The second stage of children's de egocentrism
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
Jean Piaget (born on August 9, 1896, died on September 16, 1980), a Swiss, is the most famous child psychologist in modern times. He has become a model of this discipline and left more than 60 monographs and 500 papers for posterity. He has been to many countries to give lectures and won dozens of honorary doctorates, honorary professors and honorary academicians of science
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 timegenerally 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 sameSecond, 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 Cthe 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.
Piaget's classification of the stages of children's thinking development and the characteristics of each stage:
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perceptual operation stage (sensorimotor stage, 0-2 years old)
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the main cognitive structure of children in this stage is perceptual motor schema, by which children can coordinate perceptual input and action response, and thus rely on action to adapt to the environment. Through this stage, children graally develop from an indivial who only has reflexive behavior to a problem solver who has a preliminary understanding of their daily life environment
2. Pre operational stage (pre operational stage, 2-7 years old)
children internalize perceptual actions into images and establish symbolic functions. They can think with psychological symbols (mainly images), thus making a qualitative leap in thinking
Concrete operations stage (concrete operations stage, 7-11 years old)in this stage, children's cognitive structure evolves from the representation schema in the pre operation stage to the operation schema. The characteristics of concrete operational thinking are conservation, detachment and reversibility. 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
In this period, children's thinking develops to the level of abstract logical reasoning. Children in the stage of formal operation can get rid of the influence of reality, pay attention to hypothetical propositions, and make logical and creative reflection on hypothetical propositions. At the same time, children can make hypothesis dective reasoningextended data:
extended data:
Jean Piaget, born on August 9, 1896, died on September 16, 1980, is a Swiss, the most famous child psychologist in modern times. His theory of cognitive development has become a model of this discipline. He has left more than 60 monographs and 500 papers for posterity. He has been to many countries to give lectures and won dozens of honorary doctorates, honorary professors and honorary academicians of science
Piaget's most important contribution to psychology is that he changed Freud's random and unsystematic clinical observation into a more scientific and systematic one, which makes great progress in clinical psychology in the future Jean Piaget network
He divided cognitive development into four stages: sensorimotor stage, pre operation stage, specific operation stage and formal operation stage. The four stages are as follows:
the first stage is sensorimotor 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 1 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 stage, 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 operationat this stage, children develop "decentralization", that is, the self-centered idea of only looking at problems from their own point of view graally disappears. 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 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 oldThere are four periods
1. The main cognitive structure of children in the stage of perceptual operation (sensorimotor stage, 0-2 years old) is perceptual motor schema, which can coordinate perceptual input and action response, so that children can adapt to the environment by action. Through this stage, children graally develop from an indivial who only has reflexive behavior to a problem solver who has a preliminary understanding of their daily life environment
Children in pre operational stage (pre operational stage, 2-7 years old) internalize perceptual actions into images and establish symbolic functions. They can think with psychological symbols (mainly images), thus making a qualitative leap in thinking3. Concrete operations stage (concrete operations stage, 7-11 years old) in this stage, children's cognitive structure evolves from the representation schema in the pre operation stage to the operation schema. The characteristics of specific operational thinking:
has conservation, de egocentricity and reversibility. 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
In the stage of formal operational stage, children's thinking develops to the level of abstract logical reasoning Children in the stage of formal operation can get rid of the influence of reality, pay attention to hypothetical propositions, and make logical and creative reflection on hypothetical propositions. At the same time, children can make hypothesis dective reasoning{rrrrrrr}
extended data:
children's psychological characteristics
ability
the so-called personality psychological characteristics are the characteristics that indivials often and stably show in their psychological activities, which are mainly people's ability, temperament and personality. Ability is the indivial psychological characteristic that restricts the quality and quantity level of people's completing certain activities
Generally speaking, everyone has general ability, but not necessarily special ability. Intelligence refers to the general ability of students; Human intelligence is composed of various abilities temperament
the concept of temperament was first put forward by hippcrates, an ancient Greek doctor, and later sorted out by Galen, a Roman doctor. They believe that there are four kinds of body fluids - blood, mucus, yellow bile and black bile
The proportion of these four kinds of body fluids in each body is different, which determines four temperament types: choleric (yellow bile juice dominant), multihemotic (blood dominant), mucinous (mucus dominant) and depressive (black bile dominant). Its typical psychological characteristics are as followsbile. Bilious people are characterized by rapid, strong and lasting emotion and rapid, strong and powerful action. This type of people are warm, straightforward, energetic, irritable, mood changes dramatically, emotional, extroverted
multiple blood quality. People with multi blood quality are characterized by rapid, weak and changeable emotion and rapid, agile and changeable action. This type of people, most lively, sensitive, quick reaction, enthusiasm, like to interact with people, attention is easy to shift, interest is easy to change, with extroversion
mucinous. Mucinous people are characterized by slow, implicit, calm emotion, slow, steady and easy to restrain. This type of people are mostly quiet, steady, slow reaction, emotion is not easy to expose, silent, good at patience, attention is not easy to shift, with introversion
depression. Depressive people are characterized by deep and lasting emotional experience and slow and powerless movement. Most of the people who belong to this type are slow to respond, good at perceiving the details that others are not easy to detect, and have introversion
The second stage, 2-7 years old, is equivalent to pre-school. At this stage, children's various sensorimotor behavior patterns begin to internalize and become imagery or image thinking, especially e to the emergence and development of language, children increasingly frequently use imagery symbols to replace or reproce the external things, resulting in the emergence of imagery thinking. The main characteristics of this stage are as follows:
(1) relative concreteness. Children begin to rely on imagery to think, but they can't think by operation
(2) irreversibility
(3) egocentricity
children can only stand at the center of their experience and understand other things only by referring to themselves. They can not realize the existence of others or external things, nor their own thinking process. So it is also called egocentric thinking stage
this stage is divided into two stages
2-4 years old is the stage of pre conceptual or symbolic thinking, that is, children begin to show the ability to represent the external object by means of symbolic play and delayed imitation, but at this time, thinking is pre conceptual, hovering between the generality of the concept and the indiviality of its components
4-7 years old is the stage of intuitive thinking, that is, children have begun to transition from conceptual thinking to operational thinking, but their judgment is still limited by the automatic adjustment of intuition. At this stage, the thinking is neither reversible nor conservative, but still in the state of semi symbolic thinking