Petition Letter
Dear Dean of Associate studies,
I am appealing the grade of my virtual child essay assignment due to the area in which I feel my grade was subjectively undervalued and marked lower accordingly. Below I have outlined the areas within the rubric and the TA¿¿s comments in which I feel there are disputable points of which I should¿¿ve received more marks.
This request is also upon the basis that the instructions for the assignment from professor Laura Lambe who said to ¿¿be creative and have fun with answers¿ as well as the constraint of a 5 page limit, which steered me towards being concise in answers that did not explicitly request a theoretical background¿¿which was differently represented in the rubric.
I have broken down the question itself, my provided answer, the TA¿¿s critique and my argument justification for appeal. There are seven essay questions in total within the assignment, I am only appealing four I feel have a justified argument for regrading.
Essay question 1: Provide a brief description of your child, including their strengths and weaknesses
My response: The good, the bad, the ugly: behavioural traits and personality characteristics
Since the age of 3, Violet displayed a very firm understanding of who she is and what she wants (Age 2.5 Developmental Testing). Unfortunately, in a setting where you have little control over situations, her decisiveness would sometimes get her into trouble¿¿for example, not following instructions from the teacher or being a bad ¿¿sharer¿ with other children. However, this temporary pitfall in Violet¿¿s persona in early development actually allowed her to be a successful independent worker as she grew older and remain driven in her tasks of interests (5th grade report card). During her later development in adolescent years, Violet¿¿s original ability to expressive herself to others without hesitation, translated into her being a popular kid at school, granting her success in making friends and living a full social life (7thgrade report card). Outside of her personality traits, Violet for the majority of her development performed at a gifted level in all intelligence tasks and areas (Psychologist report age 8). In combination with her ability to focus and be successful at the ¿¿A¿ standard required for the school setting, Violet had room to develop interests and proficiency in other areas such as the arts¿¿music and visual¿¿and not be overwhelmed.
Q1 TA critique: ¿¿limited examples¿
Justification for appeal: According to the rubric in which I was graded I ¿¿Described only one strength and only one weakness, using limited examples¿. However, my virtual child simulation only presented one weakness to my child¿¿which were the behavioural issues mentioned in her early years¿¿I cannot control the simulation and could only speak majoratively to my child¿¿s successes. Furthermore, in discussion of her characteristics in the sense of personality, I used examples from all age ranges spanning from her behaviour as a third year-old to her behaviour as an adolescent. Outside of her social strengths, I additionally listed her many cognitive/academic strengths which display a variety of examples as well as instances that describe briefly who she is¿¿meeting the minimum higher criteria for the question which states that the ¿¿Description is very well-written and succinct. Clearly states both strengths and weaknesses with examples.¿
Essay question 2: Analyze your own parenting style, and whether or not it changed across your child¿¿s development. What theories from class informed your parenting choices Include at least 3 theories
My response: Authoritative with a dash of authoritarian: my parenting style
Generally speaking, my parenting style exemplified high levels of affection with simultaneous high levels of discipline; scoring in the top 15 of parents for both of these characteristics (Psychologist report age 8). Making decisions across Violet¿¿s development, I focused on building her sense of confidence and sense of security, as well as pushing Violet to achieve what she is capable of¿¿socially, cognitively and artistically. Depending on the area of development, a different developmental theory or concept applied to my decision making.
Sociocultural theory: Nurturing Violet¿¿s sociability and TOM through interactions with others
Emphasizing the cultural aspect of this theory, I took into account the individualistic and highly expressive focus of North American culture when raising Violet. Whenever she showed an inclination of wanting to communicate with others how she felt, I took this inclination to the extreme by taking her into environments¿¿such as the park¿¿that would have her further connect with people outside her social circle. This can be contrasted to Asian cultures which focus primarily on the mother and infant bond¿¿decreasing levels of sociability with others (Siegler, R. et. al, 2018). This interaction with others guided by her cultural context created a domino effect for the different developmental theoretical concept I wanted her to be advanced in¿¿theory of mind.
Theory of mind: understanding others to promote Violet¿¿s social engagement and success in life
Although I always set out Violet¿¿s development with a parenting style that I believe optimized attachment and decreased negative outcomes (Siegler, R. et. al, 2018), through the use of too much discipline at a young age, Violet showed a relative lack of cooperation with others in kindergarten. This behaviour, exemplifying single-minded thinking and getting frustrated too easily (causing lack of cooperation) directly correlates with authoritarian parenting (Siegler, R. et. al, 2018). To reverse her behaviour and promote better theory of mind¿¿aligning positively, rather than negatively with her highly expressive and extroverted personality¿¿I adjusted my parenting style to emphasize more warmth and affection, even when disciplinary measures could be used to parent instead. By the time Violet had reached grade 1, her report card emphasized that she was unusually cooperative with others and making stable friends in the school environment. To stay on track with the alternative, cognitive aspects of development, I exercised encouragement and expectations around learning and proficiency in intellectual skills.
