Mindmap-Galerie (67-123) Psychological development in childhood (elementary school)
This is a mind map about (67-123) childhood (primary school) psychological development. The main content includes: general characteristics of psychological development, cognition, personality and social development (50), speech development※, learning ※.
Bearbeitet um 2024-10-16 11:18:25Rumi: 10 dimensões do despertar espiritual. Quando você para de se procurar, encontrará o universo inteiro porque o que está procurando também está procurando por você. Qualquer coisa que você persevera todos os dias pode abrir uma porta para as profundezas do seu espírito. Em silêncio, deslizei para o reino secreto e gostei de tudo para observar a magia ao meu redor e não fiz barulho. Por que você gosta de rastejar quando nasce com asas? A alma tem seus próprios ouvidos e pode ouvir coisas que a mente não pode entender. Procure para dentro para a resposta a tudo, tudo no universo está em você. Os amantes não acabam se encontrando em algum lugar, e não há despedida neste mundo. Uma ferida é onde a luz entra em seu coração.
A insuficiência cardíaca crônica não é apenas um problema da velocidade da freqüência cardíaca! É causada pela diminuição da contração miocárdica e da função diastólica, o que leva a um débito cardíaco insuficiente, o que, por sua vez, causa congestão na circulação e congestão pulmonar na circulação sistêmica. Das causas, o indução aos mecanismos de compensação, os processos fisiopatológicos de insuficiência cardíaca são complexos e diversos. Ao controlar o edema, reduzir a frente e pós -carga do coração, melhorando a função de conforto cardíaco e prevenindo e tratando as causas básicas, podemos efetivamente responder a esse desafio. Somente entendendo os mecanismos e as manifestações clínicas da insuficiência cardíaca e as estratégias de prevenção e tratamento, podemos proteger melhor a saúde do coração.
A lesão de isquemia-reperfusão é um fenômeno que a função celular e os distúrbios metabólicos e os danos estruturais piorarão depois que órgãos ou tecidos restauram o suprimento sanguíneo. Seus principais mecanismos incluem aumento da geração de radicais livres, sobrecarga de cálcio e o papel dos microvasculares e leucócitos. O coração e o cérebro são órgãos danificados comuns, manifestados como mudanças no metabolismo do miocárdio e mudanças ultraestruturais, diminuição da função cardíaca etc. As medidas de prevenção e controle incluem remover os radicais livres, reduzir a sobrecarga de cálcio, melhorar o metabolismo e controlar as condições de reperfusão, como baixo sódio, baixa temperatura, baixa pressão, etc. A compreensão desses mecanismos pode ajudar a desenvolver opções eficazes de tratamento e aliviar lesões isquêmicas.
Rumi: 10 dimensões do despertar espiritual. Quando você para de se procurar, encontrará o universo inteiro porque o que está procurando também está procurando por você. Qualquer coisa que você persevera todos os dias pode abrir uma porta para as profundezas do seu espírito. Em silêncio, deslizei para o reino secreto e gostei de tudo para observar a magia ao meu redor e não fiz barulho. Por que você gosta de rastejar quando nasce com asas? A alma tem seus próprios ouvidos e pode ouvir coisas que a mente não pode entender. Procure para dentro para a resposta a tudo, tudo no universo está em você. Os amantes não acabam se encontrando em algum lugar, e não há despedida neste mundo. Uma ferida é onde a luz entra em seu coração.
A insuficiência cardíaca crônica não é apenas um problema da velocidade da freqüência cardíaca! É causada pela diminuição da contração miocárdica e da função diastólica, o que leva a um débito cardíaco insuficiente, o que, por sua vez, causa congestão na circulação e congestão pulmonar na circulação sistêmica. Das causas, o indução aos mecanismos de compensação, os processos fisiopatológicos de insuficiência cardíaca são complexos e diversos. Ao controlar o edema, reduzir a frente e pós -carga do coração, melhorando a função de conforto cardíaco e prevenindo e tratando as causas básicas, podemos efetivamente responder a esse desafio. Somente entendendo os mecanismos e as manifestações clínicas da insuficiência cardíaca e as estratégias de prevenção e tratamento, podemos proteger melhor a saúde do coração.
A lesão de isquemia-reperfusão é um fenômeno que a função celular e os distúrbios metabólicos e os danos estruturais piorarão depois que órgãos ou tecidos restauram o suprimento sanguíneo. Seus principais mecanismos incluem aumento da geração de radicais livres, sobrecarga de cálcio e o papel dos microvasculares e leucócitos. O coração e o cérebro são órgãos danificados comuns, manifestados como mudanças no metabolismo do miocárdio e mudanças ultraestruturais, diminuição da função cardíaca etc. As medidas de prevenção e controle incluem remover os radicais livres, reduzir a sobrecarga de cálcio, melhorar o metabolismo e controlar as condições de reperfusão, como baixo sódio, baixa temperatura, baixa pressão, etc. A compreensão desses mecanismos pode ajudar a desenvolver opções eficazes de tratamento e aliviar lesões isquêmicas.
