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As someone who studies early childhood education, after watching Chimamanda Ngozi Adichie’s talk I found her message particularly valuable in fostering empathy and understanding in young people. While I rethink my old stereotypes about children, I now find that children’s minds are also complex, staged, unknown and malleable. Her focus on the power dynamics behind storytelling highlights the need to expose children to different voices and perspectives. It also challenges us, as educators, to ensure that the stories we tell, and the stories we encourage children to explore, reflect the complex and multifaceted world in which they grow up.

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Watching these videos allowed me to reflect on what I’ve learned thus far about the development of children, It’s important to listen to a variety of stories to shape our understanding of how children learn. Chimamanda Ngozi Adichies inspired me by speaking about the danger of a single story reminding us of their own unique experiences that influenced their development. Vygotsky’s theory emphasizes the need for social interaction and cultural context in learning, and how collaboration with children helps with their development. Other theorists such as Piaget and Erikson are more concerned with developmental stages and social-emotional factors. Bandura does focus on observational learning, suggesting that children learn by watching others, but doesn't emphasize the cultural aspects that shape how learning occurs. Focusing on children’s diverse needs helps better support the learning journeys of children.

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After watching this Ted Talk, it made me reflect on my own "single-sided stories" that I carry. What I've learned in this course is how important our image of a child is. Our image of a child is the structure of where we stand with children. Before I was educated on this topic, I had some stereotypes which I can't entirely agree upon anymore. I feel as though being loud, chaotic, and full of energy are big stereotypes that many people think. I've come to a realization that that statement is completely false. Thinking back on my childhood, I can fairly say that I wasn't any of those, but quite the opposite. I am living proof that the stereotype of all children being loud and full of energy isn't true. When we think like this, we create rules, expectations, and ideas for children without really knowing them. We cannot define children as a whole because that's just not how it works. It becomes almost "risky" it limits ourselves to one story. Instead, we should be able to create a diverse and safe environment for children to express who they are individually.

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Regarding Chimamanda Ngozi Adichie's talk on the "Danger of a Single Story," I see how critical it is to keep clear of restricted perspectives regarding the education and growth of children. Adichie warns against reducing people to simple narratives that minimize their complexity when we only hear a single story at a time. This means that when it comes to a child's development, it's important to avoid seeing every youngster through a single theoretical framework or set of expectations. As emphasized by constructivist theories, I cling to the notion that kids are active agents of their education. Children have distinct viewpoints formed by their relationships, experiences, and culture when they are born. Since each child brings their own "story" to the classroom, I think it's critical to respect that by fostering educational environments that value and promote individuality. I firmly believe in the concept of multiple intelligences, which recognizes the variety of ways infants learn, including through language, music, interpersonal interactions, and logical thinking Moreover, I continue to hold on to Vygotsky's theory of social development, which holds that social situations and children's learning are forever connected. Youngsters pick up skills by collaboration and communication with classmates, teachers, parents, and the community. I am eliminating ideas that present education as an exclusively personal activity. Although Piaget's phases of cognitive development shed light on how children think, they can also represent development as being too rigid and universal. As suggested by constructivism and Vygotsky, I think children develop in more dynamic, interrelated ways, particularly through social interactions.

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Adichie’s talk is about the stereotype, she argues that single stories often originate from simple misunderstandings or one’s lack of knowledge of others, but that these stories can also have a malicious intent to suppress other groups of people due to prejudice. People, especially in their childhood, are “impressionable and vulnerable” when it comes to single stories. According to Vygotsky’s and Piaget’s theories, they both believe children are active learners in their own development. According to Regio, children have 100 languages. It reminds me that we need to accept different perspectives. In child development, single view can limit how we understand children and their potential.

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Listening to Chimamanda Ngozi Adichie's Ted Talk has left me with some lingering thoughts and wonderings in regard to my own bias and preconceived ideas concerning child development. Chimanada speaks of the dangers and pitfalls associated with believing incomplete “single stories” without questioning or further research. This reminds us as early childhood educators to use critical reflection to both carefully consider and reconsider the theories we use in our pedagogical approaches. When we consider the multiple approaches of child development, it’s important to take a holistic approach as not all children learn in the same way, at the same pace or through the same instruction. Furthermore, all children hold unique social and cultural values which shape their own approaches to learning. This is why Vygotsky’s concept of scaffolding as well as the zone of proximal development is crucial in our teaching approaches. Offering guidance when and where it’s necessary so that young children may begin to construct their own knowledge in their own way can offer tremendous benefits in terms of building children’s confidence and continued educational success. Along the same lines, Brofenbrenner’s ecological systems model is important to hold onto as an early childhood educator, as it allows us to consider and value the interconnectedness of environments in which we learn; a concept described in the B.C.E.L.F as all world relations (p.15). This leads me to a particular theory in the realm of childhood development I believe should be left behind is one of Piaget’s, who posits child development is not influenced by socio-cultural components, imposing a sense of universality as it pertains to development. As we know now, development is heavily influenced by social, historical, cultural and chronological components. This is something all early childhood educators should be actively considering when making pedagogical choices and judgements in their learning spaces.

