Reversibility, de egocentricity

1. Childhood is 3-6, 7 years old, belongs to Piaget's cognitive development theory of pre operation stage, achievement 1, animism, think that everything has life 2, thinking is irreversible 3, self-centered 4, thinking has stereotyped defects: children have not yet acquired the concept of conservation of matter.

2. 1. To correctly understand the social reality, everyone in the society has their own desires and needs, as well as their rights and obligations, which will inevitably lead to contradictions, and it is impossible for everyone to achieve their wishes. If we can face up to the objective reality, learn to reciprocate, and make some concessions when necessary, we will avoid being self-centered. Of course, we should recognize the right of self and the satisfaction of desire, but we can't just focus on ourselves and ignore the existence of others. If you have only yourself in your heart and no one else, you will not be in other people's heart

2. Think more from the perspective of others and put yourself in other people's shoes. In order to understand others. We should also learn how to respect, care for and help others, so that we can get the reward of others and experience the value and happiness of life

3. Strengthen self-cultivation and fully realize the unreality, irrationality and harmfulness of self-centered consciousness. Learn to control your desires and actions. The satisfaction of self-interest should be placed on a reasonable and feasible basis without harming others. We should leave our care to others and our common will to ourselves

4. Listen to others' opinions. If we listen to various opinions, we can distinguish right from wrong and correctly understand things; If you just listen to what you say, you will be confused and make one-sided mistakes. The reason lies in the complexity of things in the world, people are limited by their own knowledge, experience, concept, self-cultivation and other factors, so it is inevitable that there is a lack of opinion; If a large number of opinions are gathered, synthesized, compared and identified, so as to eliminate the false and retain the true, abandon the fallacy and take the true interpretation, it will naturally be more just and reasonable

if you go out of your own world, you will win more friendship. Young people's life can not be without the moistening of friendship, otherwise there will be maladjustment and anxiety everywhere in their life.

3. First, accept your child's self-centered thinking. Self centered thinking is just a child's cognitive style, which is different from selfishness and is not a personality defect. Therefore, parents should respect their child's self-centered thinking rather than blame and criticism. In fact, alts are often self-centered. For example, some people will complain about why others don't help them; Some people don't respect other people's opinions in group discussion and think that only they are right... Therefore, parents need to treat them with a normal mind and don't need to force correction, otherwise it will only hurt their children's hearts. 2、 Don't spoil your child too much. Parents can understand how they love their child. But if they spoil their child too much, for example, they often say "all these are for you", "all these are bought for you" and "baby can play wherever you want", it will only make the child more self-centered and will not consider other people's feelings at all. You can tell your child "share some food with your grandmother", "play with other children", "let your mother have a rest", let him know that there are others, and put others in the "leading role" position appropriately. After a long time, the child can pay attention to others. 3、 Let children learn empathy. If children learn empathy, their egocentric thinking will change. For example, if he is sleepy and wants to sleep, his mother can pretend to pester him to play with him and not let him sleep, saying, "next time my mother is tired, do you want my mother to rest?" For another example, if he doesn't want to share food with others, his mother can say, "if his mother doesn't share it with you, where are you going to eat?" This kind of guidance will make children feel the same and know how to consider other people's feelings. 4、 Through the game, children learn to transpose thinking, why children have self-centered thinking, because no one teaches them how to consider things from the perspective of others, the game can make children learn to transpose thinking. Hands up game: mother and child stand face to face, let the child raise his right hand, and then ask him: "which hand should I raise?" At this time, the child needs to consider the problem from the position of the mother. Hide and seek: parents can first show their children where they will hide. In the process of playing, parents can hide for their children to find. At this time, the child has to think in another place: if I was a mom and Dad, where would I choose to hide? Role Playing: this kind of game is the most attractive for children, and it can also guide them to think in transposition. For example, "the wolf catches the lamb". If the child plays the wolf, he should consider the problem from the perspective of the wolf: where will the lamb hide? How to catch it? wait. These fun role-playing games can let children play a variety of roles in a short time, experience the inner world of different roles, so as to achieve the effect of learning transposition thinking. 5、 Let the child experience the result of self centeredness. For example, when Ann answers the phone, her father just nods and doesn't speak. Let Ann experience how it feels when she can't hear when she answers the phone. In this way, when she answers the phone next time, Ann will know that she has to speak out before she answers the phone. 6、 In practice, learning psychologist Burke has done three mountain experiment similar to Piaget's, and found that when children are familiar with the scene and the problem is relatively easy to understand, children can consider other people's feelings. It can be seen that children's self-centered tendency is related to the familiarity with the scene and the degree of life. Therefore, children can graally get rid of the self-centered thinking by providing rich materials and environment for them to observe and operate by themselves
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4.

