Perception-motor level
The starting point of children's perceptual development and wisdom is the perception and movement in the first 18 months. We call the period when children's language has not appeared as the "perception-movement" period.
During this period, although children have no language, wisdom already exists. At this time, the development of wisdom is mainly divided into six stages. The first is reflection. Children are stimulated by the outside world to form learned behavior, and at the same time assimilate the object into the instinctive action of the subject. The second is the initial habit. Children still can't tell the subject from the object, and they often mix together. The third is the sprout of wisdom. Children try to distinguish themselves from objects and find the relationship between action and effect. In the fourth and fifth stages, children begin to look for objects covered by curtains and know their permanence. In the sixth stage, children can not only explore from the outside or physically, but also combine from the inside to achieve epiphany. Children's initial world was "egocentrism" centered entirely on their own bodies and movements, but in these six stages, the process of "breaking away from egocentrism" gradually took place, and they began to see themselves as an object in a world composed of many permanent objects. Children's "perception-movement" period appears in three continuous forms: rhythm-structure (repeated movement reflected by individuals), regulation (exploration and control of habits and wisdom) and reversibility (actual displacement group), which dominates children's future wisdom development.
Children also have emotions in the first 18 months, but it is equivalent to the alternation of tension and relaxation. Their smiles are often caused by the smiles of their peers, so they become tools for communication with each other. This kind of contact with others indicates that children will transition from contact with others to communication with others. If people are properly stimulated, it can also promote the normal development of children's emotions.
Development of perception
There are two important problems in the perceptual response of children under one year old. One is the constancy of perception, that is, in children's eyes, permanent objects change in size and shape, which is a visual difference; The other is the causality of perception. Children's perceptual causality is more dependent on the contact of objects than adults, and the concept is vague than adults. With the growth of children's age, perceptual activities have changed in quantity and quality. I hope Napu Lao Le can keep quiet and make trouble with the Fu family. br/>；
The concept of children's intelligent thinking not only comes from the abstraction and generalization of perception, because the concept is combined with complex special structures besides perceptual materials. Perceptual structure is irreversible, while operation is reversible. The operation in the concept of logic-mathematics is abstracted from the action acting on things, not directly from the perceived things. Even if every action can arouse sensory perception, the schema of these actions can't be perceived.
Signal or symbol function
Children have the ability to represent things with "signal objects" from one and a half to two years old. This ability causes the function of appearance, and lang is a function of' signal' or' symbol'. This function can be divided into five behavior patterns, namely, deferred imitation, symbol game, early painting, psychological representation and early language.
Deferred imitation means that children can continue to imitate things when the prototype is not in sight. Symbolic games are the balance of children's feelings and wisdom. There is neither coercion nor punishment here, and the reality is changed through assimilation, such as pretending to sleep. Early paintings before the age of two are rare. At first, it was characterized by sloppy and uncoordinated imitation, and later it developed into "visual realism" through "rational realism" (such as drawing two eyes on the side of a person's face) (no longer drawing two eyes on the side of the face). Psychological representation is internalized imitation, that is, mentally imagining an action. However, it appeared relatively late, and it can only be foreseen after the age of seven or eight, and the movement and its results can be foreseen. Early language means that children can use language to address things that are not in front of them. The first four models are all based on imitation, but by the end of the perception-movement stage, the action representation has become a signal of differentiation, and some of them constitute the representation of thinking. The appearance of language not only provides opportunities for contact with others, but also enhances children's expressive ability through communication with others. At the same time, language promotes the development of children's intelligent computing. It can enhance children's thinking ability in breadth and speed, and because language is composed of logic, children are developing their thinking while learning language.
The "concrete" operation of thinking and the relationship between people
Children aged two to seven or eight are in the early stage of operation, and children aged seven or eight to eleven or twelve are in the specific stage of operation. On the whole, it is a long period of preparation and concrete operation for children from the age of 23 to 1 1. This stage is the transition from self-centeredness in all fields to self-centeredness. This decentralization is manifested in cognition, society and morality at the same time.
