What is the stage of de egocentrism

1.

Decentralization is a form of social relations and content proction formed in the development of the Internet. It is a new type of network content proction process relative to "centralization"

decentralizing is not to do without the center, but to let the nodes freely choose and decide the center. In short, centralization means that the center determines the node. The node must depend on the center, and the node cannot survive without the center. In a decentralized system, anyone is a node, and anyone can be a center. Any center is not permanent, but phased, and no center is mandatory for nodes

extended materials:

content

from the perspective of Internet development, decentralization is the form of social relationship and content proction formed in the process of Internet development, and is a new type of network content proction process relative to "centralization"

compared with the early Internet (WEB 1.0) era, today's Internet (Web 2.0) content is no longer proced by professional websites or specific groups of people, but is the result of the joint participation and equal power of all Internet users. Anyone can express their views or create original content on the Internet to proce information together

with the diversification of network service forms, the decentralized network model becomes more and more clear and possible. After the rise of Web2.0, the services provided by Wikipedia, Flickr, blogger and other network service providers are decentralized. Any participant can submit content, and Internet users can create or contribute content together

after that, with the emergence of more simple and easy-to-use decentralized network services, the characteristics of Web2.0 become more and more obvious. For example, the birth of services more suitable for ordinary Internet users, such as twitter and Facebook, makes it easier and more diversified to proce or contribute content to the Internet, thus enhancing the enthusiasm of Internet users to participate in the contribution and recing the threshold of procing content. Eventually, every netizen becomes a tiny and independent information provider, making the Internet more flat and content proction more diversified

2.

Decentralization is a form of social relations and content proction formed in the development of the Internet. It is a new type of network content proction process relative to "centralization"

decentralizing is not to do without the center, but to let the nodes freely choose and decide the center. In short, centralization means that the center determines the node. The node must depend on the center, and the node cannot survive without the center. In a decentralized system, anyone is a node, and anyone can be a center. Any center is not permanent, but phased, and no center is mandatory for nodes

extended data:

in a system with many nodes, each node has a high degree of autonomy. Nodes can connect freely to each other to form a new connection unit. Any node may become the stage center, but it does not have the mandatory central control function. The influence between nodes will form nonlinear causality through the network. This open, flat and equal system phenomenon or structure is called decentralization

with the deepening of the interaction between subject and object, the constant balance of cognitive function and the continuous improvement of cognitive structure, the indivial can be released from the egocentric state, which is called decentralization

3. Decentralization is a form of social relations and content proction formed in the development of the Internet. It is a new type of network content proction process relative to "centralization"
compared with the early Internet (WEB 1.0) era, Web 2.0 content is no longer proced by professional websites or specific groups, but the result of participation and creation by all Internet users with equal rights. Anyone can express their views on the Internet or create original content to proce information together
with the diversification of network service forms, the decentralized network model becomes more and more clear and possible. After the rise of Web 2.0, the services provided by Wikipedia, Flickr, blogger and other network service providers are decentralized. Any participant can submit content, and Internet users can co create or contribute content
with the emergence of more simple and easy-to-use decentralized network services, the characteristics of Web2.0 become more and more obvious. For example, the birth of services more suitable for ordinary Internet users, such as twitter and Facebook, makes it easier and more diversified to proce or contribute content to the Internet, thus enhancing the enthusiasm of Internet users to participate in the contribution and recing the threshold of procing content. Eventually, every netizen becomes a tiny and independent information provider, making the Internet more flat and content proction more diversified.

4. 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

5. 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.

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

7.

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

8. 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

9. 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!!!!

10.

Decentralization means no center

extended meaning: with the deepening of the interaction between subject and object, the continuous balance of cognitive function and the continuous improvement of cognitive structure, the indivial can be released from the egocentric state, which Piaget calls decentralization

This kind of open, flat and equal system phenomenon or structure is called decentralization

extended data:

in a system with many nodes, each node has the characteristics of high degree of autonomy. Nodes can connect freely to each other to form a new connection unit. Any node may become the stage center, but it does not have the mandatory central control function. The influence between nodes will form nonlinear causality through the network. This open, flat and equal system phenomenon or structure is called decentralization

with the deepening of the interaction between subject and object, the constant balance of cognitive function and the continuous improvement of cognitive structure, the indivial can be released from the egocentric state, which is called decentralization