. i think by experiencing this class i was able to better focus my attention and try my best at all the assignments. I learned that there are very many ways to conduct research. My main accomplishment is that i was able to experience field researching. Hopefully, in the future i will be able to better research. I have learned a lot about children that will help me in my field of psychology. I think now that i understand a little more about children, i will be able to help counsel them better. It was very interesting learning about other topics that other students researched as well. I think that Jessica and Melinda did an excellent job on their project and i have learned a lot from them as well. Overall, i believe this class has helped me to become a better writer. This will benefit me in the future courses i take because i think i am more than ready to go out and research topics and how to write about them.
Monday, May 3, 2010
RJA #14b: Application Project References–
References
:, S. (n.d.). Imaginary friends, a made up story.. Squidoo : Welcome to Squidoo. Retrieved May 3, 2010, from http://www.squidoo.com/Imaginaryfriends
Imaginary Friend Helps Stories (Science Alert). (n.d.). Science Alert: Australia & NZ Science News, Scholarships, Jobs, Events. Retrieved May 3, 2010, from http://www.sciencealert.com.au/news/20090708-19525.html
Make-Believe : Imaginary Friends - I Used To Believe. (n.d.). The Childhood Beliefs Site - I Used To Believe. Retrieved May 3, 2010, from http://www.iusedtobelieve.com/make_believe/imaginary_friends/
Taylor, M. (1999). Imaginary Companions & the Children Who Create Them. New York: Oxford University Press, USA.
Tyler, J. (n.d.). Writing.Com: My Imaginary Friend Pt. 1. Writing.Com: Writers, Writing, Poetry, Creative Writing, Fiction Writing, Poetry Contests, Writing Contests. Retrieved May 3, 2010, from http://www.writing.com/main/view_item/item_id/1306820-My-Imaginary-Friend-Pt-1
:, S. (n.d.). Imaginary friends, a made up story.. Squidoo : Welcome to Squidoo. Retrieved May 3, 2010, from http://www.squidoo.com/Imaginaryfriends
Imaginary Friend Helps Stories (Science Alert). (n.d.). Science Alert: Australia & NZ Science News, Scholarships, Jobs, Events. Retrieved May 3, 2010, from http://www.sciencealert.com.au/news/20090708-19525.html
Make-Believe : Imaginary Friends - I Used To Believe. (n.d.). The Childhood Beliefs Site - I Used To Believe. Retrieved May 3, 2010, from http://www.iusedtobelieve.com/make_believe/imaginary_friends/
Taylor, M. (1999). Imaginary Companions & the Children Who Create Them. New York: Oxford University Press, USA.
Tyler, J. (n.d.). Writing.Com: My Imaginary Friend Pt. 1. Writing.Com: Writers, Writing, Poetry, Creative Writing, Fiction Writing, Poetry Contests, Writing Contests. Retrieved May 3, 2010, from http://www.writing.com/main/view_item/item_id/1306820-My-Imaginary-Friend-Pt-1
RJA #14a: Application Project Progress Report
I will be writing a story for my application project. The story will consist of the relationship between a child and their imaginary friend. The story will be written in third person as if i were the child. I really want this story to reflect on what an imaginary friend does for a child and what happens when they are no longer around.
So far i have gathered all the infromation i need to successfully create the story. I created an outline to help me organize the story. I have also created a list of the sources that will be useful to the story.
I need to continue writing my story. Once the story is complete, i still need to review and make any necessary changes. I then need to create an outline that will be used to organize my essay. Once i have completed that i will begin writing my essay.
So far i have gathered all the infromation i need to successfully create the story. I created an outline to help me organize the story. I have also created a list of the sources that will be useful to the story.
I need to continue writing my story. Once the story is complete, i still need to review and make any necessary changes. I then need to create an outline that will be used to organize my essay. Once i have completed that i will begin writing my essay.
Monday, April 26, 2010
RJA #13c: Application Project Example
My Imaginary Friend Pt 1 by Joshua Taylor (http://www.writing.com/main/view_item/item_id/1306820-My-Imaginary-Friend-Pt-1)
Ridiculed laughter was always a living nightmare for eight-year-old Geoffrey “Geoffey” Mantis. Geoffey always kept to himself, he never did have any friends. Sitting alone in his corner of the classroom at his elementary school, Geoffey always had his Dr. Destructo action figure. No one ever bothered with Geoffey for one reason or another. Teachers, classmates, and even school counselors all agreed on one thing, Geoffey was special. No, not special as in mentally or physically handicapped. Geoffey was just a one-of-a-kind special type of kid.
Geoffrey Mantis topped out at four feet and three inches. He was the tallest kid in his class, and skinny as a stick, weighing only about 60 pounds. If it was not for Geoffey’s height or weight that had people noticing him, it was his bright fire red hair. His hair made a pouf on the top of his head, and it was bright; you would take a double-glance back because you thought you just walked past a clown in the middle of Folkswood Elementary. But it was not his hair, height, nor his weight that the bullies made fun of him for. Geoffey’s glasses, the size of two magnifying glasses placed next to each other, and as thick as the bottom of an old soda bottle, were the reason for his ridicule. Geoffey was also the first kid in his grade to get braces. Braces were not the “coolest” thing to have in the third grade, especially if you were not a “cool” kid.
So Geoffey sat alone in his corner playing with his Dr. Destructo like any other day. Dr. Destructo just destroyed an alphabet block model of San Francisco, only 30 miles from Folkswood Elementary (Geoffey at times would stare out the window at the Golden Gate Bridge thinking ‘That bridge really stands out . . . just like me. But I bet big bullies don’t pick on that bridge. That bridge could crush big bullies, but not Dr. Destructo. Dr. Destructo could destroy that bridge no problem.’). Crashing and laser firing noises ejaculated from Geoffey’s mouth, his arms gesticulating in an imitative manner of his action figure as it knocked over a block skyscraper. Geoffey placed down with care his beloved action figure to build up another building for Dr. Destructo to knock over. Amanda Baskett, the ‘Preppy Princess’ of the third grade, rushes over in her pretty pink dress to scoop up Dr. Destructo.
“Hey look, Brace-face is playing with Dollllls.” She announced to the class, waving the action figure back and forth like a pendulum by the action figures’ right foot. The entire class begins to laugh uncontrollably, pointing and sneering at Geoffey and Dr. Destructo. Amanda begins to imitate Dr. Destructo’s movement with her head; Amanda’s braided pigtail sway back and forth, looking like two playground swings swaying in the gentle breeze of a summer day.
