Vonnegut s Slaughterhouse Five - 1807 Words

In Vonnegut’s novel Slaughterhouse-Five, he has a way of not only revealing truth but hiding it as well. Many view this novel as an anti-war book and with that one could infer that the main truth he would wish to reveal is the sadness, horror and truth of war. However, there are other smaller truths one come to uncover as they read on. This book becomes an analysis by one, and reading is when they analyze his words how they want. Here is how I see his truths, whether being revealed or hidden through symbols, characters or even events. First off, throughout the book, one comes to realize that Vonnegut has a way of making Billy Pilgrim seem more like a boy than a man in this book. The references like the too small of a coat or the†¦show more content†¦The dog thought he wanted the steak, but he ended up dead by the glorifying idea that he’d enjoy it. Even what one believes they can handle, it could tear them down in the end, and that is what one could believe is the truth Vonnegut is trying to reveal. To follow, the truths revealed in the book are more than just one could see. There are many ways to see the words Vonnegut writes and the next truth I believe another could see is hidden within the backwards film he plays. One reads, â€Å"American planes, full of holes and wounded men and corpses took off backwards (93),† as Billy starts watching the movie. It is a movie about war and Billy watches it backwards to see the bombs go from the ground back up to the plane and so on. The truth revealed by this simple scene he describes is that even if one wants to undo the suffering that was has created, they cannot. It has already been done and can’t be taken back. This ties in with how this book is viewed as anti-war. If Vonnegut is trying to reveal this large truth about the war while simultaneously revealing smaller truths, this fits in exactly. This is the same truth one could see with the horse’s hooves that Vonnegut has the reader visualize in the ninth chapter. He writes, â€Å"The Americans had treated their form of transportation as though it were no more sensitive than a six-cylinder Chevrolet (251),† to make you just realize how they had treated the animal.Show MoreRelatedKurt Vonnegut s Slaughterhouse Five 1490 Words   |  6 Pages4 April 2016 Vonnegut Reveals Suffering Through Billy Pilgrim Kurt Vonnegut was an American author who published a variety of works including novels, short stories, plays, and a few works of non-fiction. Kurt Vonnegut explains how war and the experiences that come with it can cause suffering to the minds of people that it affects. In his novel Slaughterhouse-Five, Kurt Vonnegut uses his novel to focus on his anti-war stance by showcasing humanity s suffering due to war. Vonnegut reveals this sufferingRead MoreKurt Vonnegut s Slaughterhouse Five902 Words   |  4 Pagesanything to avoid memories of trauma, including inventing an alternate planet. 2. Billy, the main character in Kurt Vonnegut’s novel Slaughterhouse-Five, experienced firsthand the trauma of war during the firebombing of Dresden. After this event, Billy created Tramfaladore, the planet where time does not exist. B. Summary 1. In Kurt Vonnegut s novel, Slaughterhouse-Five, he waves a story of destruction, war, mental health, and time travel to demonstrate the effects of posttraumatic wartime experiencesRead MoreKurt Vonnegut s Slaughterhouse Five 1901 Words   |  8 PagesKurt Vonnegut developed his view of America through a history of personal loss and trauma that was largely endured at the same time by his characters. As a child, Kurt Vonnegut lived in Indianapolis, Indiana, which he would use in many of his later novels. His father was a prominent architect, while his mother came from the family of a wealthy brewer. After the depression hit, his father lost his business and gave up, his mother became addicted to alcohol and prescription drugs. In his teen yearsRead MoreKurt Vonnegut s Slaughterhouse Five1246 Words   |  5 PagesIn Kurt Vonnegut’s Slaughterhouse-Five, Billy Pilgrim becomes â€Å"unstuck† in time. The question here is, why? The fact of the matter is that he does not a ctually begin to time-travel. Billy â€Å"becomes unstuck† as a coping mechanism to deal with his traumatic experiences during the war. Billy attempts to reorganize his life’s events and cope with a disorder known as post traumatic stress (PTSD). â€Å"Post traumatic stress disorder is a debilitating condition that follows a terrifying event† (Marilyn 8)Read MoreKurt Vonnegut s Slaughterhouse Five1250 Words   |  5 PagesIrrational behavior is a huge part of Kurt Vonnegut’s Slaughterhouse-five because Billy Pilgrim’s character and the plot line are shaped by it throughout the book. The spastic ordering of his life story and the thorough belief that he was abducted by Tralfamadorian aliens are what shape this book’s story and Billy’s way of life. Although unreasonable, his behavior can be considered justified because of the time he spent in World War II. Post-traumatic Stress Disorder, PTSD, is common in veteransRead MoreKurt Vonnegut s Slaughterhouse Five Essay2221 Words   |  9 Pagesâ€Å"so it goes† is repeated 106 times