Piaget¿¿s stages of development: preparing Violet for cognitive milestones and building upon existing ones
Due to the discontinuity of this framework, I tended to embrace the cognitive abilities associated with each stage Violet was in (Siegler, R. et. al, 2018). However, due to the criticisms of Piaget¿¿s theory, I also tried to challenge Violet¿¿s cognitive abilities and understanding to see if she could extend beyond the ¿¿stage¿. When Violet was 16 years-old she got in a heated discussion with another student on the bus about difference in political and religious views, came home and further discussed it with me. Rather than accept this theoretical/hypothetical reasoning¿¿the understanding of belief systems¿¿I encouraged Violet to extend her understanding of the interaction by reading editorials on different beliefs than her own. This would possibly extend her reasoning of belief systems further beyond even what some adults comprehend.
Q2 TA critique: ¿¿theory of mind paragraph is also about authoritarian parenting¿
Justification for appeal: This answer was graded in correspondence with the rubric marking my answer as having ¿¿Discussed 3 theories, but limited use of examples and/or how it informed parenting style.¿ However, in the beginning of my answer I explicitly outline how each theory impacted a specific sector of my child¿¿s development. Furthermore, within each answer I take into account the context of the theory, the strength or possible weakness from it and how it specifically impacted my parenting style as well as simultaneous development of my child. As Violet changed, in interaction with my parenting style, I adjusted and demonstrated justification for my adjustment¿¿for example emphasizing greater theory of mind with authoritative parenting with less harsh discipline from the kindergarten report card¿¿which is an implied shift from authoritarian parenting (which emphasizes more harsh discipline). I also discussed this thoroughly across her development connected examples such as Piaget¿¿s abstract thinking stage and rigidity in his theory to the t discussions I had with violet when she was a teenager¿¿aligning with the higher grade on the rubric which states ¿¿Discussed 3 theories and used appropriate examples. Appropriately linked to parenting style across development.¿
Essay question 3: Discuss the role of continuity and discontinuity in your child¿¿s development from infancy to adolescence, including examples
My response: Growing pains and growth spurts: continuous and discontinuous development
Although some changes appear more obvious and abrupt than others, the influence of subtle, continuous development on bringing about large discontinuous changes¿¿is undeniably evident. Violet exemplified continuous development regarding attachment style between the first 8-12 months of her life. Originally her temperament displayed a difficulty in calming down once upset, and some anxious push back against me (her caregiver) trying to comfort her in these moments (9-month Pediatrician¿¿s report). Due to her attachment style not fully defined as anxious, there was subtle room left to grow. Within 3 months, she displayed behaviour of a completely securely attached infant¿¿confirmed by a child psychologist assessment¿¿in which she enjoyed being held by and interacting with others outside of caretakers, showing no signs of attachment anxiety. One aspect of Violet¿¿s cognition is that she did not show immediate proficiency for was gross motor skills and visual/spatial tasks¿¿relating to the extension of visual arts. In her 2-year report, she was almost below average in terms of these skills. By the age of 8 years-old, Violet displayed enormous discontinuity with above average abilities in visual arts (Psychologist report age 8). This discontinuous change was encouraged in the process of kindergarten, through Violet¿¿s expressed interest in art, despite her lack of natural ability.