“No he’s not,” Geoffrey said quietly to himself, he never let anyone insult Dr. Destructo, but then his voice begins to grow, “He’s a collectors 1923 first edition action figure that my grandfather gave to me. If you wouldn’t have a peanut brain you might of known that Miss Amanda Baskett-case.” That was what Geoffey’s parents called Amanda behind her back.
The entire class was in shock, some “Ooo-ed” while others gasped. A few children cheered Geoffey on and one even applauded. Amanda turned a bright red with furry, the same shade and hue as Geoffrey’s hair. She hurled Dr. Destructo across the room with as much force her little arms could carry that action figure, sending it crashing into a wall. Dr. Destructo, now known as Dr. Destructible, smashed into the wall and his arm fell off and broke into three places. Amanda averted her attention back to Geoffey. No one had ever made Amanda Baskett this angry before.
“You’re a jerk Geoffey! No one makes fun of me!” Amanda bellows as she pulls har arm back, ready to lash out in furry at Geoffey. At that moment that teacher, Mrs. Pross had Amanda’s tiny rage fuelled fist clasped in her own much larger hand. Mrs. Pross was a giant, muscular woman. Not only does she intimidate her class, she intimidates her husband. People say she looks like the old World War II propaganda character Rosie without the bandana. Many other people say that she could intimidate the Incredible Hulk if she had married him.
“In the hallway now, Miss Baskett,” Mrs. Pross demands of Amanda in her deep rich voice “I will not tolerate fighting in my class”. Amanda ran outside the classroom with the quickness of a frightened deer avoiding a car. The class knew Mrs. Pross approved corporal punishment, but they never knew if she actually beat a child. After the door closed behind Mrs. Pross, the classroom erupted in a roar of excitement, but mostly disappointment from the students who wanted to see a fight. Geoffey was now on his knees after he gathered up what was left of Dr. Destructo’s arm. Geoffey cups his hands around the broken pieces of the arm and he mourned the cold plastic that once was his only friend.
Don’t Worry Geoffey, everything will get better. The pieces of Dr. Destructo’s arm snap back to one piece and replace its self where it was once
connected.
I chose this short story because it represents the bond a child has with their imaginary friend. I like the fact that it explains how the imaginary friend helps the child. I believe this story can help me become inspired to create a different story somewhat like it. The story contains a child within the same ages of the common creators of imaginary friends. It gives us an example of how imaginary companions can also be personified objects and not just invisible beings. The imaginary companion is presented with a personality and name that fits it. I think this is a perfect example of how children interact with Imaginary Friends.
Ridiculed laughter was always a living nightmare for eight-year-old Geoffrey “Geoffey” Mantis. Geoffey always kept to himself, he never did have any friends. Sitting alone in his corner of the classroom at his elementary school, Geoffey always had his Dr. Destructo action figure. No one ever bothered with Geoffey for one reason or another. Teachers, classmates, and even school counselors all agreed on one thing, Geoffey was special. No, not special as in mentally or physically handicapped. Geoffey was just a one-of-a-kind special type of kid.
Geoffrey Mantis topped out at four feet and three inches. He was the tallest kid in his class, and skinny as a stick, weighing only about 60 pounds. If it was not for Geoffey’s height or weight that had people noticing him, it was his bright fire red hair. His hair made a pouf on the top of his head, and it was bright; you would take a double-glance back because you thought you just walked past a clown in the middle of Folkswood Elementary. But it was not his hair, height, nor his weight that the bullies made fun of him for. Geoffey’s glasses, the size of two magnifying glasses placed next to each other, and as thick as the bottom of an old soda bottle, were the reason for his ridicule. Geoffey was also the first kid in his grade to get braces. Braces were not the “coolest” thing to have in the third grade, especially if you were not a “cool” kid.
So Geoffey sat alone in his corner playing with his Dr. Destructo like any other day. Dr. Destructo just destroyed an alphabet block model of San Francisco, only 30 miles from Folkswood Elementary (Geoffey at times would stare out the window at the Golden Gate Bridge thinking ‘That bridge really stands out . . . just like me. But I bet big bullies don’t pick on that bridge. That bridge could crush big bullies, but not Dr. Destructo. Dr. Destructo could destroy that bridge no problem.’). Crashing and laser firing noises ejaculated from Geoffey’s mouth, his arms gesticulating in an imitative manner of his action figure as it knocked over a block skyscraper. Geoffey placed down with care his beloved action figure to build up another building for Dr. Destructo to knock over. Amanda Baskett, the ‘Preppy Princess’ of the third grade, rushes over in her pretty pink dress to scoop up Dr. Destructo.
“Hey look, Brace-face is playing with Dollllls.” She announced to the class, waving the action figure back and forth like a pendulum by the action figures’ right foot. The entire class begins to laugh uncontrollably, pointing and sneering at Geoffey and Dr. Destructo. Amanda begins to imitate Dr. Destructo’s movement with her head; Amanda’s braided pigtail sway back and forth, looking like two playground swings swaying in the gentle breeze of a summer day.
“No he’s not,” Geoffrey said quietly to himself, he never let anyone insult Dr. Destructo, but then his voice begins to grow, “He’s a collectors 1923 first edition action figure that my grandfather gave to me. If you wouldn’t have a peanut brain you might of known that Miss Amanda Baskett-case.” That was what Geoffey’s parents called Amanda behind her back.
The entire class was in shock, some “Ooo-ed” while others gasped. A few children cheered Geoffey on and one even applauded. Amanda turned a bright red with furry, the same shade and hue as Geoffrey’s hair. She hurled Dr. Destructo across the room with as much force her little arms could carry that action figure, sending it crashing into a wall. Dr. Destructo, now known as Dr. Destructible, smashed into the wall and his arm fell off and broke into three places. Amanda averted her attention back to Geoffey. No one had ever made Amanda Baskett this angry before.
“You’re a jerk Geoffey! No one makes fun of me!” Amanda bellows as she pulls har arm back, ready to lash out in furry at Geoffey. At that moment that teacher, Mrs. Pross had Amanda’s tiny rage fuelled fist clasped in her own much larger hand. Mrs. Pross was a giant, muscular woman. Not only does she intimidate her class, she intimidates her husband. People say she looks like the old World War II propaganda character Rosie without the bandana. Many other people say that she could intimidate the Incredible Hulk if she had married him.
“In the hallway now, Miss Baskett,” Mrs. Pross demands of Amanda in her deep rich voice “I will not tolerate fighting in my class”. Amanda ran outside the classroom with the quickness of a frightened deer avoiding a car. The class knew Mrs. Pross approved corporal punishment, but they never knew if she actually beat a child. After the door closed behind Mrs. Pross, the classroom erupted in a roar of excitement, but mostly disappointment from the students who wanted to see a fight. Geoffey was now on his knees after he gathered up what was left of Dr. Destructo’s arm. Geoffey cups his hands around the broken pieces of the arm and he mourned the cold plastic that once was his only friend.