in Kurt Vonnegut’s Slaughterhouse Five. From â€Å"dead† champagne to the massacre at Dresden, every death in the book is seemingly equalized with the phrase â€Å"so it goes†. The continuation of this phrase ties in with the general theme on indifference in the story. If the Tralfamadorian view of time is correct, then everyone is continuously living every moment of their life and dying is not the end. However, if Vonnegut believed in this idea, then he wouldn’t have felt compelledRead MoreAnalysis Of Kurt Vonnegut s Slaughterhouse Five 1634 Words   |  7 PagesKurt Vonnegut once said, â€Å"So it goes† to describe the unavoidableness of fate. This aspect of seeing terrible things and being able to continue on would become a main theme in his novels. Vonnegut, as an author, received his essential voice by writing about his own experiences, using what would become his signature pessimistic yet humanist view. Vonnegut is described by Lindsay Clark as, â€Å"Worse than a pessimist†¦ he is an eternal optimist doomed to disappointment† (Clark, â€Å"Viewing Four Vonnegut NovelsRead MoreAna lysis Of Kurt Vonnegut s Slaughterhouse Five Essay2080 Words   |  9 PagesDraft Slaughterhouse-five War is a virus, a plagues our world and has experienced since the early ages of time. Once a war is cured a new strain begins stronger and more unforgiving as the last. Humans are creatures of habit which continue the violence. Kurt Vonnegut’s novel, slaughterhouse-five, is a deliberate and well developed statement against war as expressed through the tone, rhetoric, and characters, making anti war a prominent theme through the entirety of the novel. Slaughterhouse-fiveRead MoreAnalysis Of Kurt Vonnegut s Slaughterhouse Five1134 Words   |  5 Pagesmoment, but that the same person is just fine in plenty of other moments. Now, when I myself hear that somebody is dead, I simply shrug and say what the Tralfamadorians say about dead people, which is so it goes. This quote, from Kurt Vonnegut s Slaughterhouse-five, has always stuck with me. Looking at the world through a softly tinted glass can brighten the edges. All the difficult and low stretches of life could be such a small fraction, if we would look at things from perspectives other than ourRead MoreKurt Vonnegut s Slaughterhouse Five Essay1905 Words   |  8 PagesKurt Vonnegut reflects his life during World War II as a German prisoner through his character Billy Pilgrim in the novel Slaughterhouse-Five. While enlisted in the US Army, Vonnegut had life threatening experiences that were inspiration for his writing. Vonnegut was a young boy during the Great Depression and was raised through the hardships of the time. As a child, Vonnegut’s father worked as an architect, but during the Great Depression, the building industry was brought to a halt and Vonnegut’s

How to Become a Bow Hunter Essay examples - 723 Words

Bow hunting can be a fun and exiting sport to do. But first you must learn how to do so. There several steps involved becoming a successful bow-hunter. You must have proper equipment, good hunting habitat, and skill with a little technique. Have a nice bow with comfortable poundage that you can draw back easily fully dressed. Too much poundage will surely give you away. A compound bow or a recurve bow will both work well. Compound bows are more expensive and are require frequent tuning. Recurve bows are simple and quite. The choice is up to you. Bow hunting is relatively not a cheap sport to do. You must first purchase a tree stand with a ladder or some type of portable ground blind. Set your tree stand in an area you†¦show more content†¦Have thin gloves for shooting your bow and very warm boots since it will be your feet to get cold first. If you have a loose budget, there are a variety of Gore-Tex waterproof and scent-lok garments for the serious bow- hunter. If you happen to be very lucky and have an ATV this will assist you like no tomorrow. Any kind of ATV will help. As long as it has front and rear racks. These will allow you to strap your equipment down and scout larger plots of land. This will allow for finding that just right hunting blind. If you happen to shoot a deer the DNR does allow you to retrieve it using your ATV. This means you can enter the woods (off the trail) to retrieve your deer. If you have never dragged a deer, it is very hard. Your ATV will make things much easier. Having an ATV is not necessary, but they are a lot of fun.Older people who cannot walk well might appreciate these more than younger people. Try to select an area where the hunting pressure is not too high. Hunting in an area that is overcrowded is much harder. Having to compete for land and deer population will limit your chances to be successful in hunting deer. It is much easier to find a friend with private property. This way you can set up where you want and not have to worry about having a neighbor. Private property is also nice because the deer are not always running scared because the hunting pressure is not so high. WhenShow MoreRelatedGun Hunting Vs. Hunting1675 Words   |  7 PagesAmerican tribes and from when the first settlers arrived to the New World. While hunting is not needed for survival in