The development of the stage is not a discontinuous jump, but a graal and continuous change

Piaget believes that in the process of indivial development from birth to maturity, cognitive structure is constantly reconstructed in the interaction with the environment, thus showing different stages with different qualities. He divides the development of children's thinking into the following four stages, not all children complete the same stage at the same age

However, the order of their passing through each stage is consistent, and the former stage is the premise of reaching the latter stage. The development of the stage is not a discontinuous jump, but a graal and continuous change. Piaget uses different forms of operation as the symbol of the division of stages. Operation refers to an internalized reversible action that can be carried out in the mind in the opposite direction

extended data:

Piaget's theory of cognitive development stages:

1. However, when they are asked to consider the relationship between the whole and the two components of the whole at the same time, most children give the wrong answer

The main cognitive structure of children is perceptual motor schema, which can coordinate perceptual input and action response, so that children can adapt to the environment by action

It is conservative, self-centered and reversible. Piaget believes that the psychological operation of this period focuses on abstract concepts, which is operational (logical), but the thinking activities need the support of specific content

5. Hello, the latest bus from Hengyang central bus station to Qidong is 6:30 p.m. I hope it can help you. I wish you a happy Spring Festival and a good journey!

6. (1) Piaget's basic view of cognitive development theory. Piaget found that all children's understanding of the world follows the same order of development, making the same mistakes in the cognitive process and drawing the same conclusion. Young children are not only "stupid" than older children or alts, but also think in a completely different way. In order to better understand children's thinking, he gave up the research method of standardized test and began to use clinical method to study children's intelligence. Through careful observation and close research, Piaget draws several important conclusions about cognitive development. The most important is that the essence of human development is to adapt to the environment, which is an active process. It is not the environment that shapes children, but children actively seek to understand the environment. In the process of interaction with the environment, through the process of assimilation, adaptation and balance, cognition graally matures. Piaget believes that the basic unit of intelligence structure is schema, which refers to the mode of organized thinking or action, and is the cognitive structure used to understand the world around. Assimilation refers to the process that an indivial brings external information into the existing cognitive structure, but some information does not match the existing cognitive structure very well. At this time, the indivial has to change the cognitive structure. This process is adaptation. Balance is a kind of psychological state. When an indivial's existing cognitive structure can easily assimilate the new experience in the environment, he will feel balanced, otherwise he will feel unbalanced. The imbalance of mental state drives indivials to take actions to adjust or change the existing cognitive structure in order to achieve a new balance. Balance is a dynamic process. In the process of balance imbalance new balance, indivials realize the development of cognition. Piaget believes that the cognitive development of an indivial from birth to the end of childhood should go through four stages: (1) the perceptual motor stage (from birth to two years old), in which an indivial understands the world by feeling and action 2) In the pre operation stage (two to seven years old), indivials begin to use simple language symbols to engage in thinking, and have the ability of imagery thinking, but lack of reversibility 3) In the stage of concrete operation (from seven to twelve years old), there are logical thinking and scattered reversible operation, but generally they can only operate on concrete things or images 4) In the stage of formal operation (11-12-14-5 years old), we can separate form and content in our mind, make our thinking go beyond the concrete things or images we perceive, and carry out abstract logical thinking and propositional operation. Piaget put forward the following important principles when he divided the above age stages: (1) the process of cognitive development is a process of continuous organization and re organization. The process is continuous, but its consequences are discontinuous, so the development has stages 2) The stages of development appear in a fixed order. The time of emergence may vary with indivial or social changes, but the order of development remains unchanged 3) The development stage is based on the difference of cognitive style rather than indivial age. Therefore, the rise of stage does not mean the increase of indivial knowledge in quantity, but the change of cognitive style or the quality of thinking process. Primary school students are in Piaget's specific operation stage. The main feature of children's thinking in this period is that they can infer according to logical rules for specific things or situations. Specifically, it has the following characteristics. 1. Thinking is reversible and can complete the task of conservation. Conservation means that the characteristics of an object (such as weight or volume) do not change e to the changes of its other characteristics (such as shape). Piaget designed a series of conservation experiments, the most famous of which is the liquid conservation experiment. In front of the child's face, pour water of the same height into two cups a and B of the same size, and ask the child whether there is the same amount of water in the two cups. After getting a positive answer, the experimenter or the child will pour the water from cup a into another shorter and thicker cup C, and ask the child whether there is the same amount of water in cup a and cup C. Children in the pre operation stage often have two manifestations. One is that they can't achieve conservation. They have the tendency of centralization, that is, they only focus on one aspect of things while ignoring other aspects, which leads to the wrong explanation of problems. For example, children will think that there is more water in cup a because it is high. Another performance is close to conservation, but not yet successful. Children notice different dimensions, but can not consider