Operation is owned by people with similar psychological level. Action is inseparable from the action officer. Actions are performed on physical objects, such as pushing or separating objects. When the child's thinking level transitions to the specific operation stage, the action is internalized, that is, internalized into operation. The operation is carried out in the mind without losing the original characteristics of the action. Children's thinking level is gradually deepened when actions become operations. In the pre-operation stage, children still don't understand that the transformation of an operation is often to keep some factors in the whole system unchanged. But in the specific operation stage, the concepts of conservation, classification, order, quantity, space, time and speed, causality and contingency gradually formed. Children have divorced from the center of general coordination based on action, and have liberated the appearance of reality from the confusing image and appearance of reality.
The development of children's emotional activities and social activities is similar to that of cognitive activities. In fact, the three cannot be completely separated. The social interaction between children in the pre-operation stage is centered on the child and his own activities, which is "child egocentrism". Symbolic games assimilate reality into children's and their own wishes, and develop into organized games and regular games, marking the objectification of symbols and self-socialization.
The emotional relationship between children and their parents or adults who perform parental tasks produces children's unique moral feelings. This moral emotion forces a person to happen through conscience. At this time, the parents' self becomes the children's "ideal self", the source of children's compulsion and the source of conscience formation. With the development of social relations, it gradually develops from arousing children's obedience to relatives to mutual respect and mutual benefit. When children reach the operational level, they can help and cooperate with each other, because social interaction is both an individual activity and an interpersonal activity.
Prepubertal sum proposition operation
1 1- 12 years old to 14-5 years old is pre-puberty or adolescence. During this period, children successfully liberated from concrete things, not only adapted to reality, but also had lofty ideals and began to master theory. This period prepares for adolescence and has the basic function of self-centeredness.
The biggest novelty of pre-adolescent lies in correctly inferring propositions that they didn't believe in the past or at least haven't believed at present through the distinction between form and content, so as to draw necessary conclusions from the only possible truth and become the beginning of formal thinking. At this time, children's thinking has gone beyond the specific content of things or perceived facts, and developed in the direction of indirect perception or future things.
The characteristic of thinking at this stage is that it can start from theory, and both must go from concrete to theory, and the possibility and reality of hypothesis can be considered. The characteristic of this stage of operation is to combine logical operations into "group" and "operation system", and draw necessary conclusions and solve related propositions through reasoning according to possible transformation forms. Children at this stage may have scientific originality and theoretical innovation.
Children's thinking ability in this period has reached the preparation stage of adults. Youth is different from children. The new year can not only form a theory, but also consider the choice of career, so that he can adapt to the needs of transforming society and realizing new ideals. Although pre-adolescence has not yet reached this stage, in this transitional period, many signs can be regarded as the beginning of the ideal criterion of cultivating people, and various values related to future planning have begun to take shape.
Conclusion: Psychological development factors
The perception of children's psychological development-movement stage, operation stage and pre-adolescence are interrelated. Each stage is an extension and reorganization of the previous stage, and it surpasses the previous stage with a certain degree of intermittent growth. The behavior pattern of the previous stage is always integrated into the latter stage, and the former prepares for the latter and replaces it. The whole development stage is overlapping to some extent, not stepped. Each stage can be advanced or postponed because of age, wisdom and social environment, but the order remains unchanged.
There are four factors in children's psychological development. The first is maturity, that is, physical growth, especially the maturity of the nervous system and endocrine system. Secondly, the acquisition of practice and experience. Children can acquire new knowledge in both physical and mathematical experiments, so "knowledge comes from action". The second is social experience, which refers to the communication between people in society and the transmission of social culture. Fourth, the balance process with self-regulation function. It can reconcile the functions of maturity, practice and social experience, and has certain directional characteristics. It is this self-regulating balance that constitutes the formation process of various structures mentioned above.