today’s society every year thousands of hunters take to the woods in pursuit of their quarry. While many people think these hunters are all the same there are two main sects that make up the hunting community; gun hunters and bowhunters. While both methods of hunting are similar and share many common points, there are some key differences between the two as well. While bowhuntingRead MoreEvolutions Of Hunting And Hunting1383 Words   |  6 Pagesquestion on how the sport people enjoy so much today started. Many people just think of cavemen and old extinct animals such as mammoth when people think of the start of hunting, which yes, it was an early form of hunting but it also was survival for their family and others. It actually was not fun at all for the cavemen; it was one of the hardest things to do was bring down a big animal just with spears and other tools they needed to hunt in order to survive. Many hunters today wonder how the sportRead MoreEvolutions Of Hunting And Hunting1512 Words   |  7 Pagesquestion on how the sport people enjoy so much today started. Many people just think of cavemen and old extinct animals such as mammoth when people think of the start of hunting, which yes, it was an early form of hunting but it also was survival for their family and others. It actu ally was not fun at all for the cavemen; it was one of the hardest things to do was bring down a big animal just with spears and other tools they needed to hunt in order to survive. Many hunters today wonder how the sportRead MoreHunting Is The White Tail Deer Essay1270 Words   |  6 PagesMy Bow Hunting is very valuable to me, but the value is deeper than just hunting. There are so many aspects of hunting that I love. But I cherish my bow above all of them. Having my bow with me when I’m in the stand or when I’m at my neighbor’s house practicing, gives me a since of dominance. Also brings me pride knowing I’ve worked hard and stayed committed to something I truly love. There are all kinds of animals to hunt and different ways to hunt them. My favorite type of animal to hunt, isRead MoreHunting1108 Words   |  5 PagesHunting is a pastime that helps people become one with nature and frees them from their normal lives. When hunters get the chance to go hunting they are able to go to the woods where they can relax, and clear their minds. Hunting allows one to get back to the outdoors and experience what nature has to offer. â€Å"More than 38 million Americans hunt and fish.† (â€Å"Hunting Facts† 1). Location is the key to where b ig game and trophies are. To be a successful hunter one must prepare and utilize tools thatRead MoreShould Hunting Be A Code Of Ethics? Essay1305 Words   |  6 PagesMy Bow Hunting is very valuable to me, but the value is deeper than just hunting. There are so many aspects of hunting that I love but I hold my bow above all of them. Having my bow with me when I’m in the stand gives me a since of dominance, also brings pride knowing I’ve worked hard and stayed committed to something I truly love. Even though I would have liked to been given all my hunting needs, I’m proud of myself for going out and getting those needs by myself. While hunting in general I likeRead MoreWhy The Sport Of Hunting1282 Words   |  6 Pagesquestion on how the sport people enjoy so much today started. Many people just think of cavemen and old extinct animals such as mammoth when people think of the start of hunting, which yes, it was an early form of hunting but it also was survival for their family and others. It actually was not fun at all for the cavemen; it was one of the hardest things to do was bring down a big animal just with spears and other tool s they needed to hunt in order to survive. Many hunters today wonder how the sportRead MorePeople Have Hunted Throughout Human History1503 Words   |  7 Pagesanimal with the intention, or aim, of killing it. People often ask hunters why they hunt. Most say they hunt for three reasons: Food, to help balance wildlife, and to enjoy the challenge. People who lived thousands of years ago left clues about their lives. Some of these clues were pictures painted on the wall inside caves. Some showed animals being hunted. This proves that hunting has been part of society for many years. The first hunters may have trapped animals and beat them with clubs. Later on, theyRead MoreThe True Hunter1079 Words   |  5 PagesThe True Hunter Few passions can unite a group of people, globally, so tight. Hunting can often times be misconstrued as the murdering of animals for sport. This is not the case. Hunting can fairly be defined as a person, or group of people, tracking and harvesting an animal as a resource of meat and hide (or feathers). Hunting is rightfully supported by the government and is enforced by laws and specific regulations. Hunting makes providing for a family more self sufficient than buying processedRead MoreHunting Pros and Cons Essay1272 Words   |  6 Pagesthere are also benefits of hunting. Hunting controls the population of certain species. Hunting is one of the long time traditional ways of controlling the population of animas such as the white tailed deer. (Kilgo, Labis Fitzen) The money that hunters spend annually on hunting helps support the economy in many areas around the world. Many supporters are for and against hunting. The question seems to be whether hunting is good for our environmen t or is it destructive. The consequences of continuing