Don’t Worry Geoffey, everything will get better. The pieces of Dr. Destructo’s arm snap back to one piece and replace its self where it was once
connected.
I chose this short story because it represents the bond a child has with their imaginary friend. I like the fact that it explains how the imaginary friend helps the child. I believe this story can help me become inspired to create a different story somewhat like it. The story contains a child within the same ages of the common creators of imaginary friends. It gives us an example of how imaginary companions can also be personified objects and not just invisible beings. The imaginary companion is presented with a personality and name that fits it. I think this is a perfect example of how children interact with Imaginary Friends.
RJA #13b: Application Project Plan
I decided to write a short story on a child and their imaginary friend. The story will present the relationship a child has with their imaginary friend through the child's eyes. The story will also represent the benefits a child receives when creating an imaginary friend. The story will incorporate the common ages that children create imaginary friends. The story will end with the imaginary friend going away by using one of the reasons i found in the book Imaginary Companions and the Children Who Create Them.
Sunday, April 25, 2010
Monday, April 19, 2010
RJA #12b: Field Research Report–
In my field research, I decided to interview a few friends on facebook. It was not as successful as I had hoped because I only had a few people who responded to the request. I do think that people I did get to interview provided me with helpful information.
When I asked:
1. Have you or any of your children had imaginary friends?
Three people responded and said that their child has or has had an imaginary friend.
One person told me they use to have an imaginary friend.
I also recieved a response from my own mother and she told me that out of all her children, I was the only one who had an imaginary friend.
2. How has this experience had an effect on you and/or your child? Was it a postive or negative impact?
One person viewed it as a negative experience. I was told their child currently has an imaginary friend. The mother said: "I think my youngest son has a imaginary friend cuz he is always talking to himself and he laughs when he is alone and I am sure he does. We ask him questions about it and he just says its his friend he won't give us a name or anything but we try not to pressure him to much about it but he is not consumed by it either. My son has had a negative impact. He is scared of him sometimes and doesn't want to go to his room to sleep but it doesn't make him behave badly. He doesn't tell us much except that he can be mean and he is scared of him sometimes but he hasn't seen him in a month or so. So I don't know if this helps you much or not but it's the only thing I can tell you about the experience."
Another source told me: "I had an imaginary dinosaur when I was three or four. i blamed him for everything bad or wrong I did. It hasn't been a bad experience for me because it got me out of trouble, i think it's mostly because my parents think it was weird that i had one. It might have been an interesting experience for them because they were tired of hearing me blame things on him. Let me know if this helps."
Another mother told me: "When my five year old was about 3 he developed two imaginary friends named Daisy and X. He's 5 and a half now and doesn't talk about them or to them much anymore, but it was pretty weird. I don't know where he came up with the names and personalities of them. But X was always the bad one and he would sometimes say that X told him to do things! lol He also told me that Daisy would always play with my make-up and stuff. No I do not believe it has had a negative impact. It wasn't scary for him or anything. And yes to the positive, in some ways. I think that through Daisy and X he has found a way to communicating with me through them and seeing what my reactions are. But who knows maybe he really does have "friends that he See's. LOL :) But it never got to the point where it was problem. Hope this helps."
My goal now is to see if I could find more people to respond to these questions and maybe try and use a different method by asking more questions.
When I asked:
1. Have you or any of your children had imaginary friends?
Three people responded and said that their child has or has had an imaginary friend.
One person told me they use to have an imaginary friend.
I also recieved a response from my own mother and she told me that out of all her children, I was the only one who had an imaginary friend.
2. How has this experience had an effect on you and/or your child? Was it a postive or negative impact?
One person viewed it as a negative experience. I was told their child currently has an imaginary friend. The mother said: "I think my youngest son has a imaginary friend cuz he is always talking to himself and he laughs when he is alone and I am sure he does. We ask him questions about it and he just says its his friend he won't give us a name or anything but we try not to pressure him to much about it but he is not consumed by it either. My son has had a negative impact. He is scared of him sometimes and doesn't want to go to his room to sleep but it doesn't make him behave badly. He doesn't tell us much except that he can be mean and he is scared of him sometimes but he hasn't seen him in a month or so. So I don't know if this helps you much or not but it's the only thing I can tell you about the experience."
Another source told me: "I had an imaginary dinosaur when I was three or four. i blamed him for everything bad or wrong I did. It hasn't been a bad experience for me because it got me out of trouble, i think it's mostly because my parents think it was weird that i had one. It might have been an interesting experience for them because they were tired of hearing me blame things on him. Let me know if this helps."
Another mother told me: "When my five year old was about 3 he developed two imaginary friends named Daisy and X. He's 5 and a half now and doesn't talk about them or to them much anymore, but it was pretty weird. I don't know where he came up with the names and personalities of them. But X was always the bad one and he would sometimes say that X told him to do things! lol He also told me that Daisy would always play with my make-up and stuff. No I do not believe it has had a negative impact. It wasn't scary for him or anything. And yes to the positive, in some ways. I think that through Daisy and X he has found a way to communicating with me through them and seeing what my reactions are. But who knows maybe he really does have "friends that he See's. LOL :) But it never got to the point where it was problem. Hope this helps."
My goal now is to see if I could find more people to respond to these questions and maybe try and use a different method by asking more questions.
RJA #12a: Annotated Bibliography, Part 3–
"Imaginary friends." raisingsuperchild.com. N.p., n.d. Web. 17 Apr. 2010. .
This article presents the different types of imaginary friends a child has. It features very brief information on the statistics that answer what types of children tend to create imaginary friends. Its a good source to use because it analyzes imaginary friends as a good thing for children. It allows parents to build a better perspective on imaginary friends and encourages them to support their child's imagination.
Simpson, Rachel. "Child Development: Imaginary Friends Revealed (Printer Friendly) - Child Development | Wondertime." Wondertime: Understanding Kids, Inspiring Parents - Joys of Parenting Young Kids (Toddlers). N.p., n.d. Web. 18 Apr. 2010..
This website provides a good source of information about imaginary friends. The article is basically provided to answer the questions that arise about having imaginary friends. The site is organized to differentiate the truth versus the myths involved with imaginary friends. It helps supports the idea that imaginary friends are a good thing for children.
TRINOFI, GABRIEL, and ELAINE REESE. "A Good Story: Children with Imaginary Companions Create Richer Narratives." Child Development 80.4 (2009): 1301-1313. Print.
