Problem:
Rewrite what we learned in this seminar in 100 words
Our understanding of our own identity deepens and we develop a more comprehensive sense of morality. With advanced cognitive abilities, we can engage in deductive reasoning, allowing us to compare. Statements and the role of logical conclusions. Our mental skills enable us to plan systematically, set priorities, and make assumptions about events that may not have a direct connection to reality. We become capable of philosophical thinking, contemplating the nature of thought itself, and engaging in metacognition. However, it's worth noting that this stage also brings forth egocentric tendencies, where some individuals develop a heightened self-awareness and a sense of an imaginary audience constantly observing their actions they. Studying the distinct stages of cognitive development, we can gain valuable insights into how individuals perceive. Until October and make sense of the world around them. Remember to like and subscribe for more educational content. Ohh business, we don't need to like and subscribe, OK? OK. So let's go back to the first kind of part of that video and then we'll hit on the second-half. So those ages 7 to 11, this is called concrete operational stage and this is where children start to. Be able to put themselves in a scenario that isn't their own and understand what. Um. Might happen. Would you be in that scenario? So being able to deductive reasoning if if. Well, let me just let me just read this example. OK, So this is what someone who has mastered this stage should be able to say. What if there was a hungry dog in the kitchen and mother dropped a hot dog on the floor? What do you think would happen? So sort of those what if questions asking a child what if this happened? What? Two things would happen after it and prior to this stage, because it wasn't real life happening to them in that moment, it would be very hard for them to cognitively think about what that might be like, right? Um, once this stage has been. Western, someone would be able to say that the dog ate the hot dog, right? Because maybe they have particular experience with dogs already. Maybe they have a dog or their neighbor has a dog, and so they know that dogs like food dogs. Open droppings on the floor, they're going to run very fast to it. So PJ called this type of mental operation of concrete operation, um. Because there is a concrete circumstance, A tangible circumstance that a child can easily imagine and anger to things they already know. They know animals like food. They know hot dog is a food. Therefore, if you dropped it on the ground, the dog is probably going to go toward the food. So if you. The parent and or parenting someone in this stage, you may ask them this question and see if they know what the answer is. When we move to 11 and above. Youth and teenagers are beginning to understand abstract thinking. Teenagers sort of take on this sense of justice and there's right versus wrong. If you've ever found yourself in conversation with the teenager, you might find that you're all of a sudden talking about reheated topics in the teenager feels very passionately. About the way that they're viewing, um, sort of this sense of justice, if you will. And as an adult, you might find yourself thinking, well, there, there's so much more complexity to it than that, right? It's not always just right versus wrong. Um, there are nuances. But this is a new stage for a child to be able to say, well, I have never experienced that, but I I can empathize with what that might be like in some sort of starting to understand what it would be like to be in a totally different. Culture or a totally different physical environment, um. So for example. A teenager who have mastered this stage would be able to sort of imagine and describe what it might have been like to be a poor black resident of New Orleans during Hurricane Katrina, whether they have any. Ability to relate to that on a personal level or not, um, someone who has mastered this stage will be able to say um. You know, I understand the inadequacies that they were facing at that time. OHH, Nadia. Yes, um, sometimes you'll, you'll, I find myself when I'm working with teenagers, like reminding them that they're, they're just topics you don't talk about with people, even people you love, people you're super connected with because everyone has such a vastly different view and, you know, trying to teach. Teenagers by you can actually be very close and loving and connected with someone who has different viewpoints than you and they do get to that point of understanding. But you know, um. They're just sort of beginning to understand worlds outside of themselves, and so when they find them that they connect with, they can often get pretty passionate about it. OK, so these are some of those stages that the video talked about that PRJ talks about. So I'm not going to go through every one of these, but this idea of reversibility, thinking through a through a series of steps and then going back to the starting point. OK, so it could be something as little as water can be frozen and then plot again to become a liquid. Or it could be something more abstract, like asking them to think about what would have happened if they wouldn't have made that choice. What would have happened if you would have made a different choice. Right. That's that idea of reversibility. And this last one and seriation and the transitive inference, transitive influencing means sort of that that idea of of A is greater than B&B is greater than C then A is also greater than C, right? It's not. And you have deductive reasoning, if you will. In the concrete operational stage, spatial reasoning continues to improve. So understanding keys on the map, understanding, UM scale. Talking about um. You know, being able to find their way somewhere in the city that they live in, if they are beginning to drive or take public transit, those are. There's a reason that we don't let children do that before a certain age because they cannot understand where they physically are in the world and so. In this concrete operational stage, um youth, um proteins begin to. Understand that they have a physical spot in the world compared comparatively to everyone else, right? So this is a map and this is just putting in that sort of cultural context piece. This is a map that is in the book and, um, 2 maps that are in the book, I guess that have been drawn by children in, in this stage and. The left is a map of India and the right is a map from the child who lives in the United States. The left is one that lives in India or should say. And does anyone notice anything or what you might say about this spatially or culturally? What are the differences here? There's no like. Brilliant answer. This one is funny movies boring. The left has way more detail. Yeah, absolutely. So the left one, Yes, Cyrus, you're right. That's, that's the key point is that on the left, the the child is figuring out how to get where they're going based on the environment. And so you're going to go, you know, up to the gas station and take a right, go down to the church and turn left, right, go past the bakery and it's the next one on your right. Whereas the one on in the United States is, is much more. God oriented right? So you might say, well, go up three lights, go up three stop lights, go up three blocks and turn right, then go down four blocks and turn left. Need Assignment Help?