Aspects of Belonging Notes Free Essays

English questions: -Explain how some of the specific events that are presented in your texts provide insight into belonging/ not belonging? -Relationships are integral to human beings feeling like they belong. Assess the truth of this statement in regard to your prescribed text and one other text. TODAYS LESSON: -Thesis statements for each aspect of belonging: -Acceptance -Understanding -Relationships -Notions of Identity -Experience -Landscape Write an introduction and conclusion for each of the questions at the top of the page. We will write a custom essay sample on Aspects of Belonging Notes or any similar topic only for you Order Now Acceptance: A strong sense of belonging within a community is reliant not only on the willingness to assimilate, but also on those already in the community to be accepting. †¢Feelings of acceptance can heighten a sense of belonging whereas rejection can alienate individuals. †¢An individual’s fear of alienation can lead them to think or act in ways that are not true to their ideology. Understanding †¢For an individual to feel that they belong to a particular person, place or group, they need to accept and understand the social expectations and behaviours of that community. Understanding the values of a person, place or group is the fundamental foundation for mutual respect that allows for a sense of belonging. †¢An understanding and appreciation of individual differences – even within a group – is essential for the smooth running of the society and thus is the origin of the sense of belonging or not belonging. Relationships †¢The need to belong to a group or community shapes our behaviour, attitude and actions. When humanity experiences a strong connection to a place the notion of belonging is strengthened and enriched. †¢When our relationship with a place is shaped by a narrow and biased view of the world, our notion of belonging can be questionable. †¢Connections with individuals, groups or places can nurture a sense of belonging through the relationship with that other person, group or place. †¢Relationships are the basis upon which an individual may feel a sense of belonging or not belonging towards a person or place. When significant relationships in life are fractured, often many other aspects related to an individual’s wellbeing will be negatively impacted. †¢Relationships come in many forms and can either allow an individual to experience a sense of belonging or hinder this sense of belonging. Notions of Identity †¢When your cultural identity is marginalised, you can feel dis located and displaced, and believe that you do not belong to your culture or part of the dominant culture. Our search for who we are is fuelled by a need to find a place in the world where we feel we belong. †¢Time and the passage of time can have a significant impact on our notion of identity and from that – to whom and to where an individual might belong. †¢An individual’s fear of alienation can make them act or think in ways that are not true to their ideology. †¢Our individual identity is greatly constructed by how others perceive us. †¢The community surrounding you impacts your opinion of selfhood, consequently moulding your identity. Experience We search for a place to belong, not realising that it is our perceptions and attitudes, not the place, that ultimately allows us to feel a sense of belonging. †¢Personal experiences shape our beliefs and values and hence contribute to their sense of self and ultimately where they belong. †¢Ex periences can have both positive and negative effects on individuals depending on the extent and power of the knowledge gained. †¢The way we view and assess the experiences of life can change overtime and thus impact how we establish the present and future. Place/Landscape †¢ Strong conclusion: Strong relationships nourish belonging, whilst damaged relationships may be detrimental to the experience of belonging† It is evident that both composers represent this interpretation, but in varying ways – while Romulus focuses more on so how relationships – and barriers to these – can hinder belonging, â€Å"other related text† focuses much more on the†¦Ã¢â‚¬ ¦. and how these flourish and nourish one’s sense of belonging/ Although different, both composers effectively present their interpretation of relationships, and how these can either nourish or hinder one’s sense of belonging. OR In conclusion, both â€Å"† and â€Å"† show the various ways in which relationships with people and surroundings can impact an individual’s experience of belonging. Degrees of empathy, understanding, prejudice and sexual attraction, as shown in the examples above, clearly help determine the nature and strength of some of the relationships within the respective texts, and the extent to which they can and do impact on an individual’s broader sense of belonging or exclusion. Romantic, professional and cultural affiliation with others and his surroundings are integral to Romulus’ efforts to belong in his new country, Australia. How to cite Aspects of Belonging Notes, Essay examples