Q3 TA critique: ¿¿could have discussed theory for discontinuity¿
Justification for appeal: According to the rubric this answer aligned with having ¿¿Discussed continuity and discontinuity, but lacked a developmental lens.¿ However, the examples I clearly point out, demonstrate a connection to developmental psychology. The continuous concept of attachment development and how subtly overtime (as is the nature of continuous changes) her attachment style changed as I nurtured her more away from being anxious¿¿discusses the developmental concept of attachment. Furthermore, my discussion of Violet¿¿s drastic development of fine-motor skills (an abrupt change aligning with discontinuity theory) acknowledges her developmental changes intellectually¿¿another topic covered over the course. This could relate to a specific theory perhaps, but the topic itself is a developmental one. Lastly, my use of these examples and integration of this answer aligns more greatly with the rubric criteria that is a grade up and states ¿¿Appropriate discussion of continuity and discontinuity, with examples.¿
Essay question 4: How did nature and nurture impact your child¿¿s development
My response: Utilizing sensitive periods: Violet¿¿s gifted abilities and a parenting style that emphasizes rules
Violet from the age of 19 months displayed above average language acquisition and comprehension abilities (19-month Developmental Testing). In light of this, I strongly pushed practicing these abilities through at home learning as well as exploratory research that I could afford as a middle-class parent¿¿going to the museum for example. Through the influence of school which raises learning abilities through environmental influence (source), Violet was classified as gifted in every aspect¿¿logically, spatially, artistically, linguistically, verbally. This genetic advantage Violet exemplified, was nurtured in two important ways: the school environment and parenting style. I emphasized the importance of time management and consequences of actions from a young age, which predisposed Violet to succeed in a way that a child without a high IQ could. This further predisposed her to be liked by her teachers and exposed to opportunities that would further her learning¿¿increasing her cognitive abilities even further. For example, at the age of 8 she was screened to be able to participate in a math class that taught in Mandarin (insert source about it being a better language for math acquisition)¿¿an age still very susceptible to language learning¿¿which allowed her to be at a grade level above her age for the rest of her school career.
Q4 TA critique: ¿¿Not clear as to what you deem nature¿
Justification for appeal: Corresponding directly to the rubric my answer ¿¿Discussed nature and nurture appropriately, but did not integrate.¿ however within the largest part of my answer arguably, I use the example of Violet¿¿s inherited intelligence in combination with the environment I provided at home and school that allowed her to reach the level of success in IQ and school that she did. In doing this I proposed that possibly being more gifted kept her more engaged and therefore more liked by teachers, that enabled her to have opportunities to grow her IQ in ways discussed in class regarding math and children who learn it in Mandarin. This therefore displays the integration of nature and nurture into one sole concept within the answer, warranting the higher rubric response ¿¿ Appropriate discussion of nature and nurture with examples of each.¿
Below is a document link to the OneNote notes I took for this class for the entirety of the semester to display my commitment to and love for, the subject.
https://queensuca-my.sharepoint.com/personal/16srs11_queensu_ca/Documents/PSYCH25120Developmental20Psychology/web1
I am appealing the grade of my virtual child essay assignment due to the area in which I feel my grade was subjectively undervalued and marked lower accordingly. Below I have outlined the areas within the rubric and the TA¿¿s comments in which I feel there are disputable points of which I should¿¿ve received more marks.
This request is also upon the basis that the instructions for the assignment from professor Laura Lambe who said to ¿¿be creative and have fun with answers¿ as well as the constraint of a 5 page limit, which steered me towards being concise in answers that did not explicitly request a theoretical background¿¿which was differently represented in the rubric.
I have broken down the question itself, my provided answer, the TA¿¿s critique and my argument justification for appeal. There are seven essay questions in total within the assignment, I am only appealing four I feel have a justified argument for regrading.
Essay question 1: Provide a brief description of your child, including their strengths and weaknesses
My response: The good, the bad, the ugly: behavioural traits and personality characteristics
Since the age of 3, Violet displayed a very firm understanding of who she is and what she wants (Age 2.5 Developmental Testing). Unfortunately, in a setting where you have little control over situations, her decisiveness would sometimes get her into trouble¿¿for example, not following instructions from the teacher or being a bad ¿¿sharer¿ with other children. However, this temporary pitfall in Violet¿¿s persona in early development actually allowed her to be a successful independent worker as she grew older and remain driven in her tasks of interests (5th grade report card). During her later development in adolescent years, Violet¿¿s original ability to expressive herself to others without hesitation, translated into her being a popular kid at school, granting her success in making friends and living a full social life (7thgrade report card). Outside of her personality traits, Violet for the majority of her development performed at a gifted level in all intelligence tasks and areas (Psychologist report age 8). In combination with her ability to focus and be successful at the ¿¿A¿ standard required for the school setting, Violet had room to develop interests and proficiency in other areas such as the arts¿¿music and visual¿¿and not be overwhelmed.
