In Jean Piaget's schemata of cognitive development the stage is described as concrete operations begins when the child is about seven and continues until about twelve.In concrete operations Piaget states that the child can assimilate a great number of facts and apply rules of action to behavior, games, math, and grammar.He or she can think and reason logically with factual material, but more advanced thought processes that require abstract concepts are not yet possible.With the coming of concrete operations, a child's moral development moves to a new level called instrumental exchange.Now he or she can understand and comply with a requirement of equal benefit between two people.His or her moral attitude centers in fairness-you scratch my back, and I'll scratch yours.Generally, children, or indeed many adults, raise the cry "It's not fair!" when they personally have been offended, but rarely when they have benefited from the unfair situation.Life is rife with unfairness, and learning to deal with unfair situations is vital to a calm and serene attitude.The parent or coach or teacher may be able to point out some benefit that will compensate for the apparent inequality even though the child would not understand it alone."Your reward will come later." "You still have a chance next time." With this kind of encouragement he or she can still anticipate a good outcome to a bad situation.In the area of ego development Erik Erikson emphasizes the conflict between industry and inferiority.This stage seeks to build competence.It is not a question of skill in school, but of effort.Not every child is gifted in math or science or music, but every child must put forth the effort to learn all he or she can.In this endeavor a child learns to value hard work and rejoice in producing a good product.The school environment offers the opportunity to practice his or her competence and perfect the level of industry required to achieve it.Competence is difficult to achieve for a child who is smarter than average and finds school work easy.To achieve competence, the child needs a challenge and the encouragement to rise to meet it.James Fowler calls this stage of faith development the Mythic-Literal Stage.Consistent with the other areas, the child is interested in things that are real and concrete.They are drawn to stories of victorious heroes and fair maidens, David slaying Goliath, and Deborah leading armies in battle.Applying spiritual concepts is too long a jump at this age, but they can identify with the heroes and place themselves in tough situations and envision the outcome.They may envision it as they want it to be, rather than entertain any negative vibes.In this stage they still want to belong to the family and culture.They still seek the security of the place they know best.Stepping out into the future will bring challenges to the family structure and belief system.Building a firm foundation of competence through industrious effort will help them face the next stage.
Wednesday, June 27, 2012
Key Stages to Child Development - Childhood Ages 7-12
In Jean Piaget's schemata of cognitive development the stage is described as concrete operations begins when the child is about seven and continues until about twelve.In concrete operations Piaget states that the child can assimilate a great number of facts and apply rules of action to behavior, games, math, and grammar.He or she can think and reason logically with factual material, but more advanced thought processes that require abstract concepts are not yet possible.With the coming of concrete operations, a child's moral development moves to a new level called instrumental exchange.Now he or she can understand and comply with a requirement of equal benefit between two people.His or her moral attitude centers in fairness-you scratch my back, and I'll scratch yours.Generally, children, or indeed many adults, raise the cry "It's not fair!" when they personally have been offended, but rarely when they have benefited from the unfair situation.Life is rife with unfairness, and learning to deal with unfair situations is vital to a calm and serene attitude.The parent or coach or teacher may be able to point out some benefit that will compensate for the apparent inequality even though the child would not understand it alone."Your reward will come later." "You still have a chance next time." With this kind of encouragement he or she can still anticipate a good outcome to a bad situation.In the area of ego development Erik Erikson emphasizes the conflict between industry and inferiority.This stage seeks to build competence.It is not a question of skill in school, but of effort.Not every child is gifted in math or science or music, but every child must put forth the effort to learn all he or she can.In this endeavor a child learns to value hard work and rejoice in producing a good product.The school environment offers the opportunity to practice his or her competence and perfect the level of industry required to achieve it.Competence is difficult to achieve for a child who is smarter than average and finds school work easy.To achieve competence, the child needs a challenge and the encouragement to rise to meet it.James Fowler calls this stage of faith development the Mythic-Literal Stage.Consistent with the other areas, the child is interested in things that are real and concrete.They are drawn to stories of victorious heroes and fair maidens, David slaying Goliath, and Deborah leading armies in battle.Applying spiritual concepts is too long a jump at this age, but they can identify with the heroes and place themselves in tough situations and envision the outcome.They may envision it as they want it to be, rather than entertain any negative vibes.In this stage they still want to belong to the family and culture.They still seek the security of the place they know best.Stepping out into the future will bring challenges to the family structure and belief system.Building a firm foundation of competence through industrious effort will help them face the next stage.
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