De egocentrization in concrete operation stage

1. Parents' first EQ class, the baby's cognition of the surrounding is self-learning ability, but parents' planned interaction is the best ecation at this time
please describe all kinds of emotions and emotions of the baby itself and other people in the environment with words
start from simple: happy, sad, afraid, calm, angry
then further understand the advanced emotions accurately: sadness, fear, friendly
finally, to some higher emotions: embarrassment, withdrawal, Anger, etc.
remember not to think that children are born with a lot of knowledge. The baby can judge and analyze self-learning either from family ecation or from TV and other social ecation
distraction is the best intervention method
children aged 2-3 have incomplete cognitive system, and the best way is to divert their attention when their emotions are out of control. Use other more attractive things to save the child from the boring and noisy mood
remember: don't be angry with your child, and reason with your child, it's all the performance of parents with low EQ
how to & quot; Egocentrism & quot; It is the main task of the baby at this stage
(tapping the blackboard, which is the source of future EQ)
let the child know & quot; You & quot& quot; I & quot& quot; He & quot; There are also differences between & quot; Your & quot& quot; My & quot& quot; His & quot; The difference
can start with sharing:
for example, a beautiful little sister came to the family, and the baby was very happy, and took a small apple to give to her sister.
many parents may immediately criticize their children for doing wrong or even for being selfish in the face of this situation
it's only after decades of life that I have accumulated my right and wrong ideas. How can I ask a two or three-year-old child to have the same right and wrong ideas as myself
what can we do
baby: if someone gives you an apple, do you want a big one or a small one
he replied without thinking: big
Yes, you see, you want to get a big one. Do you think Miss would like to receive a big one or a small one
he thought about it and replied, "big one
are you happy if someone gives you a little apple
the baby thinks: not happy
do you think little sister will be happy to receive the apple you gave him
the baby shakes his head thoughtfully: unhappy
do you want your little sister to be happy or unhappy
baby: I hope my little sister is happy
do you think you should give the teacher a big apple or a small one
baby: Big Apple
when I have similar conflicts, please describe the thoughts, feelings and expectations of people from different positions and angles as comprehensively as possible, so that the baby can realize that different people will have different thoughts, feelings and expectations from an early age
this kind of & quot; Decentralization & quot; Thinking training will be the foundation of EQ in the future

2. Egocentrism refers to children's thinking deficiencies e to their low level of thinking development. It means that indivials tend to know things from their own standpoint and point of view, but not from the objective and other people's standpoint and point of view. From being unable to distinguish the self from the outside world to getting rid of the dependence on action and direct perception, being able to distinguish the self from the outside world, representing other people's psychological world, and acquiring the ability of opinion selection. In the early stage of sensorimotor, the egocentrism of children's thinking is that they can't distinguish themselves from the outside world. They live in the "here and now" world completely and don't realize that there is a broader world besides their feelings. At the end of the sensorimotor stage, with the emergence of symbolic function, children can distinguish themselves from the outside world, which is a manifestation of de egocentrism. In the pre operation stage, children's egocentrism of thinking is reflected in the representation level. At this time, although children have formed a representation of things, they can't represent other people's psychological world. What they think and feel is always the same as what they think and feel, and they don't have the ability of opinion selection. After entering the specific operation stage, children's thinking is further de egocentric, which shows that they can understand things from multiple dimensions, and they can realize that different people often hold different views and attitudes towards the same thing, that is, they have the ability of opinion selection. Therefore, Piaget believes that the development of children's thinking from low level to high level is a process of de egocentrism.

3. From the age of 5 to 6, "social interaction leads to a graally structured or socialized process", egocentric language is on the verge of disappearing, symbolic games are developing towards organized and regular games, and children begin to understand the objective relationship between objects and establish cooperative relationships among people, In the aspect of moral emotion, it graally develops towards mutual respect and reciprocity< According to Piaget, there is a process of centralization in children's development: (1) the development of sensorimotor stage is a process of graal decentralization from the initial state of extreme egocentrism. When a baby is born, it doesn't distinguish between things and me. It lives in a universe without objects and has no self-consciousness. After that, he became differentiated from the outside world and realized that he was among many permanent objects and people 2) In the pre operation stage, children use language to form representation and communicate with others, resulting in a second form of egocentrism. Children can't distinguish their own views from those of others. They can't distinguish between subjective and objective views. Egocentrism is the main feature of this stage. In the view of the world, children show several primitive thought patterns: they project their own characteristics on the external objects, and think that wind, river, cloud and sun have life and intention; When you see all kinds of things made by your parents, you think that lakes, mountains, trees and lights are all man-made; In his opinion, what is real must have objective reality. He believes that dreams come from outside 3) When it comes to the specific operation stage, the ability of decentralization is developed. Children recognize other people's views and can reconcile their own views with those of others, but not all of them are objective. In fact, some alts are still egocentric in their way of thinking 4) In the stage of formal operation, there is a third form of egocentrism. Only after a long period of decentralization can children realize the objective reality and the requirements of the collective and become more realistic.

