How Do I Get Started in Child Psychology?

Child psychology is a branch of developmental psychology that studies the characteristics and development of children's psychology. Child psychology has positive and important significance in the fields of social practice such as child growth, child education, child health care, children's literature, and children's radio and television.

Chinese name: Child psychology

Applied discipline: psychology
Application range: Developmental psychology

Child psychology explained

Child psychology generally studies the occurrence and development of an individual's psychology from birth to early youth (14-15 years old). In Western literature, child psychology is basically the same in meaning and scope as "child development" and narrowly defined "development psychology". Children's psychology works have a system arranged by age, such as newborn, infant, childhood, adolescence, youth, etc. This is the system adopted by most children's psychology works; there are systems arranged by psychological process, such as Perceptual development, memory development, thinking development, attention development, language development, etc .; there are also systems that mix the two arrangements above.

In the West, the study of child psychology can be traced back to the work of humanist educators after the Renaissance, such as Comenius, Rousseau, Pestalozzi, Flubell, and others. They put forward new educational ideas of respecting and understanding children, which laid the initial ideological foundation for the emergence of child psychology.

Darwin's theory of evolution directly promotes the study of children's development. Darwin's "An Introduction to an Infant", based on a long-term observation of his child's psychological development, is one of the early thematic studies of child psychology, and it has an important influence on the research of the biographical method (or diary method) of promoting child psychology .

Scientific child psychology was born in the second half of the 19th century. German physiologist and experimental psychologist Pryor is the true founder of child psychology. He systematically observed his children daily from birth to 3 years old, and sometimes also made some experimental observations. Finally, he compiled these observations into a well-known book, "Children's Psychology", which was published in 1882 and was recognized as the first. A scientific and systematic work on child psychology.

Child psychology

Unhealthy performance of child psychology

Hyperactivity

Children's psychological behavior can be manifested in children's behavior, and some children have "hyperactivity disorder." The main manifestations are active; inattention; large emotional fluctuations, poor self-control ability; and severely affected learning.

Anxiety

A sudden state of fear without obvious physical causes. The specific manifestations are lack of self-confidence, over-sensitivity, low appetite, and crying for no reason. This kind of children's unfamiliar environment is sensitive, and they are afraid of fear, even panic, crying, and often worry about being laughed at by others, giving excessive attention to the situation that has not happened, and accompanied by unfounded troubles. It also seems overly anxious about everyday trivial matters.

3. Horror and insomnia

Terror is manifested in the feeling of fear and escape from certain things or situations, such as fear of thunder and lightning, extreme tension, and chaos. Children are also afraid of something that is not dangerous or almost non-dangerous, and this fear is very prominent, and children evade and shrink back because of terror. Insomniac children have difficulty falling asleep, waking up from time to time, crying loudly, and even sleepwalking, but they can't recall during the day, they just feel lack of energy and emotional instability.

4. Attack

This kind of child runs around all day long, often engages in pranks, and likes to ridicule others. Don't hesitate to take good things. Beating becomes a hobby and shows offensiveness.

5. Bad relationships

Unhealthy children generally do not have harmonious interpersonal relationships, and often have barriers to communication with others due to personal mental health and other reasons. Cannot cooperate with others, show indifference to others, lack sympathy, have suspicion, jealousy, flinching, and cannot be placed in a collective and incompatible with personality.

Main perspectives of child psychology development

1. Psychology and consciousness

Walloon believes that man is a positive living body that often interacts with the surrounding environment, not only the object of action, but also the subject of action. He wrote in "Introduction to the Study of Mental Life": "No matter whether it is psychological or biological facts, it begins with the contact between the living body and its environment." Psychological activities develop according to the order from simple to complex, from low to high, and from passive to active. In this development process, psychological activities not only show continuous, multi-level, multi-level characteristics, but also show a certain structure and phase. This is determined by the diversity of people's connections and relationships with the world around them. The characteristic of psychology seems to be that it penetrates into both society and biology, and connects and permeates them in a certain way, which is finally realized through transformation into behaviors and activities. Therefore, when studying human psychology, we must neither leave the environment, especially the social environment, nor the growth of the body, nor ignore the continuity and integration of psychological activities. In these interrelationships, human development and maturity often play a leading role. ^[1]

Substance

Walloon believes that the essence of psychological development is an "internalization" process. The so-called "internalization" refers to the object of psychological activity. The lowest-level psychological activities, such as reflection, always directly respond to external stimuli. The more advanced psychological activities that develop, the more able to respond to internal stimuli. It is true that advanced psychological activities are also caused by external stimuli, but external stimuli are often converted into internal stimuli first, so the direct response is not external stimuli but internal stimuli. Therefore, from the direct object of psychological response, development is inward transformation.

