What stage is the decentralization of thinking

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.

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 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

6. J. Piaget's theory of cognitive development. He divides cognitive development into four major stages, and then divides them into several small stages. The first stage is sensory motor stage. From birth to about 2 years old, children in this stage can only rely on their own muscle movements and feelings to cope with external things. This stage is further divided into six small stages: ① from birth to 1 month, At this time, the baby's movements become more coordinated, but it can't play with foreign objects. At this time, the baby's movements become more coordinated, but it can't play with foreign objects, The baby's vision is coordinated with grasping. It begins to fiddle with things around it. The 10 month old baby knows that things still exist when they are out of sight. ④ 10-12 months old. At this time, the behavior has a purpose, and it begins to be able to predict the effect of the behavior. ⑤ 12-18 months old. The baby will do slightly different actions for different objects to see what the results will be. ⑥ 18-24 months old, The second stage is the pre operation stage, which is about 2-7 years old. In this stage, children can only think with representation, and 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 stage is characterized by the emergence of symbolic function and imitation. ② intuitive thinking stage, and the pre operation stage, About 4-7 years old. Children mainly reflect the surface phenomenon of things, only push from one special situation to another special situation, and describe irrelevant things as causal relationship. 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 form a preliminary operation structure, At this stage, children develop "decentralization", that is to say, 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 problems, We can 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 stage of formal operation. From about 11 to 12 years old, 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, he revised his original view in 1972, It is considered that normal people should reach the stage of formal operation no later than 15-20 years old

7. 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.

8. 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.

9. If a person is happy 60% of the time in a day and unhappy 40% of the time, in order to make himself happy for a while, doing more things to make him happy can improve his happiness index
under the premise of the same level of ecation, smaller schools or classes can teach students according to their aptitude and take care of every student, so the proportion of excellent students will be higher
for an enterprise, in order to avoid raising "little white rabbits", it is necessary to recruit more good employees, so as to rece the proportion of bad employees
I would like to say that the above views seem to be correct, but they are all wrong in essence
doing more happy things can't effectively improve happiness; Recing the size of a school or class has little to do with improving students' learning level; Increasing the number of good employees does not guarantee that the proportion of bad employees is always low
the main reason why we always agree with these three wrong views is that we simply regard many things as causality, so we are confused and misled by the appearance, and ignore the essence and development trend of things In the second part of this paper, we will give a corresponding argument to explain why these three viewpoints are wrong.)
further analysis shows that the main reason why we always make such mistakes in our life is that we have problems in our way of thinking and lack the ability to use "thinking model" to analyze and solve problems

so, what is a "thinking model"? What are the three modes of thinking: representative thinking, abstract thinking and alternative realistic thinking? What is the relationship between them and "thinking model"
when we talk about "thinking model", I think the first thing you think of is "poor Charlie's book", which is Charlie Munger's "multiple thinking model" theory
Charlie Munger once said that the reason why he has been able to invest so much is that he has more than 100 thinking models. It is these thinking models that help him grasp the essence from the appearance of things, so as to make value investment
in Charlie Munger's view, the universe is a complex whole, and all human knowledge is trying to study this complex whole. There is no clear distinction between disciplines, but mutual influence. If we use a single mode of thinking to look at things, we may distort the reality until it conforms to our own mode of thinking, and then make silly mistakes
this is Charlie Munger's understanding of "multiple thinking model"
in fact, simply speaking, thinking model is a subjective abstract description of the objective world. By analyzing problems through thinking model, we can bridge the gap between the subjective world and the objective world, so as to find a more accurate way to solve problems<

let's give an example:
now to estimate the hide area of a live cow, what do we usually do
because the cow is an irregular three-dimensional shape, in order to simplify the estimation, we will ignore the head, tail and leg of the cow and imagine it as a cuboid, so as to estimate the area of the cow skin
the concept of "thinking model" is used in the whole process. Let's analyze it carefully. In fact, there are three ways of thinking in this process:
first, representative thinking
excluding those unimportant details in reality, such as ignoring the cow's head, leg and tail, only the most relevant part of a cow's body is selected, that is, the whole cow is represented by its trunk, This way of thinking is called representative thinking
Second, abstract thinking
we know that even if only the trunk of the cow is left, it is certainly not a tetragonal cuboid, but when calculating, we still think of it as a cuboid, that is, when estimating, we abstract the real cow, which is abstract thinking
thirdly, instead of thinking in reality,
after using the trunk of a cow to represent the whole cow and taking the trunk of a cow as a cuboid, we recognize a situation that does not exist in the real world, and calculate a value according to this situation, and think that this value is instructive to the real world, That is, we take a virtual number instead of the real situation, this way of thinking is to replace the real thinking
why should we analyze these three ways of thinking? What do they have to do with thinking models< In fact, representative thinking, abstract thinking and alternative reality thinking are the pillars of all thinking models. "Representative model", "analogy model" and "alternative reality model" developed from them are the three basic categories of most thinking models.

10. J. Piaget's theory of cognitive development. He divided cognitive development into four major stages, and then divided into several small stages in each stage.
the first stage is sensory motor stage. From birth to about 2 years old, children in this stage can only rely on their own muscle movements and senses to cope with external things. This stage is further divided into six small stages: ① from birth to 1 month, At this time, the baby's movements become more coordinated, but it can't play with foreign objects. At this time, the baby's movements become more coordinated, but it can't play with foreign objects, The baby's vision is coordinated with grasping. It begins to fiddle with things around it. The 10 month old baby knows that things still exist when they are out of sight. ④ 10-12 months old. At this time, the behavior has a purpose, and it begins to be able to predict the effect of the behavior. ⑤ 12-18 months old. The baby will do slightly different actions for different objects to see what the results will be. ⑥ 18-24 months old, The second stage is the pre operation stage, which is about 2-7 years old. In this stage, children can only think with representation, and 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 stage is characterized by the emergence of symbolic function and imitation. ② intuitive thinking stage, the pre operation stage is divided into two stages, About 4-7 years old. Young children mainly reflect the surface phenomenon of things, only push from one special situation to another special situation, and describe irrelevant things as 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 form a preliminary operation structure, At this stage, children develop "decentralization", that is to say, 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 problems, We can 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 stage of formal operation. From about 11 to 12 years old, 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, he revised his original view in 1972, People who think normal will reach the stage of formal operation no later than 15-20 years old.
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