This edition of the Child Development Journal reflects on the creativity that expands in a child with imaginary friends. It features the result of the case study conducted by the authors Trinofi and Reese. All the methods used to conduct the research are presented in in-depth detail. This article helps support the theory entailing Imaginary Companions help boost creativity.
Telegraph. "One in five young children have imaginary friends - Telegraph." Telegraph.co.uk: news, business, sport, the Daily Telegraph newspaper, Sunday Telegraph - Telegraph. N.p., n.d. Web. 19 Apr. 2010..
This is a short online news article but contains necessary information to present the argument on Imaginary Friends. The article is based on a study conducted in the UK about kids with imaginary friends. It offers the personality trait that suggest imaginary friends can be alter egos. It is based entirely on children in the UK but presents a good case.
This article presents the different types of imaginary friends a child has. It features very brief information on the statistics that answer what types of children tend to create imaginary friends. Its a good source to use because it analyzes imaginary friends as a good thing for children. It allows parents to build a better perspective on imaginary friends and encourages them to support their child's imagination.
Simpson, Rachel. "Child Development: Imaginary Friends Revealed (Printer Friendly) - Child Development | Wondertime." Wondertime: Understanding Kids, Inspiring Parents - Joys of Parenting Young Kids (Toddlers). N.p., n.d. Web. 18 Apr. 2010.
This website provides a good source of information about imaginary friends. The article is basically provided to answer the questions that arise about having imaginary friends. The site is organized to differentiate the truth versus the myths involved with imaginary friends. It helps supports the idea that imaginary friends are a good thing for children.
TRINOFI, GABRIEL, and ELAINE REESE. "A Good Story: Children with Imaginary Companions Create Richer Narratives." Child Development 80.4 (2009): 1301-1313. Print.
This edition of the Child Development Journal reflects on the creativity that expands in a child with imaginary friends. It features the result of the case study conducted by the authors Trinofi and Reese. All the methods used to conduct the research are presented in in-depth detail. This article helps support the theory entailing Imaginary Companions help boost creativity.
Telegraph. "One in five young children have imaginary friends - Telegraph." Telegraph.co.uk: news, business, sport, the Daily Telegraph newspaper, Sunday Telegraph - Telegraph. N.p., n.d. Web. 19 Apr. 2010.
This is a short online news article but contains necessary information to present the argument on Imaginary Friends. The article is based on a study conducted in the UK about kids with imaginary friends. It offers the personality trait that suggest imaginary friends can be alter egos. It is based entirely on children in the UK but presents a good case.
Tuesday, April 13, 2010
RJA #11: Annotated Bibliography, Part 2–
Ellis, Lisa. "When Imaginary Friends Come to Play." Health Information, Savings, Blogs and Support Groups. N.p., n.d. Web. 12 Apr. 2010.
. Lisa Ellis explains what she has learned about imaginary friends. This article is very infromative and she bases her research off of psychologists who have conducted studies on imaginary friends. The article features how common Imaginary friends are and how easily a child can change from one imaginary friend to another. It also explains other findings about imaginary friends that are vital to a better understanding about them. The goal of this article is to better educate people about the good that Imaginary friends do for children.
Hulbert, Ann. "New research on pretend friends. - By Ann Hulbert - Slate Magazine ." Slate Magazine. N.p., n.d. Web. 12 Apr. 2010.
Ann Hulbert wrote this article to answer the question: Are Imaginary companions good for children? She praises the development skills that are found in children who have had and have imaginary friends. This information helps provide relief to parents who discover their child has a broad imagination. She encourages parents to help a child create an imaginary friend if they have never had one.
Langholt, Alice. "Imaginary Friends - Life123." Articles And Answers About Life - Life123. N.p., n.d. Web. 12 Apr. 2010.
This article contains a lot of the information needed to obtain a better understanding of what life is like living with an imaginary friend. It presents the concerns of when having an imaginary friend becomes unhealthy. The author Alice Langholt briefly explains why a child develops this type of pretend play. It is necessary to use this resource as another example of how people interpret Imaginary companions.
Roby, Anna. "Imaginary Friendships Could Boost Child Development." Science Daily: News & Articles in Science, Health, Environment & Technology. N.p., n.d. Web. 12 Apr. 2010.
. Anna Roby is embarking on a research that proves that Imaginary Friends can help boost Child development. Many others have tested theories about children being able to quickly develop langauge skills through interaction with imaginary friends. This article focuses on the new belief that imaginary friends are good. In order to further investigate this belief, it explains what psychologist know about it and what Roby wants to further discover.
The Medical News. " Imaginary friends help children learn." THE MEDICAL NEWS from News-Medical.Net - Latest Medical News and Research from Around the World. N.p., n.d. Web. 12 Apr. 2010.
. This article talks about the research conducted by Dr Evan Kidd and his colleague Anna Roby. The research found that children who have imaginary friends are more capable of getting a point across than children without Imaginary friends. This is one of the language and social skills that develop during the interaction between the child and their friend. This information includes how many children have participated in the study.
Hulbert, Ann. "New research on pretend friends. - By Ann Hulbert - Slate Magazine ." Slate Magazine. N.p., n.d. Web. 12 Apr. 2010.
Ann Hulbert wrote this article to answer the question: Are Imaginary companions good for children? She praises the development skills that are found in children who have had and have imaginary friends. This information helps provide relief to parents who discover their child has a broad imagination. She encourages parents to help a child create an imaginary friend if they have never had one.
Langholt, Alice. "Imaginary Friends - Life123." Articles And Answers About Life - Life123. N.p., n.d. Web. 12 Apr. 2010.
This article contains a lot of the information needed to obtain a better understanding of what life is like living with an imaginary friend. It presents the concerns of when having an imaginary friend becomes unhealthy. The author Alice Langholt briefly explains why a child develops this type of pretend play. It is necessary to use this resource as another example of how people interpret Imaginary companions.
Roby, Anna. "Imaginary Friendships Could Boost Child Development." Science Daily: News & Articles in Science, Health, Environment & Technology. N.p., n.d. Web. 12 Apr. 2010.
The Medical News. " Imaginary friends help children learn." THE MEDICAL NEWS from News-Medical.Net - Latest Medical News and Research from Around the World. N.p., n.d. Web. 12 Apr. 2010.
