, or a host of other topics. In the assessment process, I’ve observed some repeating patterns in why adults fail in their efforts to communicate with children.
Before I go into the psychological details, some examples of behavior gone awry will be helpful. Once, I observed an elementary school classroom in which the teacher asked each student to say something “nice” about a particular child. When the turn fell to one boy in the class, he said, “Seeing you always puts a smile on my face. You make me feel great.” He went on to say in a matter-of-fact manner, “You’re such a loser that just thinking about you makes me feel better about myself.
, he replied sincerely, “I don’t understand. You told me to be helpful. Fighting makes people tougher, so I’m helping him out.” These are just a couple of examples of common problems.Until about age 12, our thought process is largely concrete . Our brains simply haven’t developed the neurological complexity to be able to fully grasp ethereal concepts. If you try talking to a young child about an idea like dignity, for example, you’re not likely to get very far.
In the example above about the “helpful” child on the playground, the recess monitor may have been able to prevent the child’s aggression if they had used concrete language. Instead of telling him to be helpful and respectful, they could have said, “Your body needs to avoid other people’s bodies.”
Source: Entertainment Trends (entertainmenttrends.net)
Shouldn't we teach kids both the abstract and the concrete simultaneously? Example: 'One way to show a lady respect is by staying out of her bubble.'
This was a pointless read.
This psych.source is a bad clown joke
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Have a grandson (now grown) who had to be taught abstract concepts by having him put himself in other people's shoes. It was the only method that worked for him. IE How would you feel if I told you... or if I treated you... etc.
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