For example, newborns and infants always have a simple and direct response to external stimuli. With their growth and the influence of the surrounding environment, as their life experience continues to accumulate, some self-activities are gradually formed, which are transformed from a direct response from the outside world to a casual response. At this time, they have a certain initiative, and gradually formed some self-activity, from the direct response to the outside world into an arbitrary response. At this time, they have a certain initiative, and gradually formed a certain ability, emotion, will characteristics. After receiving external stimuli, they often combine these stimuli with their own characteristics and turn them into an intrinsic motivational world before responding. In other words, the process of development is an internalization process that gradually gets rid of the direct influence of the external world and builds a world of internal motivation. In terms of development order, physical movements develop faster during infancy; language and perception develop faster in preschool; social and logical thinking develops faster in primary school; and adolescent reproductive system develops faster. In Walloon's view, the lower the level of psychological activity, the more directly it reflects the external world; the more it develops to a high level of psychological activity, the more it turns to internalization, the closer its internal connections, and the higher its integrity. ^[1]

3. Power

Wallong pointed out the problems of unity of opposites and mutual change of quality in psychological activities when explaining the motive force and law of psychological development. He believes that development is not just an increase in the number of psychological functions, but also a process of changing quality. The change in the number of psychological functions is only a condition of development, not the essence of development. The true development of psychology depends on the qualitative change of the whole psychology. Walloon believes that the driving force of psychological development lies in the unity of opposites between biological and social factors. For simple, low-level psychological activities, it is sufficient to rely on maturity, but for complex, high-level psychological activities, The role played by learning will play a more important role.

According to Walloon, on the one hand, children have extremely complicated social environments, and on the other hand, they have extremely differentiated biological causes, which are opposite. But at the same time, the social environment can affect children only through biological factors, and children's biological factors are gradually formed due to human long-term social life. Therefore, the two aspects of biology and society interact, and this is the dialectical relationship between the two. Walloon also pointed out that this unity of opposites shows a balance phenomenon at every stage of child development. This balance is not no longer developing, it will be broken by the awakening of function, so that the child's psychology will be further developed. It should be noted that although Walloon believes that functional awakening and functional growth determine the chronological sequence of psychological activities, he also affirms that the content of psychological activities is determined by the external environment.

Wallong also used the concepts of internal factors and external factors when discussing the motivation of psychological development. What he calls internal factors include growth and maturity, interest, and learning. Walloon believes that the body needs a force to perform an activity. To an organism industry, if the strength is not sufficient, the activity still cannot occur. This depends on the subject's interest to motivate activities, and after learning, interest will be restored, maintained and regenerated. Walloon believes that various psychological activities are different because they involve different levels of functioning. In Shu and low-level functions, it is only necessary to rely on maturity. The more high-level functions are involved, the more learning is required. The so-called external cause mainly refers to the social environment. Although Walloon attaches great importance to the role of internal causes, he has not ignored external causes. He believes that people have been affected by the environment since birth.

4. Regularity

Walloon's thoughts on the laws of psychological development are summarized as follows: (1) The development of psychology is restricted by many factors. As mentioned earlier, Walloon believes that the development of children's psychology is restricted by internal and external factors. On the one hand, he criticized the role of J. Piaget's theory in neglecting the role of internal maturity in the development of children's psychology, and also criticized the wrong way of studying children from their surroundings. (2) Psychological development shows a certain degree of continuity and integrity. Walloon believes that children's psychological development has its certain order, and the order of development of psychological functions is generally determined by the maturity of the body and the awakening of the function. At any age, the mental activity of children always presents a certain system. ^[1]

The process of psychological development is not the simple development of certain psychological activities, but the deepening from one system to another, thus reflecting the integrity of development. (3) Psychological development has certain stages. Walloon believes that at different ages in the development of children, their psychological activities have different characteristics and present a certain stage.

5. Dialectics of Intelligence

Walloon believes that the fundamental problem of intellectual development is: (1) the "transformation" of the two forms of intelligence, that is, the transformation from the form of sensory-motor intelligence to another form of speech intelligence. (2) The relationship between intelligence and language. Walloon pointed out that the transformation of the two forms of intelligence is due to new factors-anatomical and functional structures. With this new factor and some new conditions in life, transformation is possible. At the same time, imitation is what makes "transformation" possible. Imitation guarantees the transformation of the two forms of intelligence. There are two opposite poles of imitation: one pole is transcription, copying, and the appearance opposite to the model. When transformation has the imitation poles, transformation becomes possible. However, if imitation is only used as a condition for completing intellectual activities, then this reason is not sufficient. Transformation is also possible on the basis of two types of intelligence. The common basis of these two kinds of intelligence is that space has a certain order, which does not make the consistency of movement, but also contains the consistency of speech. Both types of space need to be intuitive. When people have this certain intuitive ability, their intelligence is formed. The existence of intelligence has an inseparable relationship with speech. The essential difference between children's intelligence and animal intelligence is that children have verbal activities, while animals do not. Walloon also believes that speech is a means to allow children to classify and organize their perceptions of speech. Speech can be called the condition of human intellectual activity and development.

