Overcoming of egocentrism in children in the preschool age

The concept of egocentrism Jean piaget is introduced as a characteristic of children’s thinking at the stage of intuitive intelligence. Egocentric position is characterized by the fact that the child is a preschooler in the analysis of reality considers the situation from his point of view, which he recognizes as his own, and which acts for him as an absolute.
One of the lines of child development presented by piaget movement (transition) from egocentrism to decentration is the opposite of egocentrism positions that characterize the child’s relationship to reality at the stage of concrete operations. Decentration involves the coordination of different points of view on the object. The appearance of such a relation to reality determined by the maturation of intelligent structures.
In child psychology entrenched understanding egocentrism as a negative characteristics of the child’s relationship to reality, which is replaced with age by decentration (piaget). It is also possible under special training (cultural-historical theory) or in game (D. B. Elkonin).
Currently created program variable, the priority of which is intellectual development, where one of the advantages of learning called the overcoming of egocentrism in children in the preschool age.
In this paper, provided for the post by International Adoption research blogger and columnist, it is not about overcoming the egocentrism of the child, and the development (transformation) egocentric position in positionnot.
Here positionnot is defined as a person’s ability in the analysis of reality to build a variety of points of view on the object and hold them in a certain structure.
We attempted to investigate egocentric position from the point of view of its significance in the development of positionnote.
According to cultural-historical theory of L. S. Vygotsky distinguishes two lines of development – natural and cultural. We can assume that egocentrism is a natural characteristic of children’s thinking, and positionnot – cultural.
In the positional approach the person directly sees the world, and mediated. Means that vision stands a man occupied the position. Under the entry refers to a certain attitude of man to reality, a certain way of seeing the situation.
“The tool is a point and a reason of transformation of the original object (natural mental functions) to a new (higher mental function). It is the transformation, not the rejection of one form in favor of another” (I. B. Shiyan, Shiyan O. A.). The essence of the process of transformation is development. Egocentrism does not disappear, gradually decreasing to 11-12 years, as argued by piaget, and turns into a more advanced position that reflects positional relationship to reality, but does not deny the existence of a direct relationship. Replacement improved position for less than perfect does not occur.
The mechanism of development of positionnote can be described with the help of the structural-dialectical method (N. E. Verax), which allows to consider the process of education positions as a dialectical structure. By means of the development of positionnote can make a dialectical operation, learn more on International Adoption Ukraine share you views and experiences.
Dialectical behavior creates the possibility of structuring the object. They outline a space of possible positions, the “corners” of its consideration of the object, the alignment which occurs through the conversion of the original, own, position. For example, as a result of the dialectical transformation of the original position is transformed into its opposite; as a result of the dialectical mediation built a new position, which contains the opposite characteristics of self and other in relation to her position. Dialectical shifts the action alternatives provides an opportunity to build positions, reflecting different planes of vision of reality.
I. B. Shiyan, Shiyan O. A. indicate that using the structural-dialectical method, “the child masters the mechanisms (means) of searching for a new (by means of hypotheses on the principle: “it is not, but on the basis of structural relationships, it may be (possible)”, or: “there is, therefore, according to the laws of development patterns must be different”)”.
Positional approach to reality gives the child the opportunity in the situation analysis to see hidden relationships in the object, with the result that he gets more complete and accurate picture of the surrounding world, learn more on aspects of international adoption programs. The ability to distinguish different points of view on the object and build a new position consideration provides creative attitude to reality and productive interaction with other people, because getting in any situation, the child is not easy, mastering, obeys her, it, transforming it, transforms itself. Positionnote can be a means of opening new possibilities of mastering his behavior, and cognitive processes.

5 thoughts on “Overcoming of egocentrism in children in the preschool age

  1. In modern society the social form of the individual is not predetermined as before. In adolescence it is ductile under the influence of desires, fantasies, of complacency, of sudden impulses, self-discipline experiments. The best form for feeling out their borders – this resistance. The ability to expand them in the struggle or to feel a clear framework – is also in opposition. Certainty – the fact that this teenager along with the world. Because often it is manifested in fighting, physical, emotional or idealistic.

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  2. Ordinary experiments with the name. It was a search for new names, titles, affiliations. Hence the change of “family” or conventional social names to nicknames and nicknames in the inner circle of peers, or a narrow community. This is another fantasy game, the experience of form, the characteristic cultural feature when entering a new community, the acquisition of a new social form.

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  3. Of great importance in this period, competitions, contests, prizes, honorary awards and recognition of achievements. This gives you the opportunity to show their special skills encourage civilization, but also aggression in competitive environment. Also it is making the image of himself in society, but also assumptions about myself as a skillful and competent in a particular area of personality.

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  4. In accordance with traditional beliefs, based on the findings of Stanley Milgram, the man is willing to obey others if they have legitimate authority. In other words, in Milgram’s experiments, participants took a passive stance and was subject to external influences. However, a number of historical and socio-psychological studies show that people who followed the orders of “tyrants” actively identify with their leaders and are motivated to achieve their goals. This view gives a new basis for interpreting the behavior of participants in the Milgram experiment. Stephen Racers (Stephen D. Reicher), Alexander Haslam (S. Alexander Haslam) and Joanne Smith (Joanne R. Smith) suggested that the variability (from 0% to 92.5%) in the amount of respect the participants of Milgram’s experiments, conducted in different conditions, due to the processes of self-categorization and social identity occurring at the time of the experiment. In one case, the participant of the experiment playing the role of “teacher”, can identify with the experimenter and the scientific community that will lead to the fact that he will follow the instructions of the experimenter, thereby acting with him, helping him to achieve his objectives. In another case, the “teacher” may be identified with “disciple” and the society that it represents, will lead to resistance to the orders of the experimenter to inflict physical pain “to the student”.

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  5. The most effective ways of formation of teacher psychological climate in the primary grades are as follows:
    inclusion in the activity class various kinds of art.
    use of the game.
    the formation of common traditions.
    the creation of situations of collective empathy significant events, the Desire for emotional inclusion in the classroom of each child. The presence of the active position of the teacher in relation to classroom staff.
    the introduction of human values in the life of the classroom group.
    The importance of the psychological climate for personal development of the child speaks to the need in special training of teachers for the purpose of guidance on the creation and management of psychological climate in class and supply all the necessary knowledge.

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