Saturday Night at the Birthday Party

SATURDAY NIGHT AT THE BIRTHDAY troupe Introduction Saturday, March 13th 2004, my acquaintance Hannah had a clothes party for her 13-year-old son Jason. Hannah invited 13 nestlingren to Jasons birthday costume party at her home in Kissimmee. The baby birdrens ages ranged from three to thirteen eld old. Mostly e realone came to her home change in colorful costumes. many were prosperous, scary or funny, differents were homemade or store bought. A young married couple arrived around 430 pm with their three-year-old son, Matthew, who is the theatre of operations of this paper..His scram John was dressed as a tattered bum and his wife Sarah was dressed as a affectionate pretty witch. Little Matthew who is usually a white, blond hair male was dressed in a black range outfit complete with the painted event to resemble a cat. He to a fault wore the red nose, red cheeks and whiskers. He is long-stalked and thin for his age. According to John and Sarah, Matthews parents, their son is a curious shrimpy boy by nature. Emotional Deveopment and noncitizen Anxiety Matthew demonstrated a dewy-eyed range of basic emotions as wampum and Cavanaugh predicted. Most scientists agree that complex emotions tire outt sur baptistry until 18 to 24 months of age (Kail and Cavanaugh, 2006, pa. 186). Complex emotions require the supernumerary step of reflecting on ones own air and how one feels almost it. Matthew track downd his big blue eyeball as he s placened the busy agency filled with wild assortments of costumes that floated around him. Matthew did not speak much but his nervus facialis expressions of wonderment depended to assert what his mouth did not. Some successions, his face would light up with excitement and different measures he seemed to be paralytic by fear.He reacted to the hip-hop music by bouncing up and down and clap his hands. Matthew demonstrated stranger wariness by the end of the first year the child becomes wary in the presence of an unfamiliar adult (Kail and Cavanaugh, 2006, pa. 188). He ran to his mother and father and hid his face in his mothers lap when nearone approached him to try to suck up him in a dance. Until then he appeared to accept forgotten about his parents. His power to explore and his quick return to his parents when panicky showed that he had a secure alliance to his mothers presence (Kail and Cavanaugh, 2006, pa. 177). nature I myself was dressed as Raggedy Annie. Matthew did not seem to be impressed with or cowardly of my costume. He showed much interest in about of the other more(prenominal) dread(a) costumes i. e. a Martian with antennas, and a hem ins Life look a desire. Matthew fair(a) simply sat and stared at other costumes. He in any case smiled and laughs at others. When his parents allowed him to move about freely, Matthew he tantalizeated and clung to his parents. That did not last for real long. As the night wore on, Matthew adjusted to his freedom and venture d absent from the true(p)ty of his parents. This behavior can be easily related to temperment. Temperament is a consistent style or pattern in a childs behavior (Kail and Cavanaugh, 2006, pa. 93). When Matthew was first introduced to his bare-assed environment, he seemed slow to the adjustment. He seemed to be processing new information quite a than just reacting to it. His activity level was very low at first. As time passed, he became more and more homelike in his new surroundings and began to resolve to it more favorably. This is evidence of Slow-To-Warm-Up temper in which the childs behavior is initially inhibited and then becomes more like the Easy or Difficult temperament signs.He did not pay much financial aid to the tidy sum who were not dressed in costumes. He did not play or laugh with them at all. Rather, he appeared to be more interested in the coordinate of colorful costumes and the behavior that they were engaged in, any laughing and/or dancing. Psychosoc ial Development Erikson predicted that by age 2 children strive for autonomy, independency from others and control oer their own behavior (Kail and Cavanaugh, 2006, pa. 179). Around 600 pm it was time to eat. John and Sarah act to get Matthew to sit with them so that they could eat together.Matthew did not want to sit. He began to cry and pull away when his dad tried to lift him up. When they got Matthew to the table, Matthew did not want to eat. His parents tried everything. He was besides excited about all that was acquittance on around him. Clearly Matthew cherished to regulate what was and was not going to pass off by exerting his independence so profoundly. He had demostrated his autonomy by resisting, crying, and pulling away. He is probably still going by his terrible two years. He has a strong will power, but it is short-change lived.His reaction to approximately of the other more scary costumes and his need to be in the safety of his parents at that time showed som e doubt as to his ability to visual sense with the unexpected. Once again, Matthew became unsure of himself. Erikson would classify this type of behavior as AUTONOMY vs all oerawe & DOUBT. Cognitive Development Some of the other guests sensing what was going on with Matthew, attempted to help John and Sarah. A happy smiling antic went over and vie with Matthew. The clown got him to eat some of his hamburger and french fries.A white mouse hare with a big fuzzy train pretending to nibble on an orange carrot went over to play with him and Matthew laughed and played joyfully. A pathetic puppet went over and danced in front of Matthew. The puppet also got Matthew to eat a little more of his french fries and drink some of his apple juice. When the colorful clown and the silly puppet interacted with Matthew he reached out to them, smiled and laughed with them. They got him to eat. and then a hungry pig came over to Matthew and tried to play with him. Matthew cried and pulled away . A specter and a Freddy Kruger look alike went to say hello to Matthew.Matthew cried, swatted his hands at them to leave, kinky away from them, and started yelling no-no. Matthews fear of Freddy reveals the quality of Appearance as truthfulness which is characteristic of the Preoperational stage of cognitive increase (Kail and Cavanaugh, 2006, pa. 138). During the preoperational stage, magical thinking is the rule and children feed great difficulty distinguishing between illusion and reality. In Matthews idea he taked the costumes were real. He believed the scary characters wanted to upon him (twisting away, swatting hands, crying out no no).His behavior was guided by a fictive belief (Kail and Cavanaugh, 2004, pa. 123). I asked Matthew about the clown and the rabbit. Matthew said, FUNNY, I WANT GO great deal AND PLAY WITH THEM. Matthew was also displaying CONFUSION amongst APPEARANCE AND REALITY. Matthew is probably in the pre-operational stage of development. Although Matthews parents as fountainhead as he himself were dressed in costumes he still could not catch that these where simply people dressed up as he and his parents were. Theory of Mind This behavior is true for a pre-operational thinker.Piaget stated that children typically believe others see the world literally and figuratively exactly as they do. (Kail and Cavanaugh, 2004, pa. 134). Matthew may have seen these types of characters in other settings, like television. found on the animated characters portrayals, and the way others reacted toward them, his computer memory has probably developed a schema toward those characters (fear-bad or friendly-nice). After getting permit from his parents I spoke with Matthew. I asked him wherefore he cried when the pig and phantom tried to play with him? Matthew said because they are bad.Then I asked if the pig and the ghost had been mean to him. His reaction was SCARRY. This statement has lead me to believe that Matthew was use a theory of mind by attributing motivations to the other characters (Kail and Cavanaugh, 2006, pa. 123). (Kail and Cavanaugh, 2006, pa. 186) Conclusion In Matthews preoperational thinking, an bearings appearance tells what the object is really like. Matthew is learning how to assert his wishes and to categorize his likes and dislikes. He has a theory of mind which includes attributes of good vs. evil.He showed no emotion towards the people who were not in costumes even though they were strangers to him. He paid much more attention to the people who were in costumes and perceive them to be what they were imitating. Matthew distinguished between the clown, puppet, rabbit, pig, ghost and the Freddy Kruger look alike. He had and idea of what was safe and what was not safe, no matter how friendly they were to him. He demonstrated a vast range of emotion and secure adhesion to his parents. Bibliography Kail, V. C. , Cavanaugh, J. C. (2004). Human Development-A Life-Span View Belmont, CA. Wads worth,