Varon concluded that if intelligence is to be defined, neither judgement standards nor introspective methods are needed, nor is it necessary to restore children's actions to instinctive and customary blind activities. The reason why children's activities can achieve their goals is mainly because of the existence of intellectual activities. Intelligence is "the subjective and objective factors form an inseparable unity". In short, intelligence is the unity of subjective and objective, and this is the dialectics of intelligence. ^[1]

6. Age staging and characteristics of children

Walloon advocates dividing "children's age" (that is, children's growing age) according to "children's age" (that is, children's psychological age). Although Qinglong also noticed the limitations of using the psychological age to divide the level of children's development, this does not prevent people from dividing the general paragraphs, because "no matter how mixed the progress and form with the level of function In Qing Dynasty, some wholes always exist. These wholes always have their own signs and their own special directions. These wholes are always a special stage in the development of children. "

Walloon divides the level of children's psychological development into four periods, that is, the developmental period of movement (born to 3 years old), the period of subjective or individuality (3 to 5, 6 years old), and the period of objectivity (5, 6 to 11, 12 Years) and adolescence (12, 14 years old). The period of action development can also be called the sensory-motor phase. During this period, children always achieve development through continuous feedback. For example, the eyes perceive the movement of the hand, find it interesting, and feed back into the brain, and the hand continues to move in order to continue to perceive. As children gradually learn to walk and talk, their understanding of external things deepens. In the subjective or individual period, in order to escape from the situation in which it is difficult to recognize themselves, children show a "phase." In the first phase, the role-playing game began to disappear, and children began to like self-righteousness; in the second phase, children had a new need, which was to show themselves and others to recognize themselves. Strengths; in the third phase, a new turn is made. At this time, the children's strengths found out of themselves can no longer satisfy themselves, but need to decorate with the strengths of others. In the period of objectivity, children's main interest has changed from self to external things, which is mainly due to the expansion of children's communication, the influence of school education and the development of intelligence. With the increase of age, children's views on external things are no longer subjective, one-sided, and isolated, but have formed an objective and connected cognitive system. In his adolescent years, Walloon believed that at this time, the children's psychological tendency changed from the outside world to the inner world, from the recognition of the external world to the realization of self-personality, and compared with the subjective or individual period, There have been new developments in changing this feature. ^[1]

In summarizing his views on age staging, Walloon believes that children's psychological development has continuity, phase, and the integrity of each stage. The division of stages should be seen from the overall aspect, not just one or some of the psychological whole. These aspects are the starting points; the sharp changes in development are the watershed between the two phases before and after, that is, the quality becomes the standard. The various stages of children's psychological development show that there are both connections and oppositions between various psychological activities. Through transformation, they enter from a level to a new level. According to the viewpoint of biological maturity, because in the initial stage of individual development, development is subject to the regularity of biology, but this does not mean that there is no role of social factors. The source of psychological development is mainly the unity of the opposition between the body and the environment.

Walloon's theory of stage development determines his views on children's education, which are mainly reflected in: (1) Walloon believes that the past education was mainly based on inspiring children's wisdom and imparting knowledge. This approach is to isolate the development of intelligence Already. The close relationship between children's intellectual development and overall personality or personality development as well as children's sociality should be emphasized at present. (2) Walloon also pays attention to the importance of school environment to children's psychological development. He believes that the school should be a good environment. The school's living system, curriculum, teaching materials, teaching methods, etc. must all adapt to and promote the development of children's psychology. Only in this way can the purpose of education be achieved and children in all aspects Can develop smoothly.

In addition to the original observation methods and experimental methods, the research methods of modern child psychology also introduced some modern methods, such as one-way glass observation room, stimulating recording, video and television equipment, and electronic computer processing research data. . Western countries have made great progress in infant psychological research, which is related to the adoption of modern science and technology.

Although ancient Chinese educators also involved a lot of children's psychological issues in educational theory and practice, child psychology as an independent discipline appeared relatively late in China. In the early 20th century, some people began to translate and introduce western children's psychology works, such as "Children's Psychology" translated by Aihua's "Children's Psychology Outline" compiled by Chen Daqi.

The earliest pioneering research on child psychology in China was Chen Heqin. After returning to China in 1919, he taught child psychology courses in Nanjing Normal University. His "Children's Psychology" is China's first textbook on child psychology. He also used a diary method to observe his son from birth to three years of age, which is also an early and systematic study of children's psychology.