Promoting Cognitive Development free essay sample

Everyone has a different opinion when it comes to raising children. Most parents do not look kindly on people telling them what they are doing is wrong. There are several different theorists that developed theories on how our children grow and develop. Cognitive development is one of the main categories studied by theorists and is still a leading area of study among people today. Jean Piaget, Burrhus Skinner (B. F. Skinner), Erik Erikson, and Lev Vygotsky are four of the leading psychologists that studied cognitive development. Each had their own theory about how children develop. Studying these theories can help us to understand and aid our children’s cognitive development. Jean Piaget is considered to be the first psychologist to make a â€Å"systematic study of child development† (McLeod, 2009). Piaget developed the theory of cognitive development. According to Piaget â€Å"children are born with a very basic mental structure (genetically inherited and evolved) on which all subsequent learning and knowledge is based† (McLeod, 2009). He believed that children developed in stages. These stages occur in succession and always in the same order and he suggested that â€Å"movement from one stage to the next occurred when a child reached an appropriate level of physical maturation and is exposed to relevant experiences† (Feldman, 2011, p. 142). Piaget’s stages were the sensorimotor stage (birth-2 years), the preoperational stage (2-7 years), concrete operational stage (7-11 years), and the formal operational stage (12 and up). In the sensorimotor stage of life Piaget suggested that babies know their surroundings by their movements and sensations. In this stage they develop the sense that when they do something they get a reaction such as when they cry they get picked up. Piaget discovered that babies learn through assimilation and accommodation. Piaget’s second stage, the preoperational stage, children learned language and symbolism. He believed children at this stage were egocentric and think only of themselves. The third stage is the concrete operational stage. In this stage Piaget discovered that children begin to think logically. They understand concepts like conservation. They also begin to develop reasoning. In Piaget’s fourth and final stage, formal operational stage, young adolescents begin to think abstractly. At this stage they also develop skills for thinking hypothetically. They develop more social, ethical, moral, social, and political reasoning and are able to theorize about issues. Piaget keyed the terms schemas, which is the â€Å"the basic building block of intelligent behavior,† â€Å"a set of linked mental representations of the world, which we use both to understand and to respond to situations† (McLeod, 2009). He believed we store schemas and apply them when the right situation occurs. Piaget believed that schemas were really important to cognitive development. He believed that certain schemas are genetically programed into us like the sucking reflex that babies have. Piaget’s theory on intellectual growth is through the process of assimilation and accommodation. Assimilation is the use of old schemas to deal with new situations. Accommodation comes next which is when the existing schema does not work we adapt it to make it work. Piaget was a pioneer in the study of child development. He changed people’s perspective on children in that they are not just less competent thinkers than adults that they actually think in different ways than adults and grow and assimilate new information. Burrhus Skinner was a behavioral theorist. He believed that it was more productive to study observable behavior rather than internal mental events. He did not believe in ages or stages instead Skinner believed that behavior is learned through causes and consequences of actions. He called his approach operant conditioning. Skinner used positive and negative reinforcements to affect behaviors. Skinner studied behavior modification which is â€Å"A formal technique for promoting the frequency of desirable behaviors and decreasing the incidence of unwanted ones† (Feldman, 2011, p. 24-25). He believed that behavior that is reinforced is more likely to be repeated and behavior that is not reinforces would be avoided. Skinner believed that information should be given out in small doses that way the responses can be reinforced. According to Skinner associations between stimuli, actions, and responses could explain nearly every aspect of human behavior and interaction. This is depicted in the social-cognitive learning theory â€Å"an approach to the study of development that emphasizes learning by observing the behavior of another person, called a model† (Feldman, 2011, p. 25) This theory states that modeling and imitation can explain why children behave the way they do. Such as when children watch a parent wash their hands after going to the bathroom the child is more likely to imitate the behavior and do the same. . Erik