Piaget's theory of de egocentrism

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. Self attention should be developed in Bijie, a primary stage of thinking development.

4.

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

5. 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.

6. Early childhood ecation do not focus on the shortcomings of children
if you can give good praise and praise to the advantages of children, the disadvantages will disappear naturally
pay attention to every change in the process of children's growth
don't think that children's performance has been fixed. The present performance is only a link in their growth process. They will continue to grow
don't be perfectionist
some parents set very high standards for their children and ask them to be perfect from the beginning. For children, many things are the first time in life, and may not be done well; And in so many bad possibilities, how wonderful it is for a child to accomplish one thing beautifully. Parents must praise it. In this way, parents will not care too much about those things that are not done well
do not compare with other children
parents should not always compare their children with other children. As long as their own children develop according to their own personality, it is very satisfactory. Every child has his own personality. Parents should believe that as long as the child can develop his own expertise and has a skill in his own field of expertise, he can grow into a leader in this field
} don't take the cultivation of learning ability as the focus of ecation. Learning ability is certainly important, but if we blindly take it as the focus of ecation, the whole ecation will be tilted. We must take the ecation of the soul as the focus of ecation, and focus on the cultivation of children's Eq. we should attach importance to the ecation of the soul, so that the learning ability will be greatly improved
now is the best time
don't stare at children's shortcomings, as long as you are good at discovering children's advantages and strengths, and give affirmation and praise to their small progress, you can make those shortcomings disappear. The more parents try to correct their children's shortcomings, the more likely they will be counterproctive, and the more stubborn their shortcomings will be in their children. Instead of doing so, it is better to regard the present child as the best, affirm his advantages and praise his strengths, so that the child will naturally become excellent

precautions 1. The most important thing in early childhood is not to learn knowledge

the most important thing in early childhood is not to learn knowledge, but to let children form lifelong beneficial quality, attitude, emotion and ability, which is very important. Of course, we should also master some necessary knowledge and skills, but this is not the most important task of early childhood

2. The most suitable way to cultivate children is "play"

the method of preaching is not suitable for cultivating children, and the method suitable for children's age characteristics is "play". Children can learn to discuss with others in the process of playing games

3. The introction of social hot issues into the classroom

can timely introce social hot issues into the curriculum, as well as "care for others" ecation, organize children to visit homes for the aged and open schools, and perform puppet shows, so that children can know how to sympathize with and care for the weak

4. Pay attention to the development potential of children

as a basic ecation, early childhood ecation should pay attention to the sustainable development of children. Let children develop good study, life, behavior, health habits, imperceptibly create a healthy and beautiful mind, let children grow up healthy and happy

5. If children want to be parents, they should first do

children's ecation can not rely on school alone, family and society will have an impact on children. Families have a greater influence on children. Moreover, because children like to imitate alts, but they don't know how to choose, they imitate and express everything they see and hear in the family and society in the game. For example, some children will imitate the drunken appearance of alts. Parents, whether speaking or acting, are actually teaching their children how to do it< Some people say that children are not sensible, and they will teach slowly when they grow up. Don't look down on children, they already know a lot of things. When a child is young, teaching is more acceptable. If you miss early childhood ecation, it will be difficult to correct it later< Many parents like to arrange for their children.

parents often say that they attach great importance to their children's ecation, but when it comes to small things, they can't. Most families have only one child, so try to meet the needs of the children. Parents should let go, let the child get exercise, can't let him rely on everything.

7. Fate, I've been looking for this film for a long time. Just found the download address of Chinese and English subtitles, subtitles just down, but my film only under two episodes. Subtitles a little bit do not understand, all of a sudden jump out of the subtitles, and then do not show the subtitles when speaking.. Under study.. If you are interested, let's study together. http://shooter.cn/search/Sub : Odyssey + 5 /? X = 18 & y = 10. I only played two episodes. I don't know whether the subtitles are OK or not. If you try, please let me know!!!!

8. According to Piaget's theory of cognitive development stage, children's thinking in the pre operation stage is "all self-centered", thinking that the world in other people's eyes is the same as the world he sees, thinking that the world exists for him and everything revolves around him.

9. 1. The contribution of Piaget's cognitive development theory to ecational psychology first of all, Piaget describes the whole process of children's development through some classic concepts in his cognitive development theory, which not only reveals some rules of indivial psychological development, but also confirms the initiative and endogenous of children's mental development
secondly, Piaget's classification of cognitive development stages is not based on the actual age of the indivial, but on the differences of their cognitive development, so it has generality in practical teaching application
thirdly, according to Piaget's cognitive development theory, children in different cognitive development stages differ greatly in age, even in the same cognitive development stage, which provides a theoretical basis for the principle of teaching students in accordance with their aptitude in ecation and teaching practice
finally, Piaget puts forward the constructivist development view that "development is a process of construction" and "two mechanisms of adaptation and constructionist cognitive development", which is the founder of constructivist attention theory
2. Criticism of Piaget's cognitive development theory -- the new Piaget's view
1. The tendency of biological and ignoring the influence of social culture. Piaget's theory attaches importance to the construction of the indivial to the surrounding things and the development stage itself, but does not make an in-depth discussion on how the human cognitive process is affected by the social and cultural environment and practical activities< (2) lack of positive ecational significance“ Piaget's main research is to give children the cognitive process of interaction with the surrounding environment in the natural situation, and does not advocate accelerating children's cognitive development process through learning. (3) underestimated children's comprehensive ability< 3. The Enlightenment of Piaget's cognitive development theory on Teaching
the explanation of Piaget's theory on ecational goals (kamii, 1981): develop children's autonomy through interactive situations; 2; Children can decentralize and coordinate various views; Develop agility, curiosity, initiative and self-confidence in learning. These goals can be incorporated into the school curriculum, rather than replacing the goals of the school curriculum. Piaget's theory emphasizes the view of "ecation to adapt to development", that is, an ecation that adapts to students' physiological and cognitive abilities as well as social and emotional needs in environment, curriculum, materials and teaching. (1) ecation should not only focus on the results of children's thinking, but also on the process of children's thinking< (2) recognize the important role of children's autonomy and active participation in learning activities. According to Piaget's theory, it is not advocated to present ready-made knowledge to students, but to encourage children to spontaneously interact with the environment to discover knowledge from the master. Therefore, teachers do not carry out didactic teaching, but provide a large variety of activities, so that children can directly interact with the real world in the activities< (3) children's alt thinking training is not emphasized. Piaget called the problem of "how can we accelerate development" as "the problem of Americans." Piaget, who has visited many countries, believes that psychologists and ecators in the United States seem to be most interested in the issue of "what technology can be used to accelerate children's development at all stages". The ecation program guided by Piaget's theory also accepted Piaget's Creed: it's better not to teach children than to teach them too early; Because it is easy to lead to superficial acceptance of alt rules, and can not achieve real cognitive understanding< (4) recognize the indivial differences in the development process. Piaget's theory holds that all children go through different stages according to the same development order, but the development speed is different. Therefore, teachers must try their best to arrange teaching activities for each child and each group, not for the whole class. In terms of evaluation, the same should be true. To sum up the above points, we should try our best to do the following in the practical teaching: first, teachers should provide students with rich environment, guide students to explore actively, participate in social practice activities in person, and promote them to construct knowledge; Second, we should pay attention to the curriculum design, reflect different difficulty levels according to the differences between students, create cognitive contradictions, and promote students' assimilation and adaptation process; Thirdly, teachers should also design some social interaction activities for students, provide conceptual examples, and provide environmental resources for the cognitive development process.