In the 1930s, Huang Yi repeated Piaget's experiments and put forward his own opinions. He authored books such as Child Psychology, Fairy Stories and Child Psychology, and Psychology of Children's Paintings. Researches on children's language development and children's personality evaluation were conducted.

After the founding of New China, great progress has been made in child psychology. In the 1950s, under the influence of Soviet child psychology, it focused on the theoretical direction of child psychology research. In the 1960s, the book "Children's Psychology" written by Zhu Zhixian critically absorbed domestic and foreign research results, closely related to China's reality, and played a positive role in the research and teaching of Chinese child psychology.

Around the 1960s, in addition to the theoretical exploration of child psychology in China, experimental research work was also extensively carried out. The subjects were mostly children in early childhood and childhood. There are many research topics on cognitive development, such as the characteristics of pre-school children's direction perception, the time perception of children aged 6 to 7, the abstraction of children's color shapes, the development of causal thinking in pre-school children, the development of children's concept of left and right, 4-12 The development of children's picture recognition ability. Studies on the enrollment of 6-year-old children, the formation of children's moral qualities, and children's EEG have also been conducted.

In the 1960s, the research work on child psychology in China focused on the development of children's psychology, and little attention was paid to methodological research. Since the late 1970s, some scholars have begun to attach importance to the study of methodology, and have made useful explorations in research topics, types, designs, variables, subjects, standardization, and specific experimental research methods.

Research Methods in Child Psychology

Walloon's research methods on child psychology are unique. These methods are:

Child Psychology Observation

Walloon believes that child psychology has adopted observation from the beginning, and it is precisely this method that has made it possible. Observation is an objective method, but it is also easy to mix in subjective factors. In order to describe comprehensively and accurately, it is necessary to make a choice when observing. At the same time, it is also necessary to use "reference system", that is, phenomena that can be explained and coordinated with the original knowledge and experience system. In addition, he requires the observer to grasp an important principle: the method must be combined with the viewpoint. Only the right perspective can guarantee the right method and the right result.

Child Psychology Experiment

Walloon believes that the experimental method cannot be used for children before the age of 3, because the experimental method is an observation method under certain conditions. Changing the natural conditions of children's lives for the convenience of observation will cause unnatural changes in children's psychology. There is no doubt that this will not yield the correct results. He believes that in some experiments, it is possible to change the tools of observation without changing the object. This is the combination of observation and natural methods, that is, natural experimental methods.

Child Psychology Clinical Method

Walloon pointed out that when dealing with children with morbid psychology, the clinical method can infer the causes according to the results; study some typical behaviors of children with morbidity. It is possible to understand the rate of development of their mental activity or function. The clinical method is helpful for diagnosing children with abnormal development. It is expected that they can adapt to life, and it is of great significance in the life and education guidance for children with normal development.

Statistical Methods for Child Psychological Tests

Walloon believes that although quantitative statistics have limitations, they can be used. When counting the number of any psychological feature, don't be confused by the surface phenomenon, you must observe carefully. If it is an intelligence test, the purpose of the test is to show the highest level of children's intellectual development. This requires the use of statistical methods to remedy the shortcomings of the test method, and to perform some checks and corrections. According to Walloon, tests and statistical methods may make some contributions to the analysis of individual psychological characteristics, but they are powerless to comprehensively represent a person's psychological whole.

It should be pointed out that Walloon's research method is not characterized by the method itself, but by the viewpoint of commanding its method, that is, when applying the research method, it is necessary to use the dialectical materialist perspective to understand the continuous formation of reality and its changing laws. Only in this way can we express the essence of objective reality. Therefore, Walloon is firmly opposed to the separation of children from their surroundings when studying children, and A. Biner to formulate a "staircase of development", which only studies children in terms of intelligence and pure quantity.

Father of Child Psychology Academic

Pryor is a German physiologist and experimental psychologist. He systematically observed his children from birth until the age of three, and sometimes carried out experiments. He compiled these records into a well-known book, "Children's Psychology", and published the first edition in 1882. Thanks to the publication of this book, the first cornerstones of scientific child psychology were laid.

The book is divided into three parts: the first part deals with the development of sensation (about vision, hearing, skin, smell, taste, and body sense); the second part deals with the development of will (mainly about the development of movement) Part III deals with the development of intelligence (mainly about language development). Until now, this classical work of child psychology still has a certain vitality and reference value.

Pleaor is considered the father of child psychology

Child psychology From the perspective of time, the first edition of the book "Children's Psychology", published in 1882, was the first work to study the psychological development of children.

Judging from the purpose and content of the work, the scholars before Pryor did not study the development of children's psychology completely, but, like Darwin, the study of children's psychology only provided the basis for the theory of evolution. The purpose of "Children's Psychology" is to study children's own psychological characteristics, and to specifically discuss children's physical development and psychological development.

