Life history assignment for CLD 101, Essays (university) of Psychomotor education

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LIFE HISTORY ASSIGNMENT

CLD 101-

Dr.Sejal Patel

My name is Duaa Siddiqui and I am a first-year student at Toronto Metropolitan University. I would identify myself to be a heterosexual middle-class, female Pakistani Muslim. My parents were born and raised in Karachi, Pakistan. They got married in 2001 and after 3 years they had triplets which include my brother, sister, and I. I am the youngest of the three of us. Currently, we live in Stouffville, Ontario. Since my siblings and I are the same age, there is not a big difference in the role that we play in our family except for the fact that my brother is supposed to take care of my sister and me when my parents are not here. My brother is also expected to work and financially support our family if they need it. When it comes to chores, my sister and I are expected to help my mom in the kitchen and clean the house. In my culture, men are supposed to be the “leader” of their homes which means they are supposed to financially support their families. Women are allowed to work too, but they mainly take care of household chores which is why my parents have different expectations from my brother and me. The expectations that my parents have for me are that I am supposed to get an education, work, and then get married. Education is really important in my household. My parents have always wanted me to graduate from university and then get a job. In my house, we speak 2 languages: Urdu and English. Growing up, in Pakistan, my parents always spoke in Urdu, however, they had learned English at school. I speak in English to my parents and siblings while they speak in Urdu to me. The biggest influences in my life include my friends, family, environment, and school. These are what influenced my development as a person. I will use Uri Broffenbrener's bioecological theory, Vygotsky's sociocultural theory, and Barbara's theory to explain how my sociocultural environment impacted my growth, development, values, and attitudes.

consequences. For example, I would get my phone or iPad taken away. Another example of authoritative parenting in my life would be when my parents influenced me to be independent. They always wanted me to make my own decisions and problem-solve. Leo Vygotsky, a sociopsychologist created the zone of proximal development theory. The zone of proximal development also has to do with humans and human development. ( Barony, Eun). The zone of proximal development is the space between what a learner can do without assistance and with adult guidance. An example of the zone of proximal development in my life would be when my mom was teaching me how to do addition and subtraction for the first time. I remember this was one of the areas in math that I struggled with a lot when I was around 6 or 7 years old. Soon, my parents sent me to a tutor, once I kept practicing subtraction and addition with support from my tutor, I ended up learning how to do it by myself without support. This is an example of proximal development because subtraction and addition had entered my zone of proximal development, meaning that I had the ability to learn subtraction and addition and was able to perfect them with support. However, multiplication and division are not in my zone of proximal development yet. My tutor had been using the technique of scaffolding which relates to the support that a learner who is learning something for the first time. For example, hands-on activities or direct instruction. (Monet, Gabriela). In my case, I was given both. I was given blocks and then direct instruction to either add or subtract. Scaffolding had a huge role in my development because it allowed me to gain independence in learning tasks to reach my goals (learn addition and subtraction), persevere, and self-regulate. The final sociopsychologist that had an impact on my development would be Barbara Rogoff. She believed that children learn through activities in their cultural group. Children work with adults to learn and complete tasks. As time goes on, these tasks become more difficult and

the child soon does those tasks independently. This is a process called guided participation. Guided participation begins in infancy and early childhood. (Rogoff, Barbara). Rogoff believed in this theory because children learn best when they are actively involved in an activity. They also learn new strategies and how to work together. An example of guided participation in my life would be when I was in my grade 3 math class. I remember we had to solve a problem as a group, and my other group members had been working together to solve the problem. I was a bit shy when I was younger so I didn’t really participate in group activities. My teacher noticed that I was not participating and asked me if I knew what to do for one of the questions. When I said I did not understand the question, my teacher explained it again to my group members and me and I finally felt included. Being in this environment had an impact on my growth because now that I am older, I am not afraid to ask questions to my teachers or classmates if I need support. My parents had always wanted my siblings and me to be close together, so there are a lot of traditions that we have (funds of knowledge). The first fund of knowledge would be eating ice cream every Saturday. My family loves ice cream, so after dinner, we would go to either Baskin Robbins or Village Icecream and we would get our own ice cream. Usually, we would get Jamocoa Almond Fudge. The second fund of knowledge would be a family recipe for pound cake. This recipe was first created by my grandmother and then passed on to my aunt and finally my mother. Since my family loves baking, their love of baking was passed on to me and my sister. The last fund of knowledge has to do with my culture and traditions. As Muslims, we have 2 Eids. One is Bakra Eid and the other is Eid Ul Fitr. A tradition on Eid Ul Fitr would be to buy new clothes, go for morning prayer - with my extended family which includes my cousins, and receive Eidi (which is money). Each family gives at least $15-20 to every child to celebrate the completion of 30 fasts.

would be when I used to play with stack blocks on top of eachother or when I used to play with a kitchen set. My high school friends are one of the biggest influences on my values and beliefs. Some of my friends I had gone to elementary school, so I have known them for a long time. They taught me the importance of working hard, honesty, and trust. Having religious friends brought me closer to Islam. They made me go to the Masjid for prayers and after that, they took me to workshops about Islam.. My friends also love Bollywood, so one of my hobbies is watching Bollywood movies on Netflix. Some of them also enjoy anime, so that brought me closer to other cultures as well. In conclusion, Uri Broffenbrener's bioecological theory, Vygotsky's sociocultural theory, and Barbara's theory explain how my sociocultural environment impacted my growth, development, values, and attitudes. First of all, Urie Bronfenbrenner believed that there were 5 ecological systems(The microsystem, mesosystem, chronosystem, macrosystem, and ecosystem), The ecological system that influenced me the most would be the microsystem. This is because a microsystem refers to the biggest contacts in a child’s environment that influence your psychosocial development. These can include your friends and family. My family influenced my psychosocial development because they provided me with a stable environment to live in and provided me with the values and beliefs/values that I have today. Vygotsky’s zone of proximal development demonstrated what I could do with and without assistance in my childhood and Barbara Rogoff’s theory took me back to guided participation and its importance in my life.

References Gehlot, L. Cognitive development by a zone of proximal development (ZPD): Gettier problem and corpus linguistics in epistemology. Journal of Education, Culture and Society, 12 (2), 432-

444. https://jecs.pl/index.php/jecs/article/view/ Martorell, G. (2023).Child. 3rd Edition. Toronto, ON: McGraw Hill Ryerson. Rogoff, Barbara.(1993). Guided Participation in Cultural Activities by Toddlers and Caregivers,58 (8). (179-183).https://www.jstor.org/stable/ Rogoff, Barbara. The Cultural Nature of Human Development. (2003).Proquest Ebook Central. https://ebookcentral.proquest.com/lib/ryerson/detail.action?docID= Rosa, E. M., & Tudge, J. (2013). Urie Bronfenbrenner’s Theory of Human Development: Its Evolution From Ecology to Bioecology. Journal of Family Theory & Review , 5 (4), 243–258. https://doi.org/10.1111/jftr.