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Listening to Chimamanda Ngozi Adichie’s talk made me realize how we often hear different stories and develop a similar mindset and how these stories can impact people's perceptions and hold on to stories unconsciously. Later on, this gives birth to stereotypes and prejudices. This shows the influence of social interactions on people's cognitive development. For example, before starting to study early childhood education, I had various pre-set beliefs that I got from hearing stories from my parents, grandparents, teachers, and other people in my life. I used to see children, in the same way, my society taught me, which I saw happening around me. However, as I became aware of the value of being open and after reading the early learning framework, I learned that children are not little immature human beings but are capable of learning, thinking, and exploring the world.

It is important to be open to learning about different ways and perspectives, holding onto one way should be avoided. Moreover, the theories of psychologists and development researchers also provide us with significant information about children and their development. However, following one theory can be an issue as each has certain limitations. For example, Piaget's cognitive development theory is informative and useful for understanding a child's mental growth yet it is not universal and developed in a small research area. Similarly, Vygotsky has contributed significantly in this field. He supported that social interactions play a major role in children's cognitive growth but he ignored the fact of personal differences.

Therefore, it is crucial to always keep in mind that all theories and research have their pros and cons, and not any single theory perfectly defines the concept of childhood and completely implies early childhood education.

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Listening to Chimamanda Ngozi Adichie’s talk made me realize that everyone has a single story they hear, hold onto, and tell. This single story can be particularly vulnerable and influential, especially for children, prompting reflection on its risks.

So far, I have learned about various theorists, including Freud, Erikson, Watson, Skinner, Bandura, Piaget, Vygotsky, and Bronfenbrenner. Each theorist has their own single story, making it important to distinguish between the aspects we can maintain and the limits we must overcome, rather than unconditionally absorbing their theories.

From Erikson’s theory, one key aspect to maintain is his emphasis on cognitive development as an ongoing process, unlike Freud’s notion of it stopping at a certain point. This perspective is significant when considering children's development. However, a limitation of Erikson’s theory is its assumption that all children follow the same developmental stages. Since these stages can vary by culture, era, and individual, educators must avoid judging or assessing each child’s development through their own single story.

In Piaget’s theory, we can also identify aspects to maintain and aspects to let go of. Piaget viewed children as active learners rather than passive subjects, which underscores the importance of respecting their roles in learning and providing opportunities. However, his focus on individual experiences in cognitive development overlooks the role of social interaction. Therefore, when educating children based on this theory, we should incorporate these neglected social elements.

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That video completely changed my perspective on Africa. Prior to seeing it, I recognized that I had been looking at the continent with a narrow, stereotypical perspective, just like the speaker's roommate. It got me reflecting on how simple it is to be ensnared by one narrative, particularly if we do not take the initiative to explore more about individuals or locations. This brought to mind the concept of the "hundred images of a child." The way we see things affects how we respond, and it's crucial in preschool education to prevent simplifying children to just one story.

It is crucial to avoid sticking to one narrative, especially when considering children. This concept is also related to the theories of development that we have examined. Even though I appreciate the objective insights provided by behavior development theories, like understanding how children's behavior changes with their development and surroundings, I prefer not to limit children by assigning them to a specific stage or category based on these theories. I also believe in cognitive development theories that emphasize children's ability to learn from their environment and think independently. However, I am cautious about oversimplifying their growth to solely self-learning or external factors.

Every child possesses a myriad of dimensions. Despite the considerable amount of time we dedicate to interacting with them, their thoughts and actions are always shifting, just like our own growth as educators. We must avoid forming strict assumptions or judgments about them, and rather stay receptive and attentive to watching and comprehending their development.