From the perspective of research methods and means, Pryor not only systematically observes and records his child from birth to the age of three, but also carries out scientific psychological experiments such as introspection.

From the perspective of influence, "Children's Psychology" was published. It has been highly valued by the international psychology community and favored by peer scholars. Psychologists from various countries have translated it into more than a dozen languages and promoted it to the world. Since then, child psychology has developed. It can be seen how much influence Pryor's "Children's Psychology" has on the development of scientific child psychology.

The second most influential person in the history of child psychology is Hall of America. Hall extends age range for child psychology research to adolescence

He mainly used questionnaires to conduct a large number of researches on children's psychology, published a special journal to publish a large number of reports and papers on children's psychological research, and initiated the organization of children's research institutions. His research methods and his theory of development, the recurrence doctrine, have been controversial, but they have made important contributions to the development of American child psychology.

Subsequent to Hall, great progress has been made in child psychology. The main ones are Stern's research on children's language development in Germany; Biller's research on the division of children's psychological development stages and child development tests; Watson in the United States introduced experimental methods into the field of child psychology and conducted a famous Experimental research on children's emotional conditioning; Gesell has tracked children's psychological development and compiled the Gesell Infant Development Scale; French Binet's test research has played an important role in the quantitative research of children's psychological development. It is still an important research method; the psychoanalytic theory of the Austrian doctor Freud has a great impact on the theory and practice of Western child psychology, especially on children's personality and psychotherapy.

Regardless of theoretical arguments or research results, modern child psychology presents a scene of prosperity. In the West, Walloon of France put forward some newer development theories and views. Piaget in Switzerland and Bruner in the United States have proposed unique experimental methods and theoretical generalizations. Some child psychologists also attempt to combine cognitive theory with information processing theory. At the same time, new behaviorists such as Skinner, Bigejo, and Bell, and representatives of new psychoanalysis, such as Eriksson, have each proposed new child psychology perspectives and research results.

Regarding the theory of children's psychological development, there are still many disputes due to the differences in the views of various schools and their general attitudes towards their own research results. Controversial issues such as: the role of genetics and environment on children's psychological development, the stage and continuity of children's psychological development; the interrelationship between internal and external causes in children's psychological development; the relationship between education and children's psychological development; the age stage of children's psychological development The relationship between characteristics and individual characteristics, etc.

Wallon's Theory of Child Psychology

French contemporary psychologist H. Wallon is a person who has an important influence in the history of psychology, and many of his research results are groundbreaking. In a series of works, Walloon criticized various forms of Chinese nationalism, mechanism, existentialism, and positivism with French dialectical materialist viewpoints and attitudes in an attempt to establish psychology. On the basis of dialectical materialism and its natural sciences, make it a real science. Their research on child psychology is also based on this foundation, and he has made outstanding contributions to this field.

Child Psychology Related Counseling

Common Psychological Problems in Child Psychology

Tired of learning, doing things procrastination, procrastination, emotional instability, temper tantrums, etc. Children's psychological problems have become the biggest worry for parent education. Children's psychological counseling can effectively solve children's emotional and behavioral problems, improve children's self-confidence and emotional intelligence, and keep children healthy Grow happily.

Child Psychology Professional Service

Department of Psychology, General Hospitals

Professional mental health agency

Mental hospital

Children's Psychological Counseling Network

Essentials of Child Psychological Counseling

Child psychological counseling specifically addresses children's psychological problems. It often combines the three major factors of physiology, psychology and society to analyze the causes of children's psychological barriers. The main work is to stimulate learning interest, correct learning attitudes, eliminate truancy and learning obstacles, coordinate classmate relationships and parent-child relationships, student career planning, Adolescent sexual psychological education, correction and improvement of bad behavior; character building; child neurosis treatment (child autism, child ADHD, child tics, stuttering, test anxiety, social phobia, internet addiction, school maladaptive syndrome Wait).

Books on Child Psychology

Child Psychology "Art and Visual Perception"

Basic Information

Book title: "Art and Visual Perception"

Author :( US) Rudolf Arnheim

Translator: Teng Shouyao, Zhu Jiangyuan

Publisher: China Social Science Press

Publication time: 1987 or 1998

This book is based on Gestalt psychology. The cases in it are derived through a large number of experiments and have strong reliability. It is mainly about visual arts, not just about child psychology, but about children. The description and analysis of these chapters of visual thinking and a large number of experiments based on Gestalt psychology are essential to children's visual thinking in child psychology. This includes how children of different age groups see perspective in different ways, and what methods they use to depict the things they see through graphics. If you want to study child psychology, don't miss the wonderful content inside.

