Reflective Journal Entry #6

• What kinds of marketing campaigns, if any, do you recall as particularly memorable or effective when you were a teenager?  In what ways or areas did they appeal to teens?  Do you think young teens are able to distinguish marketing from entertainment?  Is it ethical to disguise marketing as “coolness” or “fun?”

When I was a teenager I remember the Truth Anti-Tobacco MTV non smoking campaigns. I remember them always have some cool teenagers hanging out, and then suddenly someone was offered a cigarette, and the kid causally said no, and went about their way, making it seem like you don't have to cave into peer pressure. This appealed to teens because you saw a cool kid saying no to other cool kids. Another campaign I remember was preventing teen pregnancy. This was big because the Teen mom show was recently new. I remember it being risky, to show such things on TV. I think teens can distinguish marketing from entertainment depending upon their level of mental maturity. In some cases, like the Truth campaign I think it is acceptable to disguise marketing as cool, because it is showing ways to say no to drugs. However the marketing for teen pregnancy showed teens in the act of sex, and promoted protection techniques. This can be mistaken as saying teen sex is okay, normal, and popular versus, the overall idea of stopping pregnancy by using protection.

Reflective Journal Entry #5

Description
In chapter 9, William Corsaro discusses many interesting topics related to children's friendships and social interactions. Corsaro describes the friendship process, social participation, and social differentiation. Differences in gender peer cultures and cultures is also addressed in this chapter. Race and ethnicity is explained with the discussion of clubs and hierarchies. Child autonomy, identity, and conflicts are all defined with examples. The most intriguing information to me in this chapter was the Verbal Disputes and Conflicts in Peer Relationships section. 
Analyze
Conflict can actually bring children together, establish social order, and develop social identities. Corsaro describes preadolescence children's role in conflict. African American children talk in a way to build up opposition. African American boys argue and insult each other in order to show their character. Conflicts rarely met a resolution and often spread into group debates. It was concluded in this Goodwin study that African American children enjoyed conflict and rarely sought adult support in teasing or insults, and did not make strict hierarchies. Unlike black males who participate in direct competitive disputes, African American females engage in gossip disputes in which the other party they are opposing is not present. This often leads to a "he-said-she-said"  scenario. This leads to a confrontation in which the party who was absent, then challenges and confronts the antagonist. Talking behind someones back is a serious offense in this peer culture. In the hopscotch example, the girls who were non jumpers teased the jumpers, and made fun of the jumpers and their mistakes. 
Reflection
This concept means to me that I need to understand when I may be having a misinterpretation in my students conflicts, and how to improve cross-cultural relations. My students are majority African American and I strive everyday to better understand their culture. When I read this section, nothing came as a shock to me. I absolutely see these behaviors daily and now I can say this is a research studied cultural phenomenon that I do not want to disrespect when trying to help with conflict. Concerning the context of my classroom, this concept allows me to think of opportunities to allow my students to be themselves in their ways of solving conflict. I often try to stop all of these he-said-she-said, and gossiping, and teasing behaviors. Understanding that this is their culture helps me to brainstorm ways to help them come to resolutions in a healthy way, without saying their way is "inappropriate".  Based on this learned information, I will let my students know that the way they solve conflict at school may be inappropriate. For example, teasing, gossiping, and trying to out insult each other may not result in resolutions at school, and since we have to continue to be a class for the rest of the year, we really need to brainstorm ways to find a solution. I will also encourage them to think about how this relates to them in the real world, such as having a job and working with people they may have conflicts with. Understanding it is a cultural thing makes me feel a little bit better in knowing that what I experience with my students is normal.  
References
Corsaro, W. A. (2011), The Sociology of childhood (4th ed.). London: SAGE Publication.

Reflective Journal Entry #4

Description
In chapter 7, Sharing and Control in Initial Peer Cultures, William Corsaro discusses concepts of sharing and gaining control among the production and participation in initial peer cultures. He describes first peer encounters as being family members, preschool or daycare peers, and neighborhood kids. Corsaro explains themes discovered in initial peer cultures and ideas of friendship, sharing, and social participation. The most intriguing information in this chapter was Approach-Avoidance Play. 
Analyze
The Approach-Avoidance Play routine is broken down into three stages. In the first stage, identification, children identify, label, and have shared confirmation of who is going to be the "threatening agent". In the next stage, approach, children approach the threatening agents with multiple peers, based on a proposal from one other child, and is orchestrated into a build up of tension that the children have created and shared together. In the final part of the Approach-Avoidance Play routine, the avoidance, children have fled from the threatening agent, and once the threatening agent pursues, now they have begun the participation. As fifth graders, I see my students doing this often with tag, or playing zombies, or vampires. 
Reflection
This concept means to me that this play can allow children to release tension as well as have excitement. This also gives opportunities for the threatening child to have control. I feel that this type of play could be good for students who are typically overlooked or seen to not have many friends. If they participate as the threatening agent, they could find some confidence as they have control of their peers in this game. Concerning the context of my classroom, this concept allows me to think of opportunities to allow my students to participate in this type of play more often. I usually do not allow this type of play for fear of injuries, or students getting too rowdy. I now see the importance in allowing children to confront fears and anxieties and have excitement. Based on this learned information, I might allow students to play their Approach-Avoidance games, as I careful observe the stages I have learned about. I now see how these games allow children to work together, build their own tensions, and excitements. 
References
Corsaro, W. A. (2011), The Sociology of childhood (4th ed.). London: SAGE Publication.

