边听边看 | “熊孩子”的成长轨迹

边听边看 | “熊孩子”的成长轨迹

“边听边看”

近日，和一位从澳洲回国来探亲的好友闲聊，谈及中西方的教育问题，尤其是中西方对于幼儿教育的不同理念。

很多中国父母对于0-3岁的小朋友的教育理念是“那么小懂什么，只要让他（她）吃饱穿暖，不生病就好了”。于是，很多年轻父母要不就是将小孩交给自己的父母或保姆带，要不就直接扔一个手机或平板电脑让小朋友安静下来。

但是，西方的研究理论认为，0-3岁是非常重要的幼儿教育时期，父母应该了解孩子的思维和语言能力的发展原理，才能对孩子的成长有所指导。

而西方教育理论在出国语言考试中也有充分的体现。雅思和托福的阅读文章经常会出现有关儿童教育和儿童心理的文章。例如雅思剑桥四TEST2 P3，讲的是有关孩子玩耍的相关研究；雅思剑桥五 TEST3 P1，描述的是有关早期儿童教育的两个实验的结果和原因分析；雅思剑桥九 TEST4 P2涉及到儿童自我认知的发展等。

很巧的是，2016新年伊始的第一次雅思考试阅读文章中，就又出现了一篇有关儿童智力和语言研究的研究类文章。于是，一方面为了让大家熟悉托雅阅读中常考的话题内容，另一方面也是作为一名教育者，给大家普及下一个重要的教育心理学理论，所以今天边边就来和大家聊一下有关儿童心理学的一个重要内容--让•皮亚杰的儿童认知发展阶段理论 Stages of Cognitive Development。

让•皮亚杰从小就是一位天才型思想家和研究者，他10岁就发表了有关鸟类生活的论文，有“科学神童”之称。在纳沙特尔大学读书期间，对哲学、生物学、心理学和逻辑学富有兴趣。他认为，生物学和哲学的融合是通向认识论的捷径。之后他观察了自己孩子们的成长和认知过程，并进行了许多实验，为他创立儿童心理发展理论奠定了重要基础。

Piaget's Stages of Cognitive Development
皮亚杰的儿童认知发展阶段理论

The Piaget stages of development is a blueprint that describes the stages of normal intellectual development, from infancy through adulthood. This includes thought, judgment, and knowledge. The stages were named after psychologist and developmental biologist Jean Piaget, who recorded the intellectual development and abilities of infants, children, and teens.

Piaget's four stages of intellectual (or cognitive) development are:

1. Sensorimotor Stage — Birth through ages 18-24 months 感知运动阶段 （感觉—动作期）

During the early stages, infants are only aware of what is immediately in front of them. They focus on what they see, what they are doing, and physical interactions with their immediate environment.

Because they don't yet know how things react, they're constantly experimenting with activities such as shaking or throwing things, putting things in their mouths, and learning about the world through trial（试验） and error. The later stages include goal-oriented（目标导向的） behavior which brings about a desired result.

Between ages 7 and 9 months, infants begin to realize that an object exists even if it can no longer be seen. This important milestone -- known as object permanence -- is a sign that memory is developing.

After infants start crawling, standing, and walking, their increased physical mobility leads to increased cognitive development. Near the end of the sensorimotor stage (18-24 months), infants reach another important milestone -- early language development, a sign that they are developing some symbolic abilities.

出生至2岁左右，是儿童智力发展的感知运动阶段。在新生儿时期，婴儿所能做的只是为数不多的反射性动作。通过与周围环境的感觉运动接触，也就是通过婴儿加以客体的行动及这些行动所产生的结果来认识世界。

这个阶段初期，婴儿仅靠感觉和知觉动作的手段来适应外部环境，之后智慧动作会慢慢出现。一些动作格式（图式）被当作目的，另一些动作格式则被当作手段使用。如儿童拉成人的手，把手移向他自己够不着的玩具的方向，或者要成人揭开盖着玩具的布。这表明儿童在做出这些动作之前已有取得物体（玩具）的意向。

