Piaget's example of decentralization
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
Children's thinking development shows three different ways: intuitive action thinking, concrete image thinking and abstract logic thinking. Children's early thinking is based on intuitive action thinking, children's middle thinking is based on concrete image thinking, and children's late abstract logical thinking begins to sprout
The thinking of 0-2 years old children is mainly intuitive action thinking. Intuitive action thinking refers to the thinking that mainly uses intuitive actions and actions to solve problems. For example, a child drags a cloth on a table to get a toy that he can't get directly. Intuitive action thinking is inseparable from children's perception and action of the object, which is the budding thinking of early children. Piaget believes that there are two obvious signs of children's thinking development at this stage: first, children sometimes can solve problems without obvious external attempts; Second, it proces the ability of delayed imitation. The so-called delayed imitation refers to the imitation of behavior or action after the object or action disappears in front of the eyes for a period of timegenerally speaking, children have acquired the following abilities: children begin to pay attention to the spatial relationship of objects through reaching out and grasping, which makes children graally go beyond direct perception and movement and begin to understand the world around them; Children break through the limitation of direct experience, develop the concept of sequential time dimension, and have a preliminary understanding of causality; Children begin to understand the relationship between goals and means; Children can imitate not in front of the behavior and show obvious purpose and so on
In Piaget's view, one of the greatest achievements of children's thinking development at this stage is to obtain the concept of "object permanence", that is, children understand that the objects that disappear in front of them will continue to exist. Piaget believes that it is a graal learning process for children to believe that objects still exist when they don't directly perceive them. It runs through the whole stage of perceptual movement, and its typical performance is the play behavior of hidden cat. Intuitive action thinking is a way of thinking throughout one's life. Children's intuitive action thinking is inseparable from children's perception and action of real objects, so it lacks the planning of action and the predictability of behavior results, and the thinking is obviously narrow-minded
(picture: object permanence)
2. Specific image thinking is the main form of thinking for children aged 2 to 6 and 7. 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 moveyoung 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 seethe 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 sameSecond, children's thinking began to be self-centered. The so-called decentralization means that children realize that the views of others may be different from their own, and that children can consider problems from the standpoint and perspective of others. For example, young children begin to be able to solve the "three mountain problem"
Thirdly, children begin to focus on several attributes of an object at the same time, and begin to realize the relationship between these attributes. For example, young children begin to realize that an object can have several attributes, such as weight and size, and realize that these attributes are separable Fourthly, children begin to use logical principles. The important logic principle that children acquire is invariance principle, that is, the basic attribute of an object remains unchanged. Another principle is the principle of equivalence, that is, if some attribute of a is equal to B and B is equal to C, then a must be equal to C2. Pre operation stage (2-7 years old). At this time, the child has not yet established the real logical operation ability, can only learn the preliminary metaphysical cognition, so it often shows the self-centered way of thinking. Piaget's "three mountains experiment" is to verify the characteristics of self cognition in this stage
3. Specific operation stage (7-12 years old). At this time, children began to establish specific logical thinking ability, and began to learn to analyze things rationally. But we can't think logically out of the physical objects completely, so the thinking at this time is more abstract than image thinking. This is also the reason why primary school teachers often need to give examples in kind in class, and their examination questions are often applied
4. Formal operation stage (over 12 years old). At this time, children began to learn abstract operations, and they could do logical thinking without physical objects. They learned to enter the thinking mode of alts. However, there are many people who can not enter the stage of formal operation in their life, but can only stay in the stage of concrete thinking, which is often manifested in the lack of logical reasoning ability and spatial imagination ability. According to gender differences, psychological research tends to be mostly female
it should be noted that Piaget's cognitive development theory is a longitudinal description of human cognitive development process from the perspective of developmental psychology. However, to really understand the essence of Geneva School, we need to combine it with his other horizontal cognitive theory "genetic epistemology" to understand Piaget's point of view.
Piaget believes that cognitive development is a process of construction, which is realized in the interaction between indivial and environment, thus showing four stages in the same order. Each stage has its main behavior pattern. Among them, each stage is a unified whole. Piaget puts forward the theory of cognitive development, and divides indivial cognitive development into the following four stages< br />
In the pre operation stage (2-7 years old)
on the issue of cognitive development, Piaget thinks that cognitive development is a process of construction, which is realized in the interaction between the indivial and the environment, thus showing four stages in constant order. Each stage has its main behavior pattern. Among them, each stage is a unified whole. Piaget puts forward the theory of cognitive development, and divides indivial cognitive development into the following four stages< br />
Piaget regards cognitive development as the development process of cognitive structure, and distinguishes psychological development stages based on cognitive structure. He divided cognitive development into four stages
1. Sensorimotor stage (0-2 years old)the main cognitive structure of children in this stage is perceptual motor schema, which can coordinate perceptual input and action response, so as to adapt to the environment by action. Through this stage, children graally develop from an indivial who only has reflexive behavior to a problem solver who has a preliminary understanding of their daily life environment
Pre operational stage (2-6,7 years old)children internalize perceptual actions into images, and establish symbolic functions. They can think with psychological symbols (mainly images), thus making a qualitative leap in thinking
Concrete operations stage (6,7-11,12 years old)in this stage, children's cognitive structure evolves from representation schema in pre operation stage to operation schema. The characteristics of concrete operational thinking are conservation, detachment and reversibility. Piaget believes that the psychological operation of this period focuses on abstract concepts, which is operational (logical), but the thinking activities need the support of specific content
In this period, children's thinking develops to the level of abstract logical reasoning According to Piaget, in the process of indivial development from birth to maturity, cognitive structure is constantly reconstructed in the interaction with the environment, thus showing different stages with different qualities. He divides the development of children's thinking into four stages, and not all children complete the same stage at the same agehowever, their order through each stage is consistent. The former stage is the premise to reach the latter stage. The development of the stage is not a discontinuous jump, but a graal and continuous change
source of reference:
Network cognitive development theory
Network cognitive development stage theory
Piaget divides the cognitive development of children and adolescents into four stages: perceptual motor stage, pre operation stage, specific operation stage and formal operation stage< br />