Q1 TA critique: ¿¿limited examples¿
Justification for appeal: According to the rubric in which I was graded I ¿¿Described only one strength and only one weakness, using limited examples¿. However, my virtual child simulation only presented one weakness to my child¿¿which were the behavioural issues mentioned in her early years¿¿I cannot control the simulation and could only speak majoratively to my child¿¿s successes. Furthermore, in discussion of her characteristics in the sense of personality, I used examples from all age ranges spanning from her behaviour as a third year-old to her behaviour as an adolescent. Outside of her social strengths, I additionally listed her many cognitive/academic strengths which display a variety of examples as well as instances that describe briefly who she is¿¿meeting the minimum higher criteria for the question which states that the ¿¿Description is very well-written and succinct. Clearly states both strengths and weaknesses with examples.¿
Essay question 2: Analyze your own parenting style, and whether or not it changed across your child¿¿s development. What theories from class informed your parenting choices Include at least 3 theories
My response: Authoritative with a dash of authoritarian: my parenting style
Generally speaking, my parenting style exemplified high levels of affection with simultaneous high levels of discipline; scoring in the top 15 of parents for both of these characteristics (Psychologist report age 8). Making decisions across Violet¿¿s development, I focused on building her sense of confidence and sense of security, as well as pushing Violet to achieve what she is capable of¿¿socially, cognitively and artistically. Depending on the area of development, a different developmental theory or concept applied to my decision making.
Sociocultural theory: Nurturing Violet¿¿s sociability and TOM through interactions with others
Emphasizing the cultural aspect of this theory, I took into account the individualistic and highly expressive focus of North American culture when raising Violet. Whenever she showed an inclination of wanting to communicate with others how she felt, I took this inclination to the extreme by taking her into environments¿¿such as the park¿¿that would have her further connect with people outside her social circle. This can be contrasted to Asian cultures which focus primarily on the mother and infant bond¿¿decreasing levels of sociability with others (Siegler, R. et. al, 2018). This interaction with others guided by her cultural context created a domino effect for the different developmental theoretical concept I wanted her to be advanced in¿¿theory of mind.
Theory of mind: understanding others to promote Violet¿¿s social engagement and success in life
Although I always set out Violet¿¿s development with a parenting style that I believe optimized attachment and decreased negative outcomes (Siegler, R. et. al, 2018), through the use of too much discipline at a young age, Violet showed a relative lack of cooperation with others in kindergarten. This behaviour, exemplifying single-minded thinking and getting frustrated too easily (causing lack of cooperation) directly correlates with authoritarian parenting (Siegler, R. et. al, 2018). To reverse her behaviour and promote better theory of mind¿¿aligning positively, rather than negatively with her highly expressive and extroverted personality¿¿I adjusted my parenting style to emphasize more warmth and affection, even when disciplinary measures could be used to parent instead. By the time Violet had reached grade 1, her report card emphasized that she was unusually cooperative with others and making stable friends in the school environment. To stay on track with the alternative, cognitive aspects of development, I exercised encouragement and expectations around learning and proficiency in intellectual skills.
Piaget¿¿s stages of development: preparing Violet for cognitive milestones and building upon existing ones
Due to the discontinuity of this framework, I tended to embrace the cognitive abilities associated with each stage Violet was in (Siegler, R. et. al, 2018). However, due to the criticisms of Piaget¿¿s theory, I also tried to challenge Violet¿¿s cognitive abilities and understanding to see if she could extend beyond the ¿¿stage¿. When Violet was 16 years-old she got in a heated discussion with another student on the bus about difference in political and religious views, came home and further discussed it with me. Rather than accept this theoretical/hypothetical reasoning¿¿the understanding of belief systems¿¿I encouraged Violet to extend her understanding of the interaction by reading editorials on different beliefs than her own. This would possibly extend her reasoning of belief systems further beyond even what some adults comprehend.