4. j. Piaget's theory of cognitive development. He divided cognitive development into four major stages, and then divided them into several small stages
the first stage is sensory motor stage. From birth to about 2 years old. This stage of children can only rely on their own muscle movements and feelings to deal with external things. This stage is further divided into six stages: ① from birth to one month. At this time, the baby is not aware of the things around, or even their own existence, can not distinguish between things and me, lack of self-awareness. ② 1-4 months. At this time, the baby's movements become more coordinated, but still can not play with foreign objects. ③ 4-10 months. At this point, the baby's vision and grasping movements are coordinated. I started fiddling with things around me. Infants aged 9 to 10 months know that things are still out of their sight. ④ 10-12 months. At this point, the behavior has a purpose, and the effect of the behavior can be expected. ⑤ 12-18 months. The baby will make slightly different movements to different objects to see what the results will be. ⑥ 18-24 months. Before acting, babies can think about actions in their minds and find new ways to solve problems
the second stage is the pre operation stage. About 2-7 years old. In this period, children can only think by appearance, their thinking is superficial, primitive and chaotic. The pre operation stage can be divided into two stages: (1) pre concept stage, about 2-4 years old. This period is characterized by the appearance of symbolic function and imitation. ② Intuitive thinking period, about 4-7 years old. Children mainly reflect on the surface phenomenon of things, only push from one special situation to another, and say irrelevant things have causality. Egocentrism is the prominent feature of this stage
the third stage is the concrete operation stage. About 7-11 years old, in this stage, children formed a preliminary structure of operation, appeared logical thinking. However, thinking is also directly related to specific things, cannot do without specific experience, and lacks the ability of generalization. Abstract reasoning has not yet developed, and can not carry out propositional operation. At this stage, children developed "decentralization", that is, the self-centered idea of only looking at problems from their own point of view graally disappeared. At this time, children can not only focus on one aspect of the situation or problem, but also pay attention to several aspects; We can not only pay attention to the static state of things, but also see the dynamic change; It can also reverse the direction of thinking
the fourth stage is the formal operation stage. From about 11 to 12 years old, to this stage, the indivial has formed a complete cognitive structure system, can carry out formal propositional thinking, and the intellectual development tends to be mature. Piaget initially thought that the intellectual development of formal operation was completed at about 15 years old. Later, in 1972, the original view was revised, that normal people should reach the stage of formal operation no later than 15-20 years old.

5. 1. Sensory motor stage (0-2 years old). At this time, the child only through the feeling to establish the cognition of the external things. What he perceives is considered to exist, otherwise it is not. Piaget is not willing to pay more attention to this stage. In his opinion, the research of this stage is of little significance
2. Pre operation stage (2-7 years old). At this time, the child has not yet established the real logical operation ability, can only learn the preliminary metaphysical cognition, so it often shows the self-centered way of thinking. Piaget's "three mountains experiment" is to verify the characteristics of self cognition in this stage
3. Specific operation stage (7-12 years old). At this time, children began to establish specific logical thinking ability, and began to learn to analyze things rationally. But we can't think logically out of the physical objects completely, so the thinking at this time is more abstract than image thinking. This is also the reason why primary school teachers often need to give examples in kind in class, and their examination questions are often applied
4. Formal operation stage (over 12 years old). At this time, children began to learn abstract operations, and they could do logical thinking without physical objects. They learned to enter the thinking mode of alts. However, there are many people who can not enter the stage of formal operation in their life, but can only stay in the stage of concrete thinking, which is often manifested in the lack of logical reasoning ability and spatial imagination ability. According to gender differences, psychological research tends to be mostly female
it should be noted that Piaget's cognitive development theory is a longitudinal description of human cognitive development process from the perspective of developmental psychology. However, to really understand the essence of Geneva School, we need to combine it with his other horizontal cognitive theory "genetic epistemology" to understand Piaget's point of view.

6.

Children's thinking development shows three different ways: intuitive action thinking, concrete image thinking and abstract logic thinking. Children's early thinking is based on intuitive action thinking, children's middle thinking is based on concrete image thinking, and children's late abstract logical thinking begins to sprout

The thinking of 0-2 years old children is mainly intuitive action thinking. Intuitive action thinking refers to the thinking that mainly uses intuitive actions and actions to solve problems. For example, a child drags a cloth on a table to get a toy that he can't get directly. Intuitive action thinking is inseparable from children's perception and action of the object, which is the budding thinking of early children. Piaget believes that there are two obvious signs of children's thinking development at this stage: first, children sometimes can solve problems without obvious external attempts; Second, it proces the ability of delayed imitation. The so-called delayed imitation refers to the imitation of behavior or action after the object or action disappears in front of the eyes for a period of time

generally speaking, children have acquired the following abilities: children begin to pay attention to the spatial relationship of objects through reaching out and grasping, which makes children graally go beyond direct perception and movement and begin to understand the world around them; Children break through the limitation of direct experience, develop the concept of sequential time dimension, and have a preliminary understanding of causality; Children begin to understand the relationship between goals and means; Children can imitate not in front of the behavior and show obvious purpose and so on