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While watching the TED Talk on Single Story I started to think about the various stereotypes I have unconsciously absorbed until now. Before beginning the study of Early childhood I had many stereotypes or a single story regarding children. Children only like to play. Which I disagree with know as its only one story. I have gradually realized children are more than we can think. Children have their own preferences and comfort levels.  I am keeping the aspect that every child is unique and a child learns at their own pace. And, I am letting go of the aspect that I should expect every child to respond and reflect the same way as others in the room. Gradually, I realized what was missing in my childhood. Also, there are some personal stereotypes that I am letting go is that I believe that this profession is not for me as I am unable to handle my little cousins. But I am keeping the aspect that learning is an ongoing process and being compassionate and dedicated towards my studies will help me get there.

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From the talk, I captured a message Chimamanda wants to convey to us that we all have stereotypes based on the small circles we socialize in. But it is dangerous to convert them to a larger range of life, to the society as a whole and most importantly, to the children as a vulnerable group. Children are much more capable than we ever think they are. So we should not let our past experiences and stereotypes prevent them from reaching out their potentials and exploring the world.

With all the theories we have learned so far, I still keep the idea that children have 100 plus images and they are already part of the society and the world, or an individual needs to be respect as a complete entity, instead of an innocent, naive, blank sheet waiting for us to color. I’m letting go of the notion that I have plenty of knowledge about children as I see, read, have, befriend with, and thus know them a lot. I can never really know any child without getting to know the person, through face-to-face confrontation, in a respectful manner.

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I learnt a lot of new things throughout this course, I came to know about the real image of the child , children are great observer and learned, we should create such environments in which children get experience independently. I learned about the lenses through a story that everyone has different lenses and they see and think according to their perspectives. The theories tell me about the different developments of a child either it is physical or mental growth, there are different kind of stages in the development of a child. Furthermore, Chimamanda Ngozi Adichie's talk gives me to learn a new aspect that we should not consider only one thing , we should full engage in that particular thing "danger of a single story" gives a straightforward message to me that in future as an educator , I should consider all the perspectives of children and fully engaged with them and the situation being.

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Throughout this course, I’ve continuously unlearned stereotypes often placed on children. While I’ve always viewed them as individuals, I didn’t fully appreciate that they could have a significant role in shaping their own development and education. I realized my understanding of development was more linear than I had thought. Putting an infant and child in the position where they are expected to reach certain milestones to achieve the next is a singular story. I find myself resonating more with Vygotsky’s approach than with any other theorist so far. His focus on nurturing and enhancing a child’s development contrasts with theorists like Erikson, Freud, and Watson, who seem more concerned with what children can be coerced into believing or what they have yet to accomplish. I believe it is important to note that no single theory can explain the development of every child. Some may apply more to a child experiencing anger issues than a child who struggles to read. It is important as educators that we don't dismiss theories simply because we don't like them but to examine them and determine if and when they could be applied, and if they don't, perhaps they might in the future.

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After watching Chimamanda Ngozi Adichie's talk, her stories and experiences are extremely powerful and inspiring. The media and judgments play a huge role in believing a single story as it is quite simple to believe unfortunately. The danger of single stories is they create stereotypes, they are incomplete, and they make one story, the only one. However, I have completely realized there is never a single story about anything, everyone views the world in their own lens which makes each story unique and different from one another. This is important in regards to learning about children and development because each child was raised differently and their experiences play a role in their education. While listening to the child speak about their childhood, we can assist them better while letting them explore and be curious at the same time. This connects to some of the theorists I have learnt about because we shall not enclose the work environment, rather let children explore on their own path. An aspect that I found important from Vygostkys theory of social development is the “zone of proximal development.” This is essentially 3 stages; the child cannot do it, the child needs some assistance, and the child can finally do the task on their own. I believe this idea is very powerful because as educators we want to support each child until they are capable of doing something on their own, then as educators, we have succeeded. One aspect that I am letting go of is a theory regarding children learning at the same pace. However, I have learnt that is incorrect because some children may be more advanced than others, then this theory isn't correct.

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Watching the talk from Ngozi Adichie gives me an inspiring lecture on recognizing that how easily we could have made assumptions and have stereotypes based on one single story without recognizing it. Adichie talks about the dangers of a single story, it reflects how limited number of story we’ve heard can shape our identity and understanding in negative ways. This reminds me of the theory of constructivism on that children construct knowledge from various experiences and by social interactions. They all develop in different ways from their own stories and experiences. We cannot simply view them as all the same and assume they develop and learn in a same way by following one single image of them. No one single theory can fully explain how children develop in one way, as well it might ignore many other external factors. When we are engaging with the theories of cognitive development, we need to consider the limitations that these theories were developed in specific contexts. We can always actively try to explore various stories of children and provide a helpful environment that can assists children to learn and develop independently.

