Piaget's Cognitive Theory —— Do you really know children?

Do you have any kids？ How old is your child? Do you know the characteristics of children of this age? I believe that the following contents are of great benefit to the growth of you and your children.

I put Piaget's theory about children's development out for everyone to see. I believe that after reading them, combined with my baby's experience, I will suddenly realize. It doesn't matter if the term is awkward, just skip it. You just need to read along the article and look in bold.

Piaget divided individual cognitive development stages into four stages, namely, perceptual movement stage, pre-operation stage, concrete operation stage and formal operation stage. It's a bit of a bluff to listen to the terminology. In fact, these four stages correspond to the cognitive development process of children from 0 to adulthood in chronological order, and different stages have their own different characteristics.

At this stage, children's cognition of the world mainly gains experience through the relationship between perception and movement. It is divided into the following sub-stages.

(0~ 1 month): No matter what stimulation, babies always suck, scratch and look around in almost the same way.

(1~4 months): repeat those accidental behaviors mainly caused by basic needs and start to take the initiative to control your actions. For example, babies get into the habit of sucking their fingers. In addition, babies begin to expect results, but this ability is still limited. For example, the baby cried because he was hungry, but when his mother came near, he stopped crying because he expected to have milk to eat soon.

(4~8 months): Start repeating actions that can trigger interesting events and imitate familiar behaviors. If the baby accidentally touches the toy hanging on the bedside and the toy swings, then the baby is likely to touch the toy repeatedly.

(August ~ 65438+February): intentional or goal-oriented behavior; The permanent appearance of an object means that the baby understands that the object still exists even if it is invisible, which is manifested by covering the object, and the baby can remove obstacles and grasp the object.

(12 ~1August): manipulate objects in new ways, study their characteristics, imitate new behaviors, and look for hidden things in several places.

(18~2 years old): Describing objects and events in the mind, with features including suddenly solving problems and being able to find objects that have been moved out of sight (without seeing them transferred), deferred imitation, pretending to play games. Deferred imitation refers to the behavior that children imitate others some time ago. If you have seen your parents cough before, your child will imitate it. Pretend game refers to children playing games that imitate daily activities and imaginary activities. For example, a child takes a building block as a phone call to his mother to take care of a sick doll.

At this stage, children begin to use words or more abstract symbols to represent what they have experienced. Children's thinking at this stage has the following characteristics:

Pan-spirituality is animism. They think that everything in the world is alive, emotional and emotional. For example, if a child falls to the ground and hurts him, he may "hit" the ground again with his hand and hit back: let you hurt me.

Self-centered children's thinking is "everything is self-centered", and they think that the world in others' eyes is the same as the world he sees. For example, if he thinks cartoons are good-looking, he will think everyone thinks they are good-looking.

The irreversibility of thinking. Their thinking can only be pushed forward, not backward. If I pour the water from one cup into another and back again, you ask him where the water in the cup should go, and he doesn't know.

Children's thinking at this stage has the following characteristics:

The concept of conservation is formed in thinking. Children know the concept of conservation of length, volume and weight. If children have been to other people's homes several times, they can draw a specific road map.

Thinking is reversible. This is the key to the emergence of the concept of conservation.

Thinking is self-centered. Children gradually learn to look at problems from the perspective of others, realize that others' ideas are different from their own, and can also listen to others' opinions. This is an important condition for children to communicate with others smoothly.

Be able to make specific logical reasoning. At this stage, although children lack the ability of abstract logical reasoning, they can make concrete logical reasoning with concrete things. If you ask him whether Mr. Zhang is taller than Mr. Wang and Mr. Wang is taller than Mr. Wu, he can answer which is taller, Mr. Zhang or Mr. Wu. But if you ask A & gtB& gt；; C, comparing the sizes of A and C, he may find it difficult to answer. This is also a primary school textbook. To teach addition and subtraction, you need to use the expression "5 flowers plus 3 flowers" first, instead of directly asking "5+3".

At this stage, teenagers have formed an abstract, systematic and scientific thinking ability. At this time, they no longer need to think with specific things and events. Children in this period, like adults, can understand the relationship between propositions, have abstract logical thinking ability, and can make hypothetical-deductive reasoning. Of course, this is a gradual process.

The above is the theoretical content.

I don't know how you feel when you know. Let me talk about my experience first.

These theories tell us that children's cognition is in a stage of continuous development. At different stages, children always have limitations in cognition and thinking, which is not stupid, but a law of development. Everyone should be patient with them, we can't do it overnight. Why do you have to break your fingers at 1+ 1? In fact, you were like this when you were a child. There are some funny videos on the Internet to help children do their homework. Now that I think about it, it's not funny. Do you think blind people laugh when they can't see the road wrestling?

Even among children of the same age, some children are really smart and surpass their peers. It's not that genes are good and brains are smart. The development of cognition is realized through the interaction between individuals and the environment. Some children, like grandpa, take them out for a walk all day. Children are well-informed since childhood, develop much faster and speak neatly. Some children stay at home for a long time, and their interaction with the environment is much less, so their understanding will develop slowly and their speech will not be smooth. But we also need to know that when they are 14 and 15 years old, their cognitive development will be similar, and there will be no obvious gap.

So I'm wondering if it's the reason why those people in history were slow from childhood and later became geniuses: they haven't arrived yet!

This reminds me of my nephew again. Not long ago, my 5-year-old nephew showed me many coins in his piggy bank, and I took this opportunity to examine his math ability. I put 10 coins on the ground and asked him how many. He counted from 1 to 10, and the count succeeded. Then he told me that there were 10 coins. I am very happy. Then I took 1 and asked him how much he had now. He counted from the beginning, from 1 to 9. . . When I say 10, take 1. Isn't that 10- 1=9? He looked at me blankly and didn't know what I was talking about. I demonstrated it once, told him the secret, and tested it again, and found that he still patiently counted from 1 to 9. I am very unhappy. I think my nephew is not as smart and lovely as my uncle. But now I find that I was wrong about him, because he is 2-7 years old, and his thinking is irreversible and cannot go backwards. Hey, I was wrong about my nephew.