Reflective Journal Entry #3

Description
William Corsaro discusses how changes in our current economy, cultures, and society have affected families and children. Corsaro mentions different cultures and styles of raising children, whether it be parental responsibility or others. An explanation for several changes to families and the affect on children is provided. In chapter 5, the growing population of minority children in the United States is addressed as well as a concern to conduct additional research. 
Analysis 
Reading about the different changes to families and how that affects children opened up many thoughts for me. As an educator it is important to understand my students. This particular chapter helped me to do so. Corsaro states that reductions in two parent farm families means families and children are no longer working side by side and everyone contributing to the family. With family size decreasing the affects on children develop in lack of friendship and companionship among siblings and neighborhood peers. These changes have put more responsibility on parents and single parent homes have put more pressure on children to contribute work at home. 
Reflection
This concept is significant concerning the context of your classroom because gaining knowledge on families different families and how they affect a child can help me to better understand my students, and the pressures of their home life. This event changes my knowledge or beliefs about teaching because I am more open minded to parents who i may have usually seen as uninvolved. Some may simple be working and with increased pressure of responsibility, it can be difficult to make constant connections. I may handle a situation or activity differently based on this learned information because I am now going to be more conscientious of the issues my children and parents are faced with. I am also going to be more considerate of the affects on their life and behavior. I feel strongly about this information because it is valuable to my profession. I enjoyed this chapter more than others. I learned an incredible amount of information about children and their parents and how society has made major impact on their education. 
References
Corsaro, W. A. (2011), The Sociology of childhood (4th ed.). London: SAGE Publication.

Reflective Journal Entry #2

Description: 

In chapter 3, William Corsaro discusses the trend of research on children to researching with children, macro and micro level methods of research, nontraditional styles of researching children, and ethical issues that can introduce themselves when it comes to researching children. In this chapter, Corsaro explains the different methods by giving descriptive examples. 

Analysis:

One important aspect of this chapter was the discussion of legalities in researching children. Before any educational research can be conducted it is critical to gain permission through the IRB. To the IRB children are considered a "vulnerable population" meaning, many risk may come along with researching minors. Researching children requires special consideration and treatment. When parents sign their consent and rights form this gives them rights to review the research data and field notes before publication. (Corsaro, 2011, p.59)  Before the IRB became more strict on their requirements, the researcher could send home a simple "check yes or no" letter. Now consent forms also require a detailed explanation of the research that will be conducted in the classroom as well as the researchers contact information. Children who do not sign the consent form may not participate in any data, notes, audio observations, or video observation. (Corsaro, 2011, p.59). I can easily see how this could be problematic for educational research. 

Reflection:

The concepts in this chapter are significant to me because in my Applied Educational Research class I am currently working on a research proposal. Although my proposal would deal more with administrators and teachers, I am aware now of the extra hoops I would jump through if I had chosen to study children. Prior to this presentation I did not know that there were strict IRB requirements to follow when conducting research, especially with students. I also was unaware that the parents are allowed to review everything before publication. Based on this information, something I would handle differently would be ensuring I have both child and parent consent with any future research conduction. I normally would assume parent consent is enough, not thinking to include student permission. A positive aspect of this concept is that by having consent from all parties you are legally covered if anything were to go wrong. The researcher would have written documentation where parents and children have agreed to the terms. A negative aspect for this concept would be the intrusive involvement of certain parents. What if a parent doesn't like the data or observations being revealed? Suddenly, you would have an issue, and this could impact your research and timeliness. 
References
Corsaro, W. A. (2011), The Sociology of childhood (4th ed.). London: SAGE Publication.

Reflective Journal Entry #1

Description: This week in The Sociology of Childhood, by William Corsaro, the author discusses how children in our culture have been marginalized, the deterministic and constructivist model, interpretive reproduction, and children's cultures. 

Analysis: The Deterministic Model believes the child is essentially taken over and submerged in their society and culture. The child is molded to become an active member of society (Corsaro, 2015).  The Functionalist model focuses on having children keep information by the parent actually doing something to help ensure internalization (Corsaro, 2015). Reproductive Models suggest that there are advantages to growing up in more well developed social-classes and contribute to early childhood education. The constructivist model focuses on well known sociologists Jean Piaget and Lev Vygotsky. 

Interpretive reproduction theories explain the act of interpretive play with children. For example, children are soaked in everyday language and activities of the adults around them. Children learn by reproducing actions and language from adults in a playful way (Corsaro, 2015). 

The "as-if assumption" also helps in early child development because treating children and infants as if they understand ultimately allows the child to discover routines, social norms, and participate in society (Corsaro, 2015). 

Reflection: To me, this means that I should expect some of my 5th graders to act "grown". They are interpreting their world around them and ultimately growing as a child learner in their society. I learned the importance of treating infants "as-if". Even if they may not exactly understand the language or concepts, they are at least getting an opportunity to be involved in social situations. Concerning my classroom, it makes me think about allowing my 5th graders the opportunity to branch out more with their learning and treat them more "as-if" they are capable of expanding their own education more deeply. One way I may handle one of these ideas or situations differently would be with the interpretive play. Allowing my students to play as if they are interpreting what the see from adults around them (high poverty environments and cultures) means I also need to explain to them the difference in playing that way in school versus out of school. Some interpretative reproductions are inappropriate for school. 

References

Corsaro, W.A. (2015). The Sociology of Childhood (4th Ed). Los Angles, CA: SAGE Publications, Inc.