May

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From the videos I understood social interactions which is a major factor that leads to cognitive development and every function in child’s cultural development appears twice, on a social and then individual process. I connected these ideas to my learning and realized that as I learn at fist it’s based on retrieving knowledge by the MKO and than practicing on my own. When learning a ew concept I would connect try to connect to what I previously understand which helps me with understanding what’s new. Knowledge can’t be totally constructed by ourselves because the interactions between us are also supportive towards concepts.

The TED talk opened my view of culture norms, identity and stereotypes. From this story I gained a different perspective of Africa, I used to think of it as a poor country where the people worked hard for their whole life and the weather was hat all year. From Chimamanda’s story I learned her perspectives on what the Western books wee like with the white and blue eye people. This to me was how I would describe them as well but not all Western people are that way and this formed Chimamanda’s stereotype from reading that single story. When she was in America her roommate also had stereotypes of her culture and I think this is the same hen looking at children as we can’t just view one side. Considering all the perspectives helps us see a clear view of the image of the child. Not just one theory can explain early childcare, when learning as an educator we should keep exploring the possibilities children bring and always aim for a meaningful environment in order to support our children.

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Chimamanda Ngozi Adichie's talk is very inspiring. People do not know what they don’t know and might have misconceptions or prejudices. We can never understand children and their childhoods without knowing all the stories, cultural, and social backgrounds. There are also many different perspectives through which to view the same thing. All theorists have contributed tremendously to early childhood education. For instance, Piaget contributed to cognitive development and influenced the way we approach child development and early childhood education. However, cultural differences and social influences were neglected, and his theory overemphasized the role of the individual learner. Vygotsky is also a great contributor to cognitive development. He incorporated social context but neglected individual differences. All theories have pros and cons, and there isn’t just one theory that suits early childhood development. Therefore, we, as early childhood educators, must stay open-minded, know when and where to apply each theory, be flexible, embrace differences, see all children as unique individuals, recognize them as active learners and co-constructors, and provide them with a safe place to learn and grow.

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Watching this video actually changed my understanding of Africa. I think I am seeing Africa through the single story before watching this video. I had the same stereotypes about Africa as her roommate. But by watching this video it makes me think how easy we could fall into the pattern to follow the single story and believe the story if we don’t have the curiosity to learn more about a place, or a person. This video also reminds me the “hundred images of child”. How we see really can determines what we see and how we response. Especially in the early childhood environment. Break the single story about children, about each child in the learning environment are important. Linking to the development theories we have learnt. I think I would keep those objective description from all the theories we have learnt. For example: I will hold on the concepts from behavior development theories that children’s behaviors do change relate to their growth and social and cultural environments. But I will not use those as a determination to judge which stage the children are in. Also the same for the cognitive development theories. I would hold on to the aspect that children are capable of learning by themselves and also they can generate their own thoughts from the people and environments they live in. But I want to let go the specific stages or the conclusions stated that children would only grow throw self learning or only grow through environment influences. Again there are hundred images of children. Even we will be working with them for a lot of time, I think I still cannot conclude we know everything about them, because they are growing, their thoughts are changing constantly, so do we as educators. We should not set the image for others, should always keep our mindsets open and observe changes instead of addressing conclusions.

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Children’s development depends on their surroundings, such as their culture, family, society, and environment. From the theories we’ve learned, I focus on Vygotsky’s idea, which is that children learn by interacting with others and being curious. This resonates with how children view themselves as active and sociable. Chimamanda Ngozi Adichie’s talk, “The Danger of a Single Story,” taught me to avoid seeing children in just one way or through a single perspective. This reminds me not to limit my understanding of their development to one theory. I listen to the idea that children have various experiences and paths that shape their learning, and I keep in mind the belief that each child’s development is unique. Therefore, a single theory cannot fully explain the growth of a child problem, so we need to remain open to different views of points and the many stories that influence who they are and how they develop.

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I have already watched Chimamanda Ngozi Adichie’s “The Danger of a Single Story” ted talk for a few times since high school, I really like how she reminds me to avoid simplifying children's learning and development into singular narratives. As I’m going into Early Childhood Education field, it’s really essential to understand children’s experiences from multiple perspectives. I value Piaget’s idea of children as active learners but let go of the strictness of his stages of cognitive development, which may overlook the cultural and individual differences. On the other hand, Vygotsky emphasises on social learning and Bronfenbrenner’s ecological systems theory highlights the significance of relationships and environment in development, perspectives which I hold on to. However, I don’t think children’s learning processes and experiences can be explained or relied on any of these theories. As their learning stories are complex, and shaped by their own unique contexts, I think us as educators, our approaches must remain open and adaptable.