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For this assignment, you will read in more depth about Piaget, Vygotsky, and other theorists. Assume that you are an educational psychologist hired by a film company. They are producing “The Other One”, a coming of age film about the early years of fraternal (non-identical) twin sisters. One is gifted, while the other is not. As the gifted twin struggles to fit in while thinking years ahead of her friends and sister, the parents struggle to provide what each daughter needs. The director, the actress playing the gifted twin, the sister, and the parents need to understand what is going on behind the behaviors of the gifted child.
They’ve asked you to develop a presentation that can succinctly explain the cognitive development of the gifted twin in comparison to the non-gifted twin. The film will begin with the early years of the twins as the giftedness of one twin becomes apparent to a passionate school teacher who makes it his mission to mentor the child, as the unprepared parents struggle to maintain balance and support for both children in the home. Citing Piagetian and Vygotskian principles, be sure to provide your celebrity audience with examples of what the gifted twin might be doing at different ages in contrast to the non-gifted twin. Tap into theories of motivation and effect to provide ideas for what the parents are likely to struggle with as their daughters develop almost identically in terms of motor skills and physiology, but different in terms of cognitive abilities, even beyond their own.
For this assignment, create movie scripts for a minimum of three scenes in the movie. For each scene, describe the characters involved, what they do behaviorally, and their dialogue.
Here is an example:
[Emma (at age 8) and Bekah (8) are working on a puzzle on the floor of a cozy living room.
Bekah (non-gifted twin) is enjoying the puzzle as she tries to put the pieces into the gaps in the puzzle. She turns them and tries them. If they don’t fit, she keeps turning them and tries them again or tries them somewhere else (Note: Bekah is at the typical concrete operational stage for her age, so she can’t mentally rotate objects). It’s very trial and error for her.
Emma (gifted twin) has put together the entire outside of the puzzle. (Note: She can mentally rotate pieces to have more certainty as to which piece goes where because of her formal operational skills, but has realized that Bekah has only added two pieces to the puzzle.)
Bekah notices that Emma has stopped and says, “Why don’t you play with me?” Emma huffs, saying “I’m exasperated. This is too elementary for me.” Bekah says, “What is egg… eggzaperated mean?” Emma says, “It means I don’t like this stupid puzzle [Emma gets up and stomps out of the room.]
For each scene, it’s important that you show evidence that you fully understand and apply the theoretical principles that have guided the behavior and dialogue. Be sure to explain any issues of diversity that could influence the display or context of the giftedness.
Put “notes” in the script to explain the choices you’ve made, making explicit references to at least five theoretical principles in each scene and how they guided the decisions you made with the scene pitches. Now, describe three scenes.
Describe the first scene, focusing on an example of cognitive development from the perspective of Piaget. Be sure to illustrate differences in the behavior and verbiage of the twins that distinguish their different labels of capability. You can use additional theorists as well, but you can’t use the example provided above.
Next, describe Scene 2 by emphasizing principles from “Vygotsky.” Be sure to allude to other theoretical principles when appropriate in your decision points during the scene.
Finally, describe Scene 3 by using SDT. Be sure to allude to other theoretical principles when appropriate in your decision points during the scene.
Length: Describe a minimum of three scenes. Each scene should be approximately 2 pages in length.

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