In Piaget's view, one of the greatest achievements of children's thinking development at this stage is to obtain the concept of "object permanence", that is, children understand that the objects that disappear in front of them will continue to exist. Piaget believes that it is a graal learning process for children to believe that objects still exist when they don't directly perceive them. It runs through the whole stage of perceptual movement, and its typical performance is the play behavior of hidden cat. Intuitive action thinking is a way of thinking throughout one's life. Children's intuitive action thinking is inseparable from children's perception and action of real objects, so it lacks the planning of action and the predictability of behavior results, and the thinking is obviously narrow-minded

(Fig. conservation experiment)

3. The sprout of abstract thinking

abstract thinking refers to the thinking of using abstract concepts or words to solve problems according to the logical relationship of things. At the end of childhood, that is, 6-8 years old, children begin to sprout abstract thinking

First, children begin to acquire reversible thinking. For example, young children begin to realize that if they subtract a few from a pile of beads and then add the same number of beads, the total number of beads in the pile will remain the same

Second, children's thinking began to be self-centered. The so-called decentralization means that children realize that the views of others may be different from their own, and that children can consider problems from the standpoint and perspective of others. For example, young children begin to be able to solve the "three mountain problem"

Thirdly, children begin to focus on several attributes of an object at the same time, and begin to realize the relationship between these attributes. For example, young children begin to realize that an object can have several attributes, such as weight and size, and realize that these attributes are separable

Fourthly, children begin to use logical principles. The important logic principle that children acquire is invariance principle, that is, the basic attribute of an object remains unchanged. Another principle is the principle of equivalence, that is, if some attribute of a is equal to B and B is equal to C, then a must be equal to C

7.

Egocentrism is the main achievement of the pre operation stage

The pre operation stage starts from children's learning a language and lasts until about 5 to 6 years old. At this stage, children develop symbolic representation schema through language, imitation, imagination, symbol game and symbol painting, and their knowledge is still largely determined by their own perception

children are completely centered on their own body and movement, and they can understand things from their own stand and point of view, but they can not understand things from the objective and other people's point of view

Piaget divides the cognitive development of children and adolescents into four stages: perceptual motor stage, pre operation stage, specific operation stage and formal operation stage

he believes that all children will go through these four stages in turn, and the emergence of new mental abilities is a sign of the arrival of each new stage, and these new mental abilities enable people to understand the world in a more complex way

not all children complete the same stage at the same age, however, their order through each stage is consistent. The former stage is the premise to reach the latter stage. The development of the stage is not a discontinuous jump, but a graal and continuous change

8.

1. Research on the different age groups of children

specific operation stage: in the third stage of children's cognitive development stage divided by Piaget, the age group is 7-12 years old

formal operation stage: in the fourth stage of Piaget's cognitive development stage, the age range is 12-15 years old

2, different thinking characteristics

specific operation stage: there are two main characteristics of thinking in this stage: conservation and cluster operation

formal operation stage: the main characteristics are that teenagers can handle more than two kinds of variables at the same time, can consider the development and change of things, can make logical assumptions about possible events, can make appropriate damage period for their own behavior results, and have the ability to check the internal consistency or logical connection of things Be able to objectively analyze themselves, others and their environment

extended materials:

factors to enhance formal operational thinking

some environmental factors can promote the development of adolescents' formal operational thinking and rece their level of egocentrism. First of all, the indivial in early adolescence is faced with a series of compatible and contradictory requirements put forward by the role relationship. These role relationships often refer to themselves as children, workers, students, friends, dating objects, religious believers and citizens

the most direct pressure they bear is the demands of various expectations on their behavior. Playing multiple roles is concive to the development of their formal computing thinking, because they must consider their multiple identities and make various trade-offs in decision-making

9. Piaget's theory of psychological development stages divides children's intelligence development from birth to 15 years old into four stages: 1. Perceptual motor stage (0-2 years old) 2. Pre operation stage (2-7 years old) 3. Concrete operation thinking stage (7-12 years old) 4. Formal operation stage (12-15 years old).
conservation concept is the "watershed" between concrete operation stage and formal operation stage, Mastering the concept of conservation marks children's entering into the stage of formal operation, which is a qualitative leap in cognitive development. The concept of conservation means that the form (mainly external characteristics) of an object has changed, but the indivial realizes that the quantity (or internal properties) of the object has not changed. It includes conservation of mass, conservation of weight, conservation of area, conservation of volume, conservation of energy and conservation of energy The concept of conservation is one of the core concepts in Piaget's stage theory of children's cognitive development.
in the third stage, namely the concrete operation stage, Piaget believes that the most important performance of children's intellectual development in this stage is to obtain the concepts of conservation and reversibility, First, the concept of conservation of mass was obtained at the age of 7-8, then conservation of weight (9-10) and conservation of volume (11-12), However, with the development of the times, some recent studies believe that Piaget underestimates children's ability. Some psychologists believe that increasing the situational nature of the problem can improve children's ability, The development of children's cognitive ability is not in the form of "all or nothing" described by Piaget's age stage theory