Not long ago l had an interesting s

Not long ago l had an interesting situation develop in my Year 2 class. Nicky was a Happy
member of the class who was perhaps a little less mature than his peers but at seven years
this was not too noticeable However. it become apparent in one particular area as he
believed that all objects. such as toys,cars and bean bags. had some kind of consciousness,that they could feel emotions like people! So if someone flung themselves onto one of the bean bags in the reading corner, his response would be to ask them to be careful as they might hurt the bean bag if they sit on it like that. An interesting response, and one i had usually found in younger learners.For Nicky,everything and everyone was the same as him-they felt things like he did.He was clearly stuck in the pre-operational phase of development.Rather than dismiss his ideas, i would say to the child who had
flung themselves on the beanbag-avoiding Nicky and instead demonstrating what the others in the room thought.I never corrected him as it was a normal stage of development;what i did was show him an alternative way of viewing the situation,lead him to where his peers already were.He eventually made fewer of these comments and i think he transitioned out of this stage well.
Helena,lower primary school teacher

ACTIVITY
1 . Consider the child With the inability to get along with others described above. Imagine you are the class teacher of this child when they are in upper primary (for example,Year 6). What types of strategies might you use to try to assist this child in their development of non-egocentric behaviours?
2.Select a year of school (for example. Year 3) and list all of the development behaviours Piaget describes for learners for that age group. Now brainstorm possible teaching strategies or activities that might help them in their development. Compare your ideas with others; is there anything that others have suggested that surprises you?

結果 (中文) 1:

L 以前了发展 2 年班上有趣的情况。尼基是快乐类成员的人，也许是少成熟比他的同龄人，但在七年然而这是不太明显。它在一个特定的领域，作为他变得明显相信所有的对象。如玩具、 汽车和豆袋。有的一种意识，他们能感觉到像人一样的情感 ！所以如果有人扑到在阅读角豆袋之一，他的反应会是问他们要小心，因为如果他们像那样一坐上它，他们可能会伤害豆袋。一个有趣的反应和一个我通常发现年轻的学习者。尼克，一切和每个人都是和他一样的-他们认为像他那样的事情。显然，他被困在试运行阶段的发展。而不是解雇他的想法，我会对孩子说扑向豆子袋避免尼克和相反展示了房间里的其他人的思想。我永远不会纠正他，因为它是一个正常的发展阶段; 我所做的是让他查看这种情况的另一种方式，导致他在哪里他的同行已经是。他最终赚少这些评论，我想他好了这一阶段过渡。海伦娜，较低的小学老师活动1。考虑的孩子没法与他人上文所述。想象你是这个孩子的班主任，当他们在小学高年级 (例如，6 年）。你可能会使用什么类型的策略尝试协助他们发展非自我中心行为这个孩子？2.选择一年的学费 （例如。3 年），并列出所有发展行为皮亚杰描述为该年龄组的学习。现在想想可能教学策略或可能会帮助他们在其发展的活动。比较你的想法与他人;有什么其他人建议让您感到惊奇吗？

結果 (中文) 3:

不久前我在我的一年里有一个有趣的情况发展2级。妮基是一个快乐的
也许是一个比他的同龄人少一点成熟的班级的成员，但在七年
然而，这并不是太明显。它变得很明显，在一个特定的领域，因为他
相信所有的对象。如玩具、汽车和豆袋。有某种意识，他们能感觉到像人一样的情感！因此，如果有人把自己扔在阅读角落里的一个豆袋，他的反应是要求他们小心，因为他们可能会伤害到豆袋，如果他们坐在它喜欢。一个有趣的反应，一个我通常发现在年轻的学习者，妮基，一切都和他一样，他们觉得像他一样，他显然是坚持在发展的前阶段，而不是驳回他的想法，我会说，孩子谁有
把自己的豆袋避免妮基而不是在房间里想证明什么的人。我没有纠正他，因为它是一个正常的发展阶段；我所做的是给他另一种看待问题的方式，让他在同龄人中已经。他最终少了这些评论，我觉得他将离开这个舞台。
海伦娜，小学低年级教师
活动
1。考虑与其他人无法相处的孩子。想象你是这个孩子的班主任时，他们在上小学（例如，6年）。你会用什么类型的策略来帮助这个孩子在他们的非自我中心行为的发展？
2、选择一个学校一年（例如。3）和列出所有的发展行为，皮亚杰描述了为这个年龄组的学习者。现在想想可能的教学策略或活动，可能会帮助他们发展。你的想法与别人比较，有什么其他人提出的惊喜吗？