Chapters in Children's Visual Psychology

Chapter III <Form> Section 23: Imagination

Imagination is indispensable because the subject matter of the artwork itself does not provide an image expressing itself. Images are created by people. An artist cannot freely use ready-made images created by others to express his special experience, so he must personally create an image for his own experience. In this regard, the most telling example is children's drawings. When a child starts to use colors and shapes to create an image, the first thing he needs to do is to create a way to use the existing media to reproduce the objects he has experienced. Children occasionally start from ...

Chapter 4 <Development> Section 1: Why do children draw like this

From early childhood paintings, we can see neither detail nor perspective distortion. How can we explain this phenomenon? Since it is acknowledged that these early painting images are inconsistent with what children actually see, it is necessary to find the reasons for this inconsistency. Some people think that the reason why children cannot ...

Chapter 4 <Development> Section 2: Rationalism

Among the various interpretations made by those children's drawings, one of the oldest (but still the most popular) interpretation is that since children draw something different from what they see, then it makes this difference The reason can only be found in some sort of intellectual activity, not in perception. According to this interpretation, children's drawings are just ... this is really a strange story. As we all know, in the primary stage of development, the main characteristic of the mind is its full dependence on perceptual experience. For the young minds, things are what they see, hear, touch or smell. Of course ... I cite the above example to illustrate that in the painting activities, it is rare to resort to reason ...

Chapter 4 <Development> Section 3: The images drawn by children are what they see

If people could find a more reasonable theory to explain the above issues ... the paintings drawn by children and primitive clans are full of general features and undeformed shapes precisely because they painted It was something I saw. However, this is not the complete answer to this question ... If a child uses a circle to reproduce a person's head, the circle is not obtained from a specific person's head ...

V. Chapter 4 <Development> Section 4: Media to Section 17: The impact of education, that is, from Sections 1 to 17 are all children's visual thinking in children's visual thinking Or the important part of the imagination. Section 18: Birth of Sculpture Through the analysis of children's visual thinking, the psychological aspects of children gradually decrease.

Child Psychology "Children Psychology"

Author: Piaget, Inhelder

"Child Psychology" is an important work co-authored by Piaget and Ingelder. In this book, the author systematically examines and studies the process of the formation and development of children's knowledge starting from "genetic epistemology," and divides this process into three consecutive processes: perception, movement, computing, and pre-adolescence. stage. The author has made a careful analysis of the various internal and external factors that affect children's psychological development in each stage, and has a large number of detailed and perceptual experimental materials to demonstrate it. At the same time, he also pointed out in his own point of view The bias of traditional ideas. Because there are many relatively abstract and difficult terms in this book, it makes reading this book difficult. However, the book's point of view is very clear, and the text is quite concise. The book is divided into six chapters, including twenty-four sections, with a total of more than 100,000 words. Published in French in 1966 and translated into English in 1969. Translated into Chinese by Wu Fuyuan in 1980 and published by the Commercial Press.

Academic Master of Child Psychology

Jean Piaget (1896-1980), Swiss psychologist, founder of epistemology. He received his Ph.D. from the University of Neuchatel in Switzerland in 1918, and his thesis was entitled "Alpine Molluscs". Piaget served as the laboratory director of the University of Geneva's Rousseau School in 1921 and as a professor at the University of Geneva since 1924. He has been elected chairman of the Swiss Psychological Association and the French-speaking Federation of Psychological Sciences. In 1954, he was the chairman of the 14th International Psychological Science Federation. In addition, Piaget has long served as Director of the International Education Bureau and UNESCO Assistant Officer under the leadership of UNESCO. Piaget is also an honorary doctorate or emeritus professor at a number of prestigious universities.

In order to devote himself to the study of epistemological epistemology, Piaget founded the International Center of Epistemology in Geneva in 1955 and served as the director. He studies epistemology with cybernetics scholars, and conducts multidisciplinary in-depth research on children's various concepts and the process and development of knowledge formation.

Piaget's theory of developmental psychology

The core theory of Piaget's psychology is "genetic epistemology." Mainly study human cognition (cognition, intelligence, thinking, psychological occurrence and structure). He believes that no matter how advanced and complex human knowledge is, it can be traced back to childhood. It can even be traced back to the embryonic period. After the child is born, how is cognition formed, how intellectual thinking develops, what factors are constrained by it, what is its internal structure, how do different levels of intelligence and the structure of thinking emerge, etc . All these are questions that the Piaget Institute of Psychology is trying to discuss and answer.

Piaget's main scientific basis for answering these questions is biology, logic, and psychology. He believes that biology can explain the origin and development of children's intelligence, and logic can explain the origin and development of thinking. Together, biology, logic, and psychology are the theoretical foundations of Piaget's epistemological epistemology and intellectual (thinking) psychology.

