How to help children's thinking to be decentralized

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.

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

4.

The main form of thinking of children aged 2 to 6 and 7 is specific image thinking. Specific image thinking is to use the image of things and the relationship between the image of things to solve problems. At this stage, although children get rid of the dependence on movement synchronization, they are still affected by the image and movement of specific things. Piaget called this stage of children's thinking pre operation stage

Piaget further divided this stage into two stages: pre concept stage and intuitive stage. The characteristics of children's thinking in the pre concept stage are ubiquitous animism and egocentrism. Children's animism means that children give life to all objects. For example, young children think that when picking plants, the plants will be hurt and the plants will feel pain. In the following dialogue between Piaget and a child in the pre concept stage, we can see that the child obviously gives the sun the color of life

Piaget: can the Sun move
young children: they can move. If you walk, they will walk, and if you turn, they will turn. Did the sun follow you
Piaget: why does it move< Children: because when people walk, they also walk
Piaget: why does it go< Children: listen to what we are saying
Piaget: is the sun alive< Children: of course, otherwise it would not follow us and shine

children with egocentrism are completely centered on their own body and movements, and they can't understand things from their own stand and point of view. They can't realize that their own thoughts may be different from those of others, so they can't understand things from the objective and other people's stand

Piaget's famous experiment to prove children's egocentrism is "three mountains experiment". In the three mountains experiment (as shown in the picture), the models of three mountains of different sizes are placed in the center of the table, and a chair is placed around them. Children are taken for a walk around the models of the three mountains, so that children can observe the models of the three mountains from different angles. After the walk, let the child sit on one of the chairs, put three dolls on the other chairs, and then ask the child what the dolls in other positions see

the results showed that children under 4 years old did not understand the meaning of the problem at all. 4-6-year-old children can't distinguish the scenery they see from the doll. No matter what the observer sees, they always choose the scenery they see. The first signal that can distinguish different views appears at about 6 years old, when children show that they know the difference, but they can't point it out. At the age of 8-9, they were able to understand some of the connections between themselves and the doll's observation points. In this classic paradigm, children under the age of eight are considered to be self-centered. Because they are based on their own position, they can't imagine any position other than their own. However, some recent studies suggest that Piaget's task is difficult for young children. Maybe Piaget underestimates children's ability (Donaldson, 1978; Siegal，1997

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

6.

As we all know, interest is the best teacher. Once a child is interested in a certain subject, he or she will consciously study it and naturally get good grades

therefore, when children are young, we can enlighten them in mathematics and cultivate their interest in mathematics

My son has always been very interested in mathematics. After primary school, he even took the initiative to participate in the Mathematical Olympiad training class. For many children's obscure Mathematical Olympiad knowledge, he can enjoy great fun here

I think the reason why my son has such a strong interest in mathematics is his talent on the one hand, and reading interesting picture books in mathematics is also an important factor when he was young

therefore, it is very simple for children to fall in love with mathematics. As long as they are good at finding the right entry point in life, games and picture books, and stimulate children's interest in mathematics, they can help children start a happy journey in mathematics

7. I think Lego, painting and calligraphy are good ways to train concentration< However, depending on the age of the child, the time of concentration varies.
it is suggested that parents should be more patient and less intervention. More encouragement, less abuse, step by step, may have a good effect.

8.

1、 Cultivate children's independence and the habit of thinking independently

when children encounter difficulties, some parents will tell their children the answers directly, which is not good for their development

when smart parents face their children's problems, they will not help them directly, but first tell them how to solve the problems, and then enlighten them to use the knowledge they have learned to find the answers themselves

when a child finds the answer himself, his heart will be full of a sense of achievement, and will generate new learning motivation, so as to study diligently

Second, let the children often be in the problem situation

when the children ask questions, the parents need to discuss the problem with the children, and the parents' proactive behavior will have a great impact on the children. Especially when parents do not know how to solve

when you don't understand, it's very helpful for children to go through the materials, consult others, and finally think about the correct answer

in the future, when children encounter difficulties, they will also think about their parents' behavior and get the final answer by themselves. Therefore, this way is the best way to improve children's thinking ability

3. Let children learn how to classify and categorize

classification is easy to understand and clarify compared with alts, but it is different for children, and children's cognition of classification is relatively short

about classification, parents can guide their children in their daily life, for example, they can classify similar things. It can be divided according to the shape, color and function of the object

what parents need to pay attention to is to guide their children to find the basis of classification, that is to say, to find the similarities of things and why they classify things in this way

let the baby pay more attention to the details of things. The so-called "details determine success or failure" can enhance the baby's observation

In the process of participating in the problem-solving process, parents should guide their children correctly, and discuss with their children the ideas and solutions to solve problems, and implement them. In the whole process, we need to analyze, reason, summarize, and assume the solution of the problem, which will be of great help to the improvement of children's thinking ability and solving ability

5. Read some interesting books, story materials and so on with your children.

there are many books about using your brain, some of which are real people and true stories series, others are fables, or popular science and so on. Go to organize these books and materials with your children, turn them over in your spare time and discuss some interesting problems

9. Create a suitable environment. Positive suggestion.

10.

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