Monday, April 5, 2010
RJA #10c: Ideas for the Application Project–
****A Personal Letter to my Mother****
I asked my mother if any of her children have had imaginary friends. Since I now know that I was the only one of her children that had an imaginary friend, it will be easy for me to construct a personal letter asking about that experience. The letter would suggest how it affected me and how I interacted with other children. It will also explain to her how the imaginary friend help mold me into the child I was. Instead of making the letter all about me, i would also like to ask her how it affected her and my father. I would like to ask if the imaginary friend developed before or after their divorce. Did I act out against the situation? How did I cope?
****Short Story****
I would like to demonstrate the arguments and the counterarguments into a story about a child and their imaginary friend. If I can suggest the behavioral issues involved with an imaginary friend, a short story would be a great example. The story will provide the assumptive age of children who create imaginary friends and exploit all of the characteristics of this type of child.
****News Article****
There are many things i can offer in a news article. I think the best option would be to write about Preschool and School age kids who have an imaginary friend. The article could provide the pros and cons of invisible buddies and how teachers/parents should react. It would also include what type of outcomes occur depending on how the adult reacts to the child.
****Editorial****
I could provide my own opinions on Imaginary Friends. I would also like to provide the input of other people who share the same opinions and views on the topic. I would explain why I think having imaginary friends is a healthy and normal part of development and what type of resources made me choose this argument.
I asked my mother if any of her children have had imaginary friends. Since I now know that I was the only one of her children that had an imaginary friend, it will be easy for me to construct a personal letter asking about that experience. The letter would suggest how it affected me and how I interacted with other children. It will also explain to her how the imaginary friend help mold me into the child I was. Instead of making the letter all about me, i would also like to ask her how it affected her and my father. I would like to ask if the imaginary friend developed before or after their divorce. Did I act out against the situation? How did I cope?
****Short Story****
I would like to demonstrate the arguments and the counterarguments into a story about a child and their imaginary friend. If I can suggest the behavioral issues involved with an imaginary friend, a short story would be a great example. The story will provide the assumptive age of children who create imaginary friends and exploit all of the characteristics of this type of child.
****News Article****
There are many things i can offer in a news article. I think the best option would be to write about Preschool and School age kids who have an imaginary friend. The article could provide the pros and cons of invisible buddies and how teachers/parents should react. It would also include what type of outcomes occur depending on how the adult reacts to the child.
****Editorial****
I could provide my own opinions on Imaginary Friends. I would also like to provide the input of other people who share the same opinions and views on the topic. I would explain why I think having imaginary friends is a healthy and normal part of development and what type of resources made me choose this argument.
RJA #10b: Progress Report for Argumentative Paper–
***WHAT I'VE DONE***
I have gathered most of the resources I need to complete my paper. After drafting an outline, I've organized the construction of my argument. I began reading Imaginary Companions and the Children Who Create Them and writing key points to help support my argument. I interviewed a couple of people on Facebook who have had an experience in dealing with imaginary friends. I also began writing my rough draft of the paper.
***What I Need to Do****
I need to organize my research and decide which sources are more relevant to my argument. I reread my thesis statement over and decided i need to reconstruct it. I don't really like the way i presented the thesis and intend to rewrite it. I will continue interviewing people and gathering more resources from suggestions that were made to me from friends. There are more books available that will help me with counterarguments. Once, i have completed the tasks at hand i will continue to write and edit my rough draft.
I have gathered most of the resources I need to complete my paper. After drafting an outline, I've organized the construction of my argument. I began reading Imaginary Companions and the Children Who Create Them and writing key points to help support my argument. I interviewed a couple of people on Facebook who have had an experience in dealing with imaginary friends. I also began writing my rough draft of the paper.
***What I Need to Do****
I need to organize my research and decide which sources are more relevant to my argument. I reread my thesis statement over and decided i need to reconstruct it. I don't really like the way i presented the thesis and intend to rewrite it. I will continue interviewing people and gathering more resources from suggestions that were made to me from friends. There are more books available that will help me with counterarguments. Once, i have completed the tasks at hand i will continue to write and edit my rough draft.
RJA #10a: Annotated Bibliography, Part 1–
Gleason, Tracy. "Social Provisions of Real and Imaginary Relationships in Early Childhood." Developmental Psychology 38.No 6 (2002): 979-992. Print.
This journal issue provides the perceptions of social relationships of preschool age children. Gleason conducted research that provides a better understanding of how children interact with each other. The study compares three types of children: Those who have imaginary companions, children who personify objects, and children without imaginary friends. The characteristics and variations of the selected groups are explained and compared making it easier to determine why children create imaginary friends and why. It features how children inteact with each other and their imaginary friends. This article is relevant in contrasting the relationships that children have and how they react in different circumstances involving real and invisible friends.
Taylor, Marjorie. Imaginary Companions and the Children Who Create Them. 1 ed. New York: Oxford University Press, USA, 1999. Print.
Marjorie Taylor is an active psychologist at the University of Oregon. As the author of this book she explains how imaginary companions help children in their cognitive development. She offers many valid arguments that officiate Imaginary Friends as a normal part of child's development. Her arguments are gathered from research in which she conducted herself. She describes what type of children create imaginary friends and compares them to other children who do not establish them. The book provides the characteristics of children with invisible friends, answers the question of why children develop imaginary friends, and acknowledges the complexity between reality and make believe. Taylor makes credible details to suggest that having imaginary friends is a positive and healthy contribution to a child's life. With a complete understanding of how a child's imagination works, the author provides the target audience (Parents, Teachers,etc.) with information that can help them react to the matter.
Taylor, Marjorie, Stephanie Carlson, Bayta Maring, Lynn Gerow, and Carolyn Charley. "The Characteristics and Correlates of Fantasy in School-Age Children:." Developmental Psychology 40.No 6 (2004): 1173-1187. Print.
The authors of this article conducted a case study to determine what type of children create imaginary friends. The article disregards any prior misconceptions of the age that kids develop imaginary friends. Researchers may suggest that the climax of this type of pretend play happens in preschool years, the authors downplay that conclusion based on their own case studies. They initiated the study by gathering children ages 6 and 7. The studies presented a counterargument on the age of imagination and when the children dismiss their fantasies. The methods, steps, and procedures that were involved in the research project supports their counterargument and makes the assumptions liable.
This journal issue provides the perceptions of social relationships of preschool age children. Gleason conducted research that provides a better understanding of how children interact with each other. The study compares three types of children: Those who have imaginary companions, children who personify objects, and children without imaginary friends. The characteristics and variations of the selected groups are explained and compared making it easier to determine why children create imaginary friends and why. It features how children inteact with each other and their imaginary friends. This article is relevant in contrasting the relationships that children have and how they react in different circumstances involving real and invisible friends.
Taylor, Marjorie. Imaginary Companions and the Children Who Create Them. 1 ed. New York: Oxford University Press, USA, 1999. Print.