(6/7-12/3) Childhood (Elementary School) Psychological Development
Personality and Social Development(50)
self conscious ※※
It is an individual's cognition of his or her state of existence, including his or her physiological state, psychological state, interpersonal relationships, and social roles; the maturity of self-awareness indicates the basic formation of personality, and the establishment of role awareness indicates the acquisition of social self.
The period of objectification of self-awareness in primary school children
Two peaks of development
a. Grades 1-3 are in the rising period, and grades 1-2 have the largest increase. This is the main period in the rising period. b. As puberty approaches, grades 5-6 begin the second rising period. c. Grades 3-5 are in a stable stage, and there is no significant difference between grades.
self-evaluation
The main components and main signs of the development of self-awareness
① From obedience to others to independent opinions, independence increases with grade ②General evaluation-individual aspects-evaluation of advantages and disadvantages in multiple aspects ③Concrete to abstract, external behavior to the internal world ④The initial tendency to evaluate inner qualities begins at the age of 9 ⑤Stability gradually increases ⑥Principle gradually increases
self experience
Emotional issues in self-awareness, the experience of self-generated emotions
①Happiness/anger occurs early, self-esteem/shame/grievance occurs later ② The primary school has developed greatly, and the main body's self-esteem has improved.
moral development
Basic features
Coordination
① The formation and development of conscious discipline (discipline behavior from external education to inner needs), children can gradually consciously use moral knowledge to evaluate and regulate moral behavior ② From coordination to differentiation of moral words and deeds (moral orientation, operation and feedback) ③Critical period for moral development: around third grade, 9 years old
moral motivation
①Obedience-independence ②Concrete close-up view - abstract distant view ③Struggles over property-by-property moral motivations but less intense conflicts
moral judgment
Piaget
①6-7 years old, behavioral results ②Around 9 years old, transitional stage ③10-12, motivation
Critical period for the development of moral judgment: third and fourth grade
Social Cognition※※※
The process of people making inferences about people and events based on social information in the environment does not only stop at external behaviors. Also understand internal psychological states such as motivations, opinions, beliefs, emotions, and personality based on external behaviors
Development trend
①From simple to complex ②From rigid to flexible ③From the surface to the inside ④From concrete to abstract thinking about things ⑤From diffuse and discontinuous to organized and systematic comprehensive ideas ⑥From caring about one’s own immediate events to caring about others/long-term interests
Perspective taking skills 3
A cognitive skill that involves taking another person’s perspective to understand other people’s thoughts/emotions
①The behavioral master represents the development of role-taking abilities ②The self-centeredness of thinking has been overcome at the age of 7, and this ability has developed significantly in childhood.
Selman character selection 5 stages (Research on Dilemma Story Method)
0:3-6, egocentric/undifferentiated view, unable to recognize that oneself is different from others 1:6-8, social information role selection, being happy that others have different opinions but not understanding the reasons 2:8-10, self-reflective role selection, you can test other people’s opinions, but you cannot test your own and other people’s opinions at the same time. 3:10-12, mutual role choice, able to test one’s own and other’s viewpoints at the same time 4:12-15, social and customary system role replacement, ability social standards/information measurement and judgment events
Flavell, 4 stages of children’s perspective-taking development
① Existence stage ② Need stage ③ Inference stage ④ Application stage
social relationship cognition
①Relationships with others
Development of self-awareness, caring about other people’s opinions, external concreteness under 7 years old, characteristic qualities under 8 years old
②Authority relationship
Perception of authority in children over 4 years old, Damon
0: 4-7 years old, regardless of own wishes and authority requirements 1: 7-9 years old, begin to pay attention to the moral orientation of obeying authority 2: 9 years old, obedience to authority can be voluntary or forced.
mutual socialization
Socialization is the process by which an individual acquires the beliefs/values/behaviors considered worthy/appropriate by the culture/subculture to which he or she belongs. Parents are an important factor that affects children’s socialization and it is not one-way. Children also promote the socialization of their parents.
Communication skills ※※
object
Mainly parents, teachers and peers
parent-child relationship
①Primary school students spend less time interacting with their parents ②The conflict between the two is reduced ③The types of problems parents deal with change, with more/complicated problems ④ Changes in parents’ power, discipline, restraint techniques, and control over children Macbeth's three-stage control model (parents control before 6 years old; total control from 6 to 12 years old; children control over 12 years old)
companionship
friendship
The special intimate relationship established with close peers and classmates affects children through collective public opinion.