I. The nature and reasons for development

(1) Piaget's development view

In terms of psychology, especially developmental psychology, there are various development theories due to different perspectives. Piaget has described this in detail in his book "Psychological Psychology". . He enumerated five important development theories: 1. Those who only talk about external factors but not development, such as the early view of Russell in the UK; 2. Those who only talk about internal factors but not development, such as the early views of Karl Bühler; 3. It only talks about internal and external interactions but not development, such as Gestalt School; 4. It talks about external factors and development, such as Lenovo Psychology School; 5. It talks about internal factors and development, such as Thorndike's attempt False doctrine. Piaget believes that he is different from these five development theories. He belongs to the development view of interaction between internal and external factors, that is, he emphasizes the interaction between internal and external factors, and emphasizes that the psychology continuously produces quantitative and qualitative factors Variety.

(B) the nature and reasons of psychological development

According to Piaget, psychology, intelligence, and thinking do not originate from innate maturity or acquired experience, but originate from the actions of the subject. The essence of this action is the adaptation of the subject to the object. The subject's adaptation to the object through action is the real cause of psychological development.

Piaget made a specific analysis of adaptation from a biological point of view. He believes that every psychological reaction of an individual, whether it is an externally directed action or an internalized thinking action, is an adaptation. The essence of adaptation is to achieve a balance between the body and the environment.

From a biological point of view, Piaget believes that adaptation is achieved through two forms: one is assimilation, that is, incorporating environmental factors into the body's existing diagrams or structures to strengthen and enrich the theme's actions. Piaget opposes associative and behaviorist psychology regarding the relationship between stimulus and response as a simple one-way relationship, the S-R formula. He put forward the formula of S S R two-way relationship, and developed this formula from the perspective of assimilation: T + I AT + E, where T refers to the mechanism, I refers to the stimulus (environmental factor); AT refers to the result of the assimilation of I to T , Which is the response to the stimulus, E is something that is excluded from the stimulus. Therefore, S R becomes S AR R, that is, the stimulus is added to the assimilated structure to cause a response. The other is adaptation, that is, changing the subject's movements to adapt to objective changes, such as changing from feeding to eating, which requires changing the original body movements and taking new actions to suit the environment. In this way, the individual achieves the balance between the body and the environment through assimilation and adaptation. This process of constant balance-imbalance-balance -... is the process of adaptation, which is the nature and cause of psychological development.

Factors and Structure of Development

(1) Factors of psychological development

In Piaget's works, such as "Early Forms of Children's Logic" and "Children's Psychology", he analyzes various factors that restrict development. He believes that there are four factors that govern psychological development: 1. maturity; 2. Physical factors; 3. Social environment; 4. Balance.

(Two) the structure of children's psychological development

Piaget is a structuralist psychologist who asks the institutional questions of psychological development.

He first believed that the development of psychological structure involved schemata, assimilation, adaptation and balance. Among the four concepts, Piaget puts schema as a core concept. For example, in the article "Piaget's Doctrine" of "Theory of Cognitive Development" written by "Handbook of Child Psychology" edited by PHMussen, the concept of schema is the most basic concept. What is a schema? According to Piaget, schemas are the structure and organization of actions, and these actions are migrated or generalized in the same or similar environment due to repeated repetitions. Why does the subject respond differently to the stimulus of environmental factors? This is because the schema of each topic is different, and different intrinsic factors are used to assimilate this stimulus and respond differently. Schemas originally came from innate heredity. Later, in the process of adapting to the environment, the schemas were continuously changed and enriched. That is to say, the lower-level action schemas were gradually structured into new ones through assimilation, adaptation, and balance. formula. Assimilation and adaptation are two forms of adaptation. And assimilation and adaptation are both antithetical and interrelated. Piaget believes that assimilation is only a change in quantity and cannot cause schema changes and innovation; while conformity is a change in quality, which promotes the creation of new schemas or the adjustment of original schemas. Balance is both a developing factor and a psychological structure. Balance refers to the balance of the two functions of assimilation and adaptation. The new temporary balance is not absolute stop or end, but the beginning of a balance movement at a higher level. The constantly developing state of balance is the entire psychological development process.

Later, in his book "Structuralism," Piaget pointed out that the structure of thinking has three elements: integrity, transformation, and self-adjustment. The integrity of the structure means that the structure has internal coherence. The arrangement of the components in the structure is an organic connection, not a mixture of independent components. The whole and its components are determined by an internal law. The transformability of structure means that the structure is not static, but there are some internal laws that control the movement and development of the structure. The self-adjustment of the structure means that the balance adjusts the schema in the structure, that is, the structure adjusts itself due to its own laws, and does not rely on external factors, so the structure is self-adjusting and closed .

Three stages of development

Piaget's development view is prominently reflected in the main points of his stage theory:

1. The process of psychological development is a process of continuous internal organization and reorganization, and the process is continuous; however, due to the interaction of various development factors, children's psychological development is staged.