Marjorie Taylor is an active psychologist at the University of Oregon. As the author of this book she explains how imaginary companions help children in their cognitive development. She offers many valid arguments that officiate Imaginary Friends as a normal part of child's development. Her arguments are gathered from research in which she conducted herself. She describes what type of children create imaginary friends and compares them to other children who do not establish them. The book provides the characteristics of children with invisible friends, answers the question of why children develop imaginary friends, and acknowledges the complexity between reality and make believe. Taylor makes credible details to suggest that having imaginary friends is a positive and healthy contribution to a child's life. With a complete understanding of how a child's imagination works, the author provides the target audience (Parents, Teachers,etc.) with information that can help them react to the matter.
Taylor, Marjorie, Stephanie Carlson, Bayta Maring, Lynn Gerow, and Carolyn Charley. "The Characteristics and Correlates of Fantasy in School-Age Children:." Developmental Psychology 40.No 6 (2004): 1173-1187. Print.
The authors of this article conducted a case study to determine what type of children create imaginary friends. The article disregards any prior misconceptions of the age that kids develop imaginary friends. Researchers may suggest that the climax of this type of pretend play happens in preschool years, the authors downplay that conclusion based on their own case studies. They initiated the study by gathering children ages 6 and 7. The studies presented a counterargument on the age of imagination and when the children dismiss their fantasies. The methods, steps, and procedures that were involved in the research project supports their counterargument and makes the assumptions liable.
Monday, March 29, 2010
RJA #9c- Presentation Plan
Many psychologists have ran numerous attempts to retract that bad rap that imaginary friends have had over the course of years. With unique ongoing studies, these psychologists have established a better outcome to older studies. The media may have helped damaging the benefits of having imaginary friends by making movies that represent them as bad influences. My main agenda is to encourage you that imaginary friends are important to a child's development. I will present evidence obtained from psychological studies that will reassure you that imagination is vital to children. I will also present to you ways to deal with this type of situation and how not to go about it. I am merely reaffirming that having an imaginary companion affects your child more positively than negatively.
RJA #9b- Argument
Imagination is a vital part of a child's development. Imaginary Friends can help mold a child's interaction with others. They become skilled in problem solving and social skills.
Reasons:
Children need to be able to express themselves. They sometimes create games to play with their companions, this allows them to learn how to play with others.
Social skills are developed. They are able to use this type of education to help them through school. Passing time with pretend play, they gain confidence in the ability to make friends with children of their own age.
The learning experience for parents is far more interesting. Some children display their own thoughts or beliefs through their companions. With that said, parents are able to become more educated about their children's lives. They may not know their child dislikes grape jelly because the child does not tell them. The child may tell their parents that they don't want to eat a grape jelly sandwich, they want apple jelly instead because their buddy really likes it.
Major or minor events that affect a child are sometimes displayed in their pretend play with their friend. They mimic events that may have occurred or that are reoccurring; this helps them cope with their feelings. This is a problem solving effect that benefits the child and the adult. With the ability to act out their emotions, the child develops critical thinking skills. The parent learns from this how their child reacts to certain conditions and are able to pinpoint the problem in order to construct a solution.
Objections/Counterarguments
Behavioral problems are a main aspect of why imaginary friends have been outlawed. The imaginary friend is blamed for the child's conduct; this often occurs due to the child's craving for attention. It upsets the parent because they want their child to learn how to take responsibility for their own actions. This type of complication should not affect a child's psyche because children without imaginary friends use the same type of blame on others.
The distinction between reality and make believe comes as an instant claim of why children should not acquaint their selves with imaginary friends. Rather a child has an imaginary companion or not, they are always going to obtain an imagination. Reality sinks in as a child grows older and they no longer believe in a lot of things such as Santa Claus, the Easter bunny, or even the tooth fairy. Why should we allow a child to believe that one of these figures exist but their own creativity can not be absorbed?
Imaginary friends promote immature thinking. Most kids can be described as immature especially the common culprits of imaginary friends (ages two to four). Imaginary friends provide companionship. The child is able to communicate and interact with their pal when there is no one else around.
RJA #9a- Thesis Statement
Research Question
How do imaginary friends affect children?
Precise Claim
Imaginary friends are part of the cognitive development.
Reasons
Children develop social skills that help them interact with others.
Children learn how to cope with emotional stress.
Creativity is formed to help them express theirselves.
Saturday, March 20, 2010
RJA #8a: Quotation, Paraphrase, and Summary
"It is generally a fact that your child will create at least one imaginary friend in her lifetime. As annoying as they are for some parents, they are quite common. Kids normally come up with these friends in times of need or when they are feeling lonely, sad or bored. Some children may have a whole host of these friends for a very long time, while others may have only one or two for short periods of time. If you see that your child has an imaginary friend, you should know that there are pros and cons.'
From Suite101: Children's Imaginary Friends: Learning the Pros and Cons of Your Child's Unseen Companion http://earlychildhood.suite101.com/article.cfm/what_about_imaginary_friends#ixzz0ikw8WSS1
From Suite101: Children's Imaginary Friends: Learning the Pros and Cons of Your Child's Unseen Companion http://earlychildhood.suite101.com/article.cfm/what_about_imaginary_friends#ixzz0ikw8WSS1
A child will at once experience an imaginary friend. Parents at times, become frustrated not realizing how normal the situation is. When children experience different changes in their life, they sometimes create these beings to help cope with their feelings. There are good things and bad things that result in having an imaginary friend.
Parents should not be discouraged if they see their child talking to their self. in any event, a child may have developed an imaginary friend to help them through rough times. A lot of times, children create imaginary friends just to cure boredom. There are going to be many things that will annoy a parent when their child dreams up their friends; however there are many advantages to having close relationships to their invisible friend. In light of the situation, children will learn how to grow through this experience, even if it doesn't last long.
Monday, March 8, 2010
RJA # 7a- Evaluation of Sources
Reference:
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=122&id=1979
This guide offers details on imaginary friends and what parents can do. It explains how children benefit from having these companions. It also offers more information on what imaginary friends do to help a child's growth and development. This website is an online health guide for parents and offers solutions to any concerns on a child's health. I think it will be very useful for me when i draw an outline of the subtopics in my research.
Book: Taylor, Marjorie. Imaginary Companions and the Children Who Create Them. New York: Oxford University Press, USA, 2001. Print
I chose this book for my research because it involves a lot of valuable information for my research. The author is a psychologist at the university of Oregon, who specializes in child development. She mentions all of the debatable topics regarding imaginary friends and creates new insight on why it is a normal part of development in children. She explains why children are not mentally challenged because of the companion. The book also displays helpful information to parents who are dealing with the situation. It also answers frequently asked questions regarding children and their distinction between fantasy and reality. There is more information about her book located on this website:imaginarycompanions.com.