Selman, peer friendship The fifth stage of development
①No concept of friendship (3-7 years old): Temporary game companionship ②One-way helping stage (4-9 years old): Asking friends to obey their wishes/requirements ③Two-way helping stage (6-12 years old): Two-way helping but not sharing in adversity, obviously utilitarian ④Intimate sharing stage (9-15 years old): Strong exclusiveness and exclusivity ⑤Autonomous and independent stage (starting at 12 years old): the highest stage, based on mutual trust/respect
Features
① Spend more time interacting with peers ②The form is more complex ③Enhanced ability to transmit information ④If you use good information, you will definitely take action against him. ⑤Easier to coordinate with other children’s activities ⑥Open peer group
teacher-student relationship
①The attitude towards teachers gradually changes from absolute obedience to admission to dialectical criticism ②Teachers’ expectations also have a broad impact on students: the “Rosenthal effect”
cognition
Thinking development※※
General features※
①Transition
Gradually transition to abstract logical thinking as the main form, but it is still very concrete and figurative.
②Critical period
There is an obvious critical period for the transition to abstract logical thinking: Primary 4 (10-11 years old)
③Imbalance
Unbalanced development process, reflected in three aspects: generalization/comparison/classification ability
generalization ability
First grade (7-8 years old) is basically a concrete image summary Second and third grade (8-10 years old) transition from concrete to abstract Fourth and fifth grade (10-12 years old) enter the preliminary essential abstraction level
Classification ability
Same subject, different grades, different classification levels, turning point in third and fourth grade
④To be improved
Thinking tends to be complete and needs to be improved. Dialectical logical thinking sprouts between 9 and 11 years old.
Development of thinking quality
①Agility
The computing speed is improved and the computing power is obviously differentiated.
②Flexibility
Increased number of multiple solutions to one question/flexible problem solving/combination analysis
③Profoundness
The level of searching for "standard quantities" gradually increases, and the indirectness of reasoning
The third and fourth grades are the turning point for profound computational thinking
④ Originality
a. Processing of concrete image materials-word abstract materials; b. Imitation-semi-independence transition-development to originality
Metacognition(13)
Individual awareness/control of one's own cognitive processes/outcomes
①Metacognitive knowledge (knowing before knowing)
a. Know people
self/other knowledge
b.Governor
task knowledge
c.Know the law
Skills, strategic knowledge
②Metacognitive experience
Cognitive/emotional experiences accompanying cognitive activities
③Metacognitive monitoring (core)
Use self-cognitive activities as objects of awareness and constantly monitor/regulate them consciously
Two peaks of monitoring and judgment: 12/15 years old
Development of speech※
1. Written speech
Advanced stage of speech development
Mastery sequence: literacy/reading/writing (preparation-transition-independent writing)
Throughout primary school, written language proficiency initially lagged behind oral language, gradually caught up with oral language from grade 2/3 onwards, and had an advantage in grade 4.
2. Internal speech
This stage is still dominated by concrete image thinking and is therefore underdeveloped.
Internalization of speech: thinking aloud—transitional stage—silent thinking
study※
Features
learning motivation
The lower the grade, the more specific the learning motivation, which is related to interests and is not cross-cultural.
learning interest
Third grade differentiation
①From external activities to learning content ②From interest in concrete knowledge to interest in abstract causality ③ From undifferentiated subjects to differentiated subjects ④From in-class reading to extra-curricular reading ⑤The role of game factors is reduced ⑥Interest in social life gradually deepens
learning attitude
①The teacher has absolute authority, respect and attachment to the point of doubting the choice ②Middle grade students form a collective concept and have a stronger sense of belonging to the class. ③Continuously conscious/responsible attitude towards work ④ Gradually establish awareness of correct scoring and pursue excellent scores
learning strategies
Strategies are constantly enriched, but imperfect/unstable/rigid
learning disabilities
Able to take dictation/no obvious intellectual disability, but behavioral/psychological performance is quite deviant to the point of being unable to study effectively, mostly in the 2nd to 3rd grade of elementary school
feature
Missing place of birth can be checked
defective
Children with learning disabilities have specific mobility impairments
centralization
tends to focus on basic mental processes including language/arithmetic
penetration
Throughout the life-long development process of an individual
Reversibility
It can be changed with proper education and training
Exclusion
Not caused by hearing or vision/general mental retardation/emotional problems/lack of learning opportunities
Difference
There is a significant difference between actual behavior and expected behavior
symptom
①Perception/thinking/language impairments ②Behavioral/emotional/social disorders ③Others (developmental delay/conduct problems, etc.)
hypothesis
①Biological hypothesis ② Heredity-diathesis hypothesis ③Psychological and environmental assumptions ④Mild brain injury/brain dysfunction ⑤The development of non-intellectual factors cannot keep up with the intellectual factors
Correction※
① Compensation methods for neuropsychological learning disabilities ② Kinesthetic training method ③Speech-writing-pronunciation method ④Visual-auditory-kinesthetic method, etc.
General Characteristics of Psychological Development
6/7 years old to 12/13 years old is children’s primary school, an important turning period for children’s psychological development.
① Gradually master written language ②Consciously engage in collective activities ③Leading activities in the learning stage ④ Transition from concrete thinking to abstract logical thinking