The Potty Book for Girls by Capucilli - Essay Example

In quest to ensure their account is intriguing and “gluing” to the readers whereby most of them comprise young girls, Capucilli together with Stott have skillfully utilized rhyme and repetition. These are evident in individual sentences meant to sound similar to that of children conversing, for instance, the words “I can…” when Hannah is relaying what she is capable of doing in both second and third pages (Capucilli & Stott, 2000). The introducing words in these pages not only simplify language to the level of children but also enhance relaying of the account, hence contributing to plot development.

The evidence of animism in this account is also evident in the manner both Teddy and Hannah seem to get along, which is only through conversation (Capucilli & Stott, 2000). Since, in each task Teddy seems to be actively involved (Capucilli & Stott, 2000). For instance, one incident proving this is when Teddy is confirming Hannah has mistakenly wetted her clothes by use of its hand.    Children’s Psychological development  Capucilli and Stott (2000) in their work have also featured gradual growth of a child’s mind from the instance she is unable to control her bowels to knowing how to use a potty (Capucilli & Stott, 2000).

However, the approach in this case encompasses revealing Hannah’s egocentrism conduct whereby almost each and everything seems to revolve around her. This is evident in the way she interacts with her pet whereby we hear almost none of what she does for Teddy. According to Piaget., children similar to Hannah’s age think others’ perceptions are similar theirs evident from her entire gradual process of knowing how to use potty (Capucilli & Stott, 2000). Therefore, those around her besides comprising her immediate settings, they also share similar perceptions with Hannah.

In addition, there is also an aspect of centration evident from her entire account comprising of knowing how to use potty and play (Capucilli & Stott, 2000). The former its inception is when parents bring her a potty, which occupies her mind and the way she sits on it until “she is ready” (Capucilli & Stott, 2000). Key elements that enhance ties between children with their parents In the account, there is an evidence of attachment premise whose depiction encompasses how parents feel once their child manages to use potty as necessitated.

They are celebrating their daughter’s behavioral advancement to the extent of rising to their feet overjoyed to inform another member who also comprises their entire family (Capucilli & Stott, 2000). Hence, making the child feel being part of them whereby based on parents’ feelings they have managed to make a significant improvement (Capucilli & Stott, 2000). This is despite Hannah being the one who has managed to learn how to use potty but according to them is a collective achievement whose realization they cannot take for granted (Capucilli & Stot