2. Each stage has its unique structure, marking the age characteristics of a certain stage; due to various factors, such as environment, education, culture and the motivation of the subject, the stages can be advanced or delayed, but the order of the stages is not change.

3. The appearance of each stage has a certain order from low to high, and there is a certain cross.

4. Each stage is a necessary condition for forming the next stage. The structure of the previous stage is the basis of the structure of the latter stage. However, there are qualitative differences between the two stages before and after.

5. In psychological development, the two phases are not completely divided, but there is a certain overlap.

6. A new level of psychological development is the new integration and new structure of many factors. The various development factors are gradually formed into a whole by no systematic connection.

Where does this overall structure come from? Piaget believes that under the influence of environmental education, the human action schema has undergone a process of assimilation, adaptation, and balance to form a fundamentally different psychological structure and different stages of psychological development.

Child psychology child thinking

Child Psychological Thinking Development Stage

Piaget divides the development of children's thinking into four major age stages. The four phases are:

First, the stage of sensory movement (from birth to about two years old). This stage is the germination stage of thinking and is the basis for future development. Piaget believes that the psychological development at this stage determines the entire process of future psychological evolution.

Second, the pre-operation stage (about two years old to about six or seven years old). This stage is also known as the pre-logic stage. At this time, children begin to use symbols as mediators to describe the external world, which is manifested in children's delayed imitation, imagination or play.

3. Specific calculation stages (from about six to seven years old to about eleven or twelve years old). At this stage, children have a general logical structure.

4. Formal operation stage (around the age of eleven to twelve to the age of fourteen to five). At this time children's intellectual development is maturing, thinking ability has exceeded the specific content of things or perceived things, and thinking has greater flexibility.

Piaget's early research on the development of children's language and thinking, and from then on, he created the epistemology of epistemology, leaving many precious documents for future generations. For his profound knowledge and outstanding contribution, he received the Psychological Outstanding Contribution Award of the American Psychological Association in 1968, and the Thorndike Award of the Association in 1977 in recognition of his contribution to educational psychology. In 1972, he won an honorary position in the Netherlands, which is equivalent to the "Erasmus" prize of the Nobel Prize.

Stages of Moral Knowledge Development in Children's Psychology

Piaget divides the development of children's moral cognition into three orderly stages based on children's understanding and use of rules, their understanding of negligence and lying, and their understanding of justice.

The first stage: pre-moral stage (born to 3 years old). Piaget believes that children of this age are in the pre-computational thinking period, and their consideration of problems is still self-centered. They ignore the rules and entertain them according to their imagination. Their actions are impulsive, their emotions are general, their actions are directly governed by the results of their actions, and their moral cognition is not conserved. For example, the same rules of action are willing to follow if they are born of a parent, and they are not observed if they are born of a companion. They don't really understand the meaning of the rules, they cannot distinguish between justice, obligation and obedience. Their actions are neither moral nor immoral.

The second stage: the stage of other laws or moral realism (age 3 to 7). This is a relatively low-level stage of moral thinking and has the following characteristics:

First, there is a unilateral respect for authority and a sense of obligation to observe adult standards and obey adult rules. In other words, the sense of morality of other laws is manifested in some emotional reactions and some prominent structures peculiar to moral judgment. Its basic characteristics are as follows: First, it absolutely obeys parents, authority or older people. Children believe that obedience to authority is "good" and disobedience is "bad". The second is respect and obedience to the rules themselves, that is, the rules set by people are regarded as fixed and cannot be changed. Piaget calls this structure moral moral realism.

Second, judge the good or bad of an action based on its material consequences, rather than judging by subjective motives. For example, it is considered that the behavior of breaking a large number of cups is worse than the behavior of breaking a small number of cups, regardless of whether the cups are broken intentionally or unintentionally.

Third, there is an absolute tendency to look at behavior. When assessing the right and wrong of children, moral realists always adopt extreme attitudes, either completely correct or completely wrong, and they think that others see the same way, and they cannot put themselves in the position of others to look at problems. When talking about the characteristics of children in this period, Piaget and Ingelde said: "Ethical realism leads to an objective view of responsibility, and the evaluation of an act is based on the degree of compliance with the law, regardless of Malicious motives violate this principle, or are they well-motivated but unintentionally violating the rules. For example, children are very alienated (because of lack of sufficient socialization) before they understand the social value of not being able to lie, and they engage in intentional deception and play or pure desire Adults tell them not to lie before the desire is truly different. As a result, telling the truth has become something other than children's subjective personality, and has aroused moral realism and objective responsibility, so that children think that the seriousness of all promises seems It's not the extent of intentional deception, it's the extent to which it actually differs from authenticity. "

Fourth, in favor of the punishment of the past, and think that the punished behavior itself is bad. It also confuses the law of morality with the laws of nature, and believes that misconduct will be punished by natural forces.7

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