Website: http://earlychildhood.suite101.com/article.cfm/what_about_imaginary_friends
"Children's Imaginary Friends: Learning the Pros and Cons of Your Child's Unseen Companion." Early Childhood.
This website will help me understand more about what an imaginary friend is. Most of the content on this site explains the pros and cons of having an imaginary friend. This site may not feature pages of info, but it's very useful on explaining the benefits and downs of the children with imaginary friends. It also links to my reference source that provides more in-depth details about my topic.
Periodical Article
USATODAY.com - 'Pretend' friends, real benefits.
http://www.usatoday.com/news/health/2004-12-19-real-play-usat_x.htm
The article cites Marjorie Taylor and her input on child development. It explains how children who create imaginary friends are just as normal as kids without them. I think this article is useful in playing a part of creating a better reputation for imaginary friends. Imaginary friends have had negative press throughout years and i believe this article is helping to better explain why it is not a bad thing. By using this article i can confidently argue why i believe imaginary friends are an excellent learning experience. This article has already challenged me to use other sources such as the online journal: Developmental psychology. This is one of the very first sources i found when we started conducting research and has helped me find better keywords to use in my searches for sources on this topic.
http://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=122&id=1979
This guide offers details on imaginary friends and what parents can do. It explains how children benefit from having these companions. It also offers more information on what imaginary friends do to help a child's growth and development. This website is an online health guide for parents and offers solutions to any concerns on a child's health. I think it will be very useful for me when i draw an outline of the subtopics in my research.
Book: Taylor, Marjorie. Imaginary Companions and the Children Who Create Them. New York: Oxford University Press, USA, 2001. Print
I chose this book for my research because it involves a lot of valuable information for my research. The author is a psychologist at the university of Oregon, who specializes in child development. She mentions all of the debatable topics regarding imaginary friends and creates new insight on why it is a normal part of development in children. She explains why children are not mentally challenged because of the companion. The book also displays helpful information to parents who are dealing with the situation. It also answers frequently asked questions regarding children and their distinction between fantasy and reality. There is more information about her book located on this website:imaginarycompanions.com.
Website: http://earlychildhood.suite101.com/article.cfm/what_about_imaginary_friends
"Children's Imaginary Friends: Learning the Pros and Cons of Your Child's Unseen Companion." Early Childhood.
This website will help me understand more about what an imaginary friend is. Most of the content on this site explains the pros and cons of having an imaginary friend. This site may not feature pages of info, but it's very useful on explaining the benefits and downs of the children with imaginary friends. It also links to my reference source that provides more in-depth details about my topic.
Periodical Article
USATODAY.com - 'Pretend' friends, real benefits.
http://www.usatoday.com/news/health/2004-12-19-real-play-usat_x.htm
The article cites Marjorie Taylor and her input on child development. It explains how children who create imaginary friends are just as normal as kids without them. I think this article is useful in playing a part of creating a better reputation for imaginary friends. Imaginary friends have had negative press throughout years and i believe this article is helping to better explain why it is not a bad thing. By using this article i can confidently argue why i believe imaginary friends are an excellent learning experience. This article has already challenged me to use other sources such as the online journal: Developmental psychology. This is one of the very first sources i found when we started conducting research and has helped me find better keywords to use in my searches for sources on this topic.
RJA # 7b- Field Research suggestions
http://melindaatmetro.blogspot.com/2010/02/rja-6c-field-research-options.html#comment-form
http://carolpilk.blogspot.com/2010/02/rja-6c.html#comment-form
http://carolpilk.blogspot.com/2010/02/rja-6c.html#comment-form
RJA #6c- Field Research Options
Interview:
Allexperts.com has a lot of questions I needed the answers to and offers to allow you to answer more questions. I would also like to take the time and interview parents.
Survey:
The book had an excellent idea about initiating online surveys at surveymonkey.com but i would also like to use facebook and see how much infromation i could gather there.
Online Data:
I will primarily research the data using the electronic journal for Developmental Psychology and debatable topics from Helium.com.
Allexperts.com has a lot of questions I needed the answers to and offers to allow you to answer more questions. I would also like to take the time and interview parents.
Survey:
The book had an excellent idea about initiating online surveys at surveymonkey.com but i would also like to use facebook and see how much infromation i could gather there.
Online Data:
I will primarily research the data using the electronic journal for Developmental Psychology and debatable topics from Helium.com.
RJA #6b- Social Media and Multimedia
Source: Technorati
keyword: Imaginary Friends
search strategy: Imaginary friends
hits: 16
Relevance: 1
date searched ; march 8, 2010
Source: Social Mention
keyword: imaginary friends
search strategy: imaginary friends
date searched: march 8, 2010
Relevance: 2
Multimedia
source: VideoSurf
keyword: imaginary friends
search strategy: imaginary friends
date searched: March 08, 2010
relevance: 2
keyword: Imaginary Friends
search strategy: Imaginary friends
hits: 16
Relevance: 1
date searched ; march 8, 2010
Source: Social Mention
keyword: imaginary friends
search strategy: imaginary friends
date searched: march 8, 2010
Relevance: 2
Multimedia
source: VideoSurf
keyword: imaginary friends
search strategy: imaginary friends
date searched: March 08, 2010
relevance: 2
RJA #6a: Websites–
Meta Search Engine: Carrot2 clustering engine
Keywords: Imaginary Friends, children
search strategy: children+imaginary friends
date searched: February 26, 2010
# of hits: 31100
Relevance: 5
Keywords: growth development
strategy: children+imaginary friends+growth
date searched: Feb 26, 2010
# of hits: 25100
Relevance: 4
Search Engine: Google
keyword: imaginary friends
search strategy: imaginary friends in children
date searched: March 02, 2010
hits: 66900
relevance: 5
Keyword: Imaginary friends
strategy: imaginary friends+ growth
# of hits: 23900
relevance: 5
Directory: IPL2
keyword: imaginary friends
search strategy: imaginary friends
Hits: 263
Relevance: 2
Keywords: Imaginary Friends, children
search strategy: children+imaginary friends
date searched: February 26, 2010
# of hits: 31100
Relevance: 5
Keywords: growth development
strategy: children+imaginary friends+growth
date searched: Feb 26, 2010
# of hits: 25100
Relevance: 4
Search Engine: Google
keyword: imaginary friends
search strategy: imaginary friends in children
date searched: March 02, 2010
hits: 66900
relevance: 5
Keyword: Imaginary friends
strategy: imaginary friends+ growth
# of hits: 23900
relevance: 5
Directory: IPL2
keyword: imaginary friends
search strategy: imaginary friends
Hits: 263
Relevance: 2
Monday, February 22, 2010
RJA #5b: Periodical Articles–
- Armin Brott
- Imaginary Friends: Should You Be concerned
- Character Development-Parenting
- Family Resource
- Retrieved February 22, 2010
- http://www.familyresource.com/parenting/character-development/imaginary-friends-should-you-be-concerned
- Dr. Evan Kidd
- Real Benefits in Imaginary Friends
- La Trobe
- Jun 02 2009 edition
- accessed on February 22, 2010
- http://www.latrobe.edu.au/news/articles/2009/article/real-benefits-in-imaginary-friends
- Benjamin Sutherland, Johnathan Adams, Joan Raymond
- The End of Make Believe
- Newsweek
- Aug 25 2003 edition
RJA 5a: Books-
- Author/Editor: Suzanne Gaskins, Artin Goncu
- Title: Play & Development: Evolutionary, Sociocultural, & Functional Perspectives
- Series: The Jean Piaget Symposium Series
- Publication: London; Mahwah, N.J.