them at the same time, and feel confused psychologically. For example, children say that a cup of water, because it is high; After a while, he said there was more water in cup C because it was wide. When children are about seven years old and enter the stage of concrete calculation, they can master the conservation of liquid. They use three forms of argument to achieve conservation. First, identity. Children think that they are equal because they neither add water nor take it away. Second, the thesis of complementarity. Children believe that the increase in width compensates for the decrease in height. Third, reversibility. Children think that the water in cup C can be poured back into the original cup B, so it is the same. The so-called operation is a kind of psychological action, children in the psychological reversible or compensatory action, do not need practical operation. Piaget believes that conservation is not the result of ecation, but the natural mastery of children. When children begin to pay attention to different aspects of things and have psychological conflicts, it is the key period of conservation. 2. Master the concept of class inclusion. Primary school children master the relationship between a class of objects and its subclasses. For example, if you present a bouquet of four red flowers and two white flowers to preschool children and ask them whether they have more red flowers or white flowers, they can generally correctly answer the question. But when asked whether there are more red flowers or more flowers, preschool children can not answer correctly. But primary school children, because of the ability of class inclusion, can answer these questions correctly. 3. To be able to complete serialization, serialization refers to the ability to sort and compare objects according to certain attributes. For example, pupils can sort objects according to height, size, length and other standards. Another concept related to serialization is transitivity, which refers to the ability to reason about the relationship between elements in a sequence. For example, "Xiao Hong is higher than Xiao Ming, Xiao Ming is higher than Xiao Lan, which of the three is the highest?" this question can be answered by primary school children. However, it is worth noting that primary school students' ability of transitive reasoning is limited to specific things, and they can not cope with abstract problems. For example, the question "a is higher than B, a is shorter than C, who is the highest of the three" often cannot be answered correctly by primary school children. The so-called egocentrism refers to the inability to distinguish one's own views from those of others, but it has nothing to do with selfishness. For example, two boys want to choose a birthday present for their mother, and a three-and-a-half-year-old boy chooses a toy car for his mother. This does not mean that he is selfish, but that he does not understand that his mother's interests may be different from his own. The seven-year-old boy will choose a piece of jewelry for his mother, which shows that the children who enter the specific calculation stage can already consider problems from the perspective of others. 5. Having mastered the concept of cluster, primary school students have understood that two subsets can form a new set, such as the number of boys + the number of girls = the total number of students. They can also push backward, such as the number of boys = the total number of students - the number of girls 2 The ecational significance of Piaget's cognitive development theory Piaget believes that the acquisition of knowledge is the result of children's active exploration and manipulation of the environment, and learning is the process of children's invention and discovery. He believes that the real purpose of ecation is not to increase children's knowledge, but to set up an environment full of wisdom and stimulation, so that children can explore and learn knowledge on their own initiative. This means that we should give full play to students' subjectivity in ecation, not instill knowledge into students by force. On the contrary, we should try to present children with some interesting and challenging materials, and allow them to solve problems on their own. Piaget thinks that cognitive development is in stages. Children in different stages of cognitive development have different ways of understanding and explaining things from alts. Therefore, we should understand and design teaching according to children's cognitive style. If we ignore children's growth state and blindly follow alts' ideas, it will only bring pressure and frustration to children, make them feel that learning is a painful rather than interesting thing, and stifle children's desire and curiosity for learning. Piaget's classification of cognitive development stages is based on indivial cognitive style rather than age. The rate of indivial cognitive development is different, fast and slow. It is not that children of the same age have the same cognitive level. Therefore, we should pay attention to indivial differences and teach students in accordance with their aptitude. Piaget attaches great importance to the role of social interaction in children's cognitive development. He believes that learning together with peers and discussing with each other will give children the opportunity to understand other people's ideas, especially when other people's ideas are different from their own, which will stimulate children to think. Because peers are equal, children will not simply accept each other's ideas, but try to draw their own conclusions through comparison and weighing, This is of great significance to the development of children's de egocentrism. Teachers often play the role of authority, children will develop the habit of passive acceptance of "correct" answers, and lose the opportunity of independent exploration. Therefore, in teaching, teachers should guide students to discover knowledge instead of giving it. At the same time, they should take the form of group discussion and cooperative learning.

7. The answer should be d. although the converseness appears in the concrete operation stage, the compensatory function does not appear until the formal operation stage

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9. This is gre?

the answer is d

a Freud mainly focuses on children, instead of choosing
B. Gibson is famous for his research on children's visual perception (visual cliff experiment) and perceptual selectivity, and his research does not involve moral problems, The theory of three levels and six stages is put forward, including alt morality
E. Erikson's life-long psychologist research in the United States does not involve moral issues.