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I was born on September 13,2001 to my parents, Marco and Idolina, in Matamoros, Tamaulipas, located in northern Mexico.

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Age-graded event: I learned to walk at 11 months of age. My parents say that I was relatively early to the crawling stage and that I learned to walk earlier than my siblings, who both learned at 12 months of age.

Concept: The concept I related to in this stage was that of gross motor development. Gross motor development, or the control of gross (large) body movements, begins as early as a month old, when infants are able to lift their heads. This initial marker of gross motor development is followed by several others, one of the most notable being the ability to stand and walk.  The textbook indicates that most infants are able to reach the walking milestone at 12 months of age, so my own personal experience with this milestone coincides with the timing suggested by the book.

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My parents immigrated from Mexico to the United States during this time period. I do not have the greatest recollection of this event, save for my parents telling me about the move, and parts of the moving process, but I would consider this to be influential in my development because it changed the entire trajectory of my life. Thanks to the move, I was able to experience a better quality of life and a greater access to higher education and advancement. I would also consider it to be a non-normative event because not many experience immigration.

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One world-event that occured during my infancy and influenced my subsequent development was the collapse of the World Trade Center on September 11th, 2001. I consider this to have influenced my development because I did not get to experience the world the way it was before that event, and the various changes that it incurred meant that I grew up in a different environment, one that was marked by a tense ambience, changes in security measures, and an overall jaded American public, not to mention the ensuing conflicts abroad as a result.

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Age-graded event: I learned to tie my shoelaces on my own and was also learning how to ride a bicycle with training wheels.

Concept: The concept I related to the most was that of brain plasticity. I believe that I showed brain plasticity when I began to learn the English language when I first moved to the United States. The acquisition of a new language serves to demonstrate the concept of plasticity, as it helps establish new neural connections, just as the example given in the textbook of the children who were exposed to music training.

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One non-normative event that I experienced was learning a new language. At the age of six, I moved to the United States, without any prior of the English language. I initially had a difficult time adjusting at school because of this, but this changed when I was enrolled in summer school that year. After that experience, I was able to improve my English greatly and have an easier time in school.

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One history-graded event that influenced my development during this stage was the Great Recession that began during 2007, when I was six years old. While this did not influence me directly, it was an event that would have a great impact on the United States and the world as a whole. It began an era of economic downturn, marked by grand-scale job losses and a general increase in the poverty rate. I consider this to have had an influence on my development because it meant that grew up in a different era, one marked by uncertainty and hardship.

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Age-graded event: One age-graded event I experienced during middle childhood was in regards to motor development. I remember playing and participating in various sorts of games during elementary school. These sorts of games required the flexibility, agility, and strength that one typically develops during middle childhood. This aspect of my middle childhood could be seen whenever I played games such as hide and seek, ran races with my peers, or used equipment, such as monkey bars, during recess.

Concept: The concept I related to the most in this stage was that of autobiographical memory (any memory of meaningful personal events). Some of my most prevalent memories from my childhood are those involving family gatherings, such as christmas and birthday parties. One of my earliest memories is from a christmas gathering when I was five years old, which corresponds with the development of autobiographical memory, which the textbook states as developing from 3 to 6 years of age.

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One non-normative event I experienced during this stage is in regards to early childhood education/intervention programs. At this stage, I was enrolled in Head Start, which I consider to be non-normative because it is typically for the economically disadvantaged and therefore is not an experience shared by all.

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One history-graded or world event that occured during this stage was the election of former President Barack Obama. I consider this to have influenced my development because of how his decisions changed the American political and economic landscape. His handling of the great recession and his implementation of Obamacare in particular are those that I believe to have been the most influential in changing the general environment that I was experiencing at this time.

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Age-graded: One age-graded event that occured to me during this stage was in regards to physical development. I experienced a growth spurt around the age of 11, and I remember being taller than several of the boys in my class. This is consistent with the description of the onset of puberty in the textbook, in which the adolescent growth spurt is described as usually starting at the age of 10 in girls and 12 in boys, which explains why I was taller than the boys in my class.

Concept: The concept I related to the most for this particular stage was that of parental monitoring. My parents employed an authoritative parenting style, which included parental monitoring. Although I never fought with them over their use of parental monitoring, I would sometimes wonder why they would use it to such a degree. The explanation in the textbook allowed me to see the overarching purpose and the positive effects of parental monitoring, such as decreased levels of drug use and deliquency, as well as increased levels of academic achievement. This made me realize the important role that parental monitoring plays in adolescent development, and it makes me grateful that my parents employed it, as it ensured that I became well-adjusted.

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One non-normative event that I experienced is in regards to academic functioning, specifically school transitions. Once I entered middle school, my family moved quite a bit, and I ended up attending two different middle schools and three high schools. This meant that I did have a bit of difficulty adjusting, both academically and socially, as I entered separate school environments. The academic adjustment was something I was able to conquer more easily, but It was definitely harder to accommodate to the social adjustment, as it sometimes felt difficult to keep the new friends I was making as a result of the constant moving. This is consistent with the description of school transitions in the textbook, that states that school transitions disrupt friendships by separating friends into different schools and that students who view their school transitions as stressful tend to experience a lessened connection with their school.

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One history graded event that influenced my development during this stage was the Stoneman Douglas High School shooting in Parkland, Florida. This occurred while I was in high school, and I would say it influenced my development because it changed my school environment (it amplified its security measures by having more a greater number of security officials on campus and required the use of see through or mesh backpacks) and also ushered in a general sense of uneasiness, as it was a reminder of what could possibly occur at my own school.

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Age-graded: One age-graded event I experiened during this stage was the development of relativistic thinking. Relativistic thinking, as outlined in chapter 13, is described as the realization that knowledge is not a set number of facts, but rather is dependent on an individual and their perspective, as well as their context. The book also states that this sort of thinking develops as emerging adults enter college. I would say this is an age-graded event because I also experienced this as I first started college, especially with the help of my intro to philosophy course. That course allowed me to see the type of knowledge described by the book, as I was introduced to and encouraged to discuss topics like ethics and address differing viewpoints on polarizing and controversial subjects such as abortion.

Concept: The concept I related to the most from these past two chapters was that of the specification stage, the second of Donald Super's occupational stages as outlined in chapter 13. According to Super, the specification stage is marked by an emerging adult's journey in pursuing the requirements needed for their chosen occupation. I related to this the most because it is the stage I am currently in, as I am pursuing the education needed for my chosen occupation here at the university.

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One non-normative event I experienced was in regards to my transition to college as a first-generation student. I was fortunate enough to have been enrolled in a college oriented high school, and participate in multiple AP classes, which made me feel more prepared for college, and ultimately helped me bypass the difficulty first-generation students typically have when adjusting to college, as outlined in the book (being less academically prepared for college).

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One history-graded event I experienced during this time was the onset of the Coronavirus pandemic. I would say this event was influential in my development during this stage because it affected virtually every aspect of my life, including academics. As a result of the pandemic and subsequent quarantine, I experienced the entirety of my freshman year of college online. This made the adjustment period a bit more difficult than usual and also affected my social development during this time, as I was not able to make the same sort of friendships and connections with peers and professors as a result of not having in person classes.