He noticed that his sister was playing with a puzzle and was soon joined by another boy. This led to Beck abandoning the book and going over to work on the puzzle with his sister. Shortly upon his arrival, his sister and the other little boy lost interest in the puzzle. After a few minutes, Beck found himself returning to the book.
Later in our observational period I was able to watch Beck utilizing the computers at the library. He appeared familiar with the use of computers, including keyboard and mouse. The software required him to type in his name and he typed in MAX. When I asked his father about the name Max, Beck’s father replied that he was not certain, but it was a relatively new construct and was generally one of Beck's …show more content…
Beck’s use of fictional characters and an imaginary lasso in play are examples of magical thinking, while vocalization of this event with his sister indicates a transition from non-linguistic symbolism to an increasing improvement of language skills and ability to express himself. This imaginative play can also be described as egocentric behavior as he wanted his younger sister to play in a manner that he wanted but she had no interest in playing that way. According to Crain (2011), egocentrism is not selfish behavior, but behavior that does not take into consideration the interests of another. Keeping with Piaget’s description, Beck is attempting cooperative play, which is in the next stage, but does not quite include his sister’s perspective in his desire to play with …show more content…
The concept given was that if a child becomes interest in a particular item, if left to his own, then that child’s innate desire to understand will lead him to master that item (Crain, 2011). Beck demonstrated this with his use of the computer software available at the library. This educational software was set up as task oriented, and upon completion of each task allowed the player to successively continue through the levels until completion of the game. Beck became so focused on mastering this task that he was no longer concerned with what activities his sister was involved with, or whether his father was available for assistance, until he had finished the game. Montessori’s educational objective is to give the child the opportunity to master a task independently (Crain,
Later in our observational period I was able to watch Beck utilizing the computers at the library. He appeared familiar with the use of computers, including keyboard and mouse. The software required him to type in his name and he typed in MAX. When I asked his father about the name Max, Beck’s father replied that he was not certain, but it was a relatively new construct and was generally one of Beck's …show more content…
Beck’s use of fictional characters and an imaginary lasso in play are examples of magical thinking, while vocalization of this event with his sister indicates a transition from non-linguistic symbolism to an increasing improvement of language skills and ability to express himself. This imaginative play can also be described as egocentric behavior as he wanted his younger sister to play in a manner that he wanted but she had no interest in playing that way. According to Crain (2011), egocentrism is not selfish behavior, but behavior that does not take into consideration the interests of another. Keeping with Piaget’s description, Beck is attempting cooperative play, which is in the next stage, but does not quite include his sister’s perspective in his desire to play with …show more content…
The concept given was that if a child becomes interest in a particular item, if left to his own, then that child’s innate desire to understand will lead him to master that item (Crain, 2011). Beck demonstrated this with his use of the computer software available at the library. This educational software was set up as task oriented, and upon completion of each task allowed the player to successively continue through the levels until completion of the game. Beck became so focused on mastering this task that he was no longer concerned with what activities his sister was involved with, or whether his father was available for assistance, until he had finished the game. Montessori’s educational objective is to give the child the opportunity to master a task independently (Crain,