Erikson was a student of Freud. He believed in a lot of the same theories and principles that Freud did and like Freud and Piaget he based his theories on stages. He however developed the psychosocial theory which is â€Å"the approach to the study of development that encompasses changes in the understanding individuals have of their interactions with others, of others’ behavior, and of themselves as members of society† (Feldman, 2011, p. 22). He believed the culture had an effect on development. He put into play the importance of a more knowledgeable other, such as a parent or teacher as long as the other has more knowledge than the learner about a particular subject, task, or process. In today’s world however this more knowledgeable other can be something like electronic support devices such as leap pads. Erikson’s stages were based on social development rather than sexual development. Erikson believed â€Å"the ego develops as it successfully resolves crises that are distinctly social in nature. These involve establishing a sense of trust in others, developing a sense of identity in society, and helping the next generation prepare for the future† (McLeod, 2008). He took the stages and extended them adding three more past the age of 18 well into adulthood. Erikson’s first stage (birth- 18 months), was focused on t trust vs. mistrust in which the infant develop a sense of trust by getting their needs met or mistrust if they do not. The second stage (18 months- 3 years) was focused on autonomy vs. shame and doubt. In this stage children develop the no factor in which they are allowed to protest and say no. They develop self-sufficiency and exploration through encouragement from adults or they may develop doubt in themselves and lack of independence if they are not allowed to do things for themselves or have choices. The third stage (3-5 years) is the imitative vs. bguilt stage. In this stage Erikson believed children discover ways to start actions. Consequently they also develop guilt from their action and thoughts in this stage. The fourth stage in Erikson’s theory is the industry vs. inferiority stage (5-12 years). In this stage children develop feelings of competency or they may develop a sense of inferiority or lack of competence in themselves. The fifth stage (12-18 years) is the identity vs. role confusion. In this stage Erikson believe that adolescents develop an awareness for themselves and know their role in life. On the other hand they may be confused and not understand their role or place in life. His sixth stage (18- 40 years) is the intimacy vs. isolation stage. This stage is focused on love. Erikson believed adults found loving, sexual relationships and close friends or struggled with relationships and may develop of fear of personal relationships. His seventh stage is the generatively vs. stagnation (40- 65 years). In this stage we develop the sense that we contributed to society or that we did not. His eighth and final stage is ego-integrity vs.  despair (65+). In the last stage we contemplate whether we led a good life or we missed out on opportunities. Erikson believed that each stage posed a conflict or crisis that we must address and resolve. He explained that most issues were never fully resolved but were at least addressed and managed and carried over to the next stage in life. His research and thought are still widely used today. Mid-life crisis is a term that is commonly heard about adults around the age 40. This would be Erikson’s generatively vs. stagnation stage. He believed in Lev Vygotsky developed the sociocultural theory which is â€Å"an approach that emphasizes how cognitive development proceeds as a result of social interactions between members of a culture† (Feldman, 2011, p. 30). Vygotsky believed that children developed with reciprocal transactions between the child and persons in the child’s environment such as parents, teachers, or other significant persons. He was not a stage theorists like Piaget, Freud, or Erikson. He believed that social interactions and the environment shaped a person. Such as a child who grew up with extended family around all the time would have a different view of family than someone who did not. Vygotsky believed that social learning came before development instead of the other way around like Piaget. He believed that an individual’s development cannot be understood without referencing the social and cultural environment in which they developed in. Vygotsky developed the zone of proximal development. This principle is the concept that a child can do things that they might not be able to do independently but they can with a little help. Vygotsky believed most important in a child’s life. He believed in scaffolding, which is â€Å"the support for learning and problem solving that encourages independence and growth† (Feldman, 2011, p. 229). With Scaffolding children learn to solve specific problems but it also aids in the overall cognitive development of the child. Each theorist had their own views and opinions of how children develop cognitively. Piaget, and Erikson’s theories are largely based on stages of development. Each one defining a critical age in which