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.

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

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.

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

①6-7 years old, behavioral results ②Around 9 years old, transitional stage ③10-12, motivation

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.

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

① Existence stage ② Need stage ③ Inference stage ④ Application stage

Development of self-awareness, caring about other people’s opinions, external concreteness under 7 years old, characteristic qualities under 8 years old

Perception of authority in children over 4 years old, Damon

The special intimate relationship established with close peers and classmates affects children through collective public opinion.

Selman, peer friendship The fifth stage of development

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

Gradually transition to abstract logical thinking as the main form, but it is still very concrete and figurative.

There is an obvious critical period for the transition to abstract logical thinking: Primary 4 (10-11 years old)

Unbalanced development process, reflected in three aspects: generalization/comparison/classification ability

generalization ability

Classification ability

Thinking tends to be complete and needs to be improved. Dialectical logical thinking sprouts between 9 and 11 years old.

The computing speed is improved and the computing power is obviously differentiated.

Increased number of multiple solutions to one question/flexible problem solving/combination analysis

The level of searching for "standard quantities" gradually increases, and the indirectness of reasoning

a. Processing of concrete image materials-word abstract materials; b. Imitation-semi-independence transition-development to originality

a. Know people

b.Governor

c.Know the law

Cognitive/emotional experiences accompanying cognitive activities

Use self-cognitive activities as objects of awareness and constantly monitor/regulate them consciously

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

defective

centralization

penetration

Reversibility

Exclusion

Difference