- Publisher: Lawrence Erlbaum 2007
- Author: Marjorie Taylor
- Title: Imaginary Companions and the Children who create them
- Publication: New York
- Publisher: Oxford University Press 1999
- Author: Susan Tews
- Title: Nettie's Gift
- Publication: New York
- Publisher: Clarion Books 1993
4b. Search Strings
FO: child development, development of children, pyschological effects, health risk, benefits, advantages, behavioral issues, issues with behavior, puberty, innocence
RE: debates, statistics, parenting, opinions, case studies, early childhood development
LOG: development, behavior, imaginary companions, child development, benefits
RE: debates, statistics, parenting, opinions, case studies, early childhood development
LOG: development, behavior, imaginary companions, child development, benefits
4a. Keywords
- Imaginary Companions
- Child Development
- Early Childhood
- Pyschological Effects
- Behaviorial Issues
Monday, February 8, 2010
RJA #3c: Research Question
What type of children develops imaginary friends?
What is considered an imaginary friend?
When do imaginary friends appear?
When do kids forget about them?
How does having an imaginary friend affect children?
How do we determine when it is healthy or unhealthy for the child?
Should parents be concerned if their kids have an imaginary pal?
What is considered an imaginary friend?
When do imaginary friends appear?
When do kids forget about them?
How does having an imaginary friend affect children?
How do we determine when it is healthy or unhealthy for the child?
Should parents be concerned if their kids have an imaginary pal?
RJA #3b: Research Topic Focus
One of the main arguments when it comes to imaginary friends is that is unhealthy for a kid. Some kids have behavioral issues and tend to place the blame on their imaginary companions. Others will argue that having these companions allow the kids to develop social skills which make it easier for them to construct a conversation. Under the debate regarding development, some psychologists have agreed that having imaginary friends is indeed healthy and part of a child's normal growth process. Alot of children use imaginary friends to help cope with events or other issues that may be involved in their lives. Another debate involved with this topic is that an only child or lonely children are the only ones who experience this type of imagination; This causes a huge debate because there are children that develop imaginary friends who indeed have siblings or other children around.
RJA #3a- Research Topic Exploration
Psychologists have done many studies on imaginary friends; Throughout these studies imaginary friends were most commonly outlawed. Now with new researches and studies, it is more clear to theorize that imaginary friends can help boost a child's development. I explored Science Daily to look for resources i could use on my topic and came up with two great starts:
www.sciencedaily.com/releases/2005/03/050308101309.htm
www.sciencedaily.com/releases/2004/12/041206193849.htm
I learned alot from just these two articles. I also took the time to explore through database resources on EbscoHost.
Pretend Companions(Imaginary Playmates):The Emergence of a Field.
The journal has a very great article with in depth detail on my topic.
www.sciencedaily.com/releases/2005/03/050308101309.htm
www.sciencedaily.com/releases/2004/12/041206193849.htm
I learned alot from just these two articles. I also took the time to explore through database resources on EbscoHost.
Pretend Companions(Imaginary Playmates):The Emergence of a Field.
The journal has a very great article with in depth detail on my topic.
Monday, February 1, 2010
RJA #2: Imaginary Friends
- I would love to research on the existence of imaginary friends. Imaginary friends are usually made up to help children cope with stress in their life. It usually takes place in early childhood years. I would like to find out if this is part of a normal development or if it is a common problem and why. What type of child normally develop imaginary friends? Could imaginary friends be paranormal beings? Do children believe they actually have imaginary friends? I would also like to know how to respond to a child who thinks they may have an imaginary friend.
- I do know that imaginary friends are known to be typical of an only child or an eldest child. What i would like to find out is if the child feels lonely when they start imagining a friend. Could it be possible that imaginary friends are just an excuse for attention? I believe that with this research, i could find out what the best argument is; I will use that argument in my paper. I have came across kids with imaginary friends before and a lot the time the kids have developed behavorial problems and blamed their actions on their imaginary friends. My arguement now is: it's used for attention but that could potentially change once i have researched the topic more in depth.
- I would love to know what imaginary friends do for kids. How long does an imaginary friend stay around? I would also like to know if the behavorial problems that develop stick around once the imaginary friend is gone. I would also love to find out if i had an imaginary friend when i was younger; by knowing this it may help me in my research when finding a case to argue.
Monday, January 25, 2010
RJA #1: Areas of Academic Interest
- Child development: Working with children over the years, i have become extremely interested in studying how their minds work. I plan to research what types of affects children develop from transfering to different foster homes to being adopted. Should these children be able to find out and/or contact their biological parents? I studied child development and pyschology in high school, this type of research will help me in my major.
- I took a Sociology class back in Spring 2009. This was one of my favorite courses. All the researches and surveys that were contributed to the textbook have helped me develop an open mind on how people think. Technology has contributed immensely on human evolution. I would like to research more on the countries who have not evolved the way America has.
- Spanish has been a big influence in my life. I would love to continue to research the different spanish countries and contrast on dialects, culture, and tradition. The common stereotype that entails that all hispanics are mexican has always awed me. i would love to write about how this came about and why it is absolutely not true,
- I would also like to conduct research on how children develop imaginary friends. Does this happen only to children without siblings or other children in their family?
- I love music and have always been drawn to lyrics. I would like to know how music affects people and how lyrics seem to tell your life story; event though the writer has never met you.
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