children develop. They all listed a certain time frame for each stage. Piaget believed that children develop through direct motor behavior. Erikson views were that both society and culture shaped us and Vygotsky thought that children develop through social reciprocal transactions between family, teachers, and other significant persons and the child. Piaget would suggest the Jacksons have a sort of hands off approach. He believed in placing children in a rich environment and letting them explore it. He believed that children should not be praised very much because they may get hooked on the praise and they may put forth the energy to impress the adults instead of into learning. He would suggest that letting the child play around and explore the environment rather than making the child sit and listen to someone teaching them. Burrhus Skinner would suggest that the Jacksons use operant conditioning with Jasmine. He believed that in order to produce optimal learning and behavior Jasmine should be rewarded and punished appropriately. When she does something good or right then she should be rewarded or praised. Likewise if she participates in a behavior that is undesirable or is wrong she should meet with negative reinforcement or be punished accordingly. Erikson’s approach would suggest that the Jacksons that they let Jasmine participate in play with other children. Like Piaget he would suggest putting the child in a rich environment and letting her play and explore. Erikson might suggest that they let Jasmine plan activities and make up games. Also he might suggest encouraging Jasmine to initiate activities with others. This would help develop her imitative and make her feel competent in her decision making skills. He might also tell them to not treat any questions Jasmine may have as trivial or a nuisance. This can cause her to feel guilty and not want to seek information. Vygotsky might suggest that the parents keep Jasmine in a social rich environment. He believes that social interaction plays a major role in cognitive development. He would encourage them to place Jasmine in a preschool in which she would learn from the teacher directly rather than exploring everything on her own. He might suggest the use of specialized electronics or computer programs to assist Jasmine in learning. He would encourage the Jacksons to help Jasmine when she needed it and nurture her learning. Keith’s advice to the Jacksons would be dependent on which theorist he identified with. If he was a behaviorist like Skinner he would suggest praise and reinforcements for Jasmine. If he identified more with cultural learning such as Vygotsky he would suggest a cultural rich environment and helping her learn. Keith’s personal views on cognitive development would be suggested to the Jacksons for use. At the preschool age society and family play a major role in Jasmine’s development. She will most likely model what she sees her parents and other adults doing. She will adapt the traditions and morals of her culture. Her family could be the determining role for her learning abilities. If they nurture her learning and provide her with the tools she needs to learn and feel competent then she will most likely thrive. If they do the opposite she is more likely to reject learning. Jasmine will begin to model things she sees in life such as her parent’s behavior as well as things she sees on television or video games. Psychologically she will begin to develop the feelings associated with actions and consequences. She will develop the feeling of guilt. Her physical environment may affect her learning abilities such as a loud or noisy environment may cause her to have more troubles learning. Psychosocial influences such as family environment will begin to affect her learning abilities as well. A positive family environment will nurture her learning and a negative one may drastically affect her learning. Cognitive development has been an area of study for decades. From the first recognized cognitive theorist Jean Piaget to the present day theorist child development has been an important area of study. Each psychologist Piaget, Skinner, Erikson, and Vygotsky had their own ideas and opinions on cognitive development throughout childhood. Whether we know it or not we typically identify with at least one of these psychologist in our view of child development. Each one brought bright ideas and intelligent answers to the way we develop cognitively. Today research is still being conducted on the cognitive development of children. Play is still being studied and is regarded as an important process for children’s cognitive development. Some research suggests â€Å"social play opportunities promote social competence in a variety of ways including strengthening skills such as sharing, perspective taking, and negotiating. Social play opportunities also enhance conflict resolution skills and enrich self-concept† (Haney Bissonnette, 2011). Child development will be a subject studied and researched for years to come. The works of Piaget, Skinner, Erikson, and Vygotsky made unbelievable progress and laid the foundation for future psychologists and the study of child development.