Q2 TA critique: ¿¿theory of mind paragraph is also about authoritarian parenting¿
Justification for appeal: This answer was graded in correspondence with the rubric marking my answer as having ¿¿Discussed 3 theories, but limited use of examples and/or how it informed parenting style.¿ However, in the beginning of my answer I explicitly outline how each theory impacted a specific sector of my child¿¿s development. Furthermore, within each answer I take into account the context of the theory, the strength or possible weakness from it and how it specifically impacted my parenting style as well as simultaneous development of my child. As Violet changed, in interaction with my parenting style, I adjusted and demonstrated justification for my adjustment¿¿for example emphasizing greater theory of mind with authoritative parenting with less harsh discipline from the kindergarten report card¿¿which is an implied shift from authoritarian parenting (which emphasizes more harsh discipline). I also discussed this thoroughly across her development connected examples such as Piaget¿¿s abstract thinking stage and rigidity in his theory to the t discussions I had with violet when she was a teenager¿¿aligning with the higher grade on the rubric which states ¿¿Discussed 3 theories and used appropriate examples. Appropriately linked to parenting style across development.¿
Essay question 3: Discuss the role of continuity and discontinuity in your child¿¿s development from infancy to adolescence, including examples
My response: Growing pains and growth spurts: continuous and discontinuous development
Although some changes appear more obvious and abrupt than others, the influence of subtle, continuous development on bringing about large discontinuous changes¿¿is undeniably evident. Violet exemplified continuous development regarding attachment style between the first 8-12 months of her life. Originally her temperament displayed a difficulty in calming down once upset, and some anxious push back against me (her caregiver) trying to comfort her in these moments (9-month Pediatrician¿¿s report). Due to her attachment style not fully defined as anxious, there was subtle room left to grow. Within 3 months, she displayed behaviour of a completely securely attached infant¿¿confirmed by a child psychologist assessment¿¿in which she enjoyed being held by and interacting with others outside of caretakers, showing no signs of attachment anxiety. One aspect of Violet¿¿s cognition is that she did not show immediate proficiency for was gross motor skills and visual/spatial tasks¿¿relating to the extension of visual arts. In her 2-year report, she was almost below average in terms of these skills. By the age of 8 years-old, Violet displayed enormous discontinuity with above average abilities in visual arts (Psychologist report age 8). This discontinuous change was encouraged in the process of kindergarten, through Violet¿¿s expressed interest in art, despite her lack of natural ability.
Q3 TA critique: ¿¿could have discussed theory for discontinuity¿
Justification for appeal: According to the rubric this answer aligned with having ¿¿Discussed continuity and discontinuity, but lacked a developmental lens.¿ However, the examples I clearly point out, demonstrate a connection to developmental psychology. The continuous concept of attachment development and how subtly overtime (as is the nature of continuous changes) her attachment style changed as I nurtured her more away from being anxious¿¿discusses the developmental concept of attachment. Furthermore, my discussion of Violet¿¿s drastic development of fine-motor skills (an abrupt change aligning with discontinuity theory) acknowledges her developmental changes intellectually¿¿another topic covered over the course. This could relate to a specific theory perhaps, but the topic itself is a developmental one. Lastly, my use of these examples and integration of this answer aligns more greatly with the rubric criteria that is a grade up and states ¿¿Appropriate discussion of continuity and discontinuity, with examples.¿
Essay question 4: How did nature and nurture impact your child¿¿s development
My response: Utilizing sensitive periods: Violet¿¿s gifted abilities and a parenting style that emphasizes rules
Violet from the age of 19 months displayed above average language acquisition and comprehension abilities (19-month Developmental Testing). In light of this, I strongly pushed practicing these abilities through at home learning as well as exploratory research that I could afford as a middle-class parent¿¿going to the museum for example. Through the influence of school which raises learning abilities through environmental influence (source), Violet was classified as gifted in every aspect¿¿logically, spatially, artistically, linguistically, verbally. This genetic advantage Violet exemplified, was nurtured in two important ways: the school environment and parenting style. I emphasized the importance of time management and consequences of actions from a young age, which predisposed Violet to succeed in a way that a child without a high IQ could. This further predisposed her to be liked by her teachers and exposed to opportunities that would further her learning¿¿increasing her cognitive abilities even further. For example, at the age of 8 she was screened to be able to participate in a math class that taught in Mandarin (insert source about it being a better language for math acquisition)¿¿an age still very susceptible to language learning¿¿which allowed her to be at a grade level above her age for the rest of her school career.
Q4 TA critique: ¿¿Not clear as to what you deem nature¿
Justification for appeal: Corresponding directly to the rubric my answer ¿¿Discussed nature and nurture appropriately, but did not integrate.¿ however within the largest part of my answer arguably, I use the example of Violet¿¿s inherited intelligence in combination with the environment I provided at home and school that allowed her to reach the level of success in IQ and school that she did. In doing this I proposed that possibly being more gifted kept her more engaged and therefore more liked by teachers, that enabled her to have opportunities to grow her IQ in ways discussed in class regarding math and children who learn it in Mandarin. This therefore displays the integration of nature and nurture into one sole concept within the answer, warranting the higher rubric response ¿¿ Appropriate discussion of nature and nurture with examples of each.¿
Below is a document link to the OneNote notes I took for this class for the entirety of the semester to display my commitment to and love for, the subject.
https://queensuca-my.sharepoint.com/personal/16srs11_queensu_ca/Documents/PSYCH25120Developmental20Psychology/web1