到了这个阶段的后期，婴儿逐渐形成物体永久性（不是守恒）的意识。物体永久性的意识是指当一个物体（如爸爸妈妈、玩具）在他面前时，婴儿知道有这个人或物，而当这个物体不在眼前时，他能认识到此物尽管当前摸不着、看不见也听不到，但仍然是存在的。这个意识的形成与婴儿语言及记忆的发展有关。

2. Preoperational Stage — Toddlerhood (18-24 months) through early childhood (age 7) 前运算阶段

During this stage (toddler 初学走路的孩子 through age 7), young children are able to think about things symbolically. Their language use becomes more mature. They also develop memory and imagination, which allows them to understand the difference between past and future, and engage in make-believe（虚幻，假想）.

But their thinking is based on intuition（直觉）and still not completely logical. They cannot yet grasp more complex concepts such as cause and effect, time, and comparison.

At this time, elementary-age and preadolescent children -- ages 7 to 11 -- demonstrate logical, concrete reasoning.

Children's thinking becomes less egocentric（自我中心） and they are increasingly aware of external events. They begin to realize that one's own thoughts and feelings are unique and may not be shared by others or may not even be part of reality.

During the Concrete Operational Stage, children gradually develop the ability to 'conserve'(守恒), or learn that objects are not always the way that they appear to be. This occurs when children are able to take in many different aspects of an object, simply through looking at it. Children are able to begin to imagine different scenarios, or 'what if' something were to happen. This is because they now have more 'operational' thought.

Once children have learnt to conserve, they learn about 'reversibility'（可逆性）. This means that they learn that if things are changed, they will still be the same as they used to be. For example, they learn that if they spread out the pile of blocks, there are still as many there as before, even though it looks different.

During this stage, however, most children still can't think abstractly or hypothetically.

在具体运算阶段内，儿童逐渐减少了自我中心的意识，认知结构由前运算阶段的表象图式演化为运算图式，他们的思维运算必须有具体的事物支持，有些问题在具体事物的帮助下可以顺利获得解决。同时开始逐渐具有“守恒”和“可逆”的概念。儿童会发现指物体的形式（主要是外部特征）起了变化，但他们仍能认识到物体的量（或内部性质）并未改变。

4. Formal Operational Stage — Adolescence through adulthood 形式运算阶段

Adolescents who reach this fourth stage of intellectual development -- usually at age 11-plus -- are able to logically use symbols related to abstract concepts, such as algebra and science. They can think about multiple variables in systematic（有系统的） ways, formulate（公式化） hypotheses, and consider possibilities. They also can ponder abstract relationships and concepts such as justice.

在形式运算阶段，儿童思维发展到抽象逻辑推理水平。他们能在头脑中把形式和内容分开，使思维超出所感知的具体事物或形象。同时他们也能够摆脱现实的影响，关注假设的命题，可以对假设命题做出逻辑的和富有创造性的反映，即“假设——演绎”推理。

Piaget acknowledged that some children may pass through the stages at different ages than the averages noted above and that some children may show characteristics of more than one stage at a given time. But he insisted that cognitive development always follows this sequence, that stages cannot be skipped, and that each stage is marked by new intellectual abilities and a more complex understanding of the world.

皮亚杰认为，不同儿童经历这四个阶段的年龄段和时间是不同的，但他坚持认为，儿童的意识发展必须经历这几个步骤，且每个步骤是不能缺少或跳过的。而处于不同认知发展阶段的儿童，其认识和解释事物的方式与成人是有别的，因此要了解并根据儿童的认知方式来进行引导和教育。

皮亚杰认为教育的真正目的并非增加儿童的知识，而是设置充满智慧刺激的环境，让儿童自行探索，主动学到知识。

【福利时间】送上耶鲁心理公开课，听听世界名校的心理学教授是如何生动讲解儿童发展心理学的，以后再看到相关的托福或雅思的阅读文章时，相信小伙伴们一定会更容易理解相关内容了。

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