学前儿童自我认知研究综述

A Review of Study on Preschool Children’s Self-Cognition

摘要: 认知是人类个体心理活动的产物，认知发展是儿童心理发展的重要组成部分，涉及儿童在感觉、知觉、记忆、思维、语言等方面功能的发展，而儿童形成合理的自我认知是儿童认知发展中最重要的任务之一。Neisser区分了五种自我认知，分别是生态自我、人际自我、扩展自我、个体自我和概念自我。儿童自我认知随着年龄的增长逐渐发展，通常通过“镜像标记测验”判断儿童自我认知是否出现，学前儿童自我认知来源有两个方面：内省和他人。同时，儿童建构自我认知是有许多偏见，包括积极偏见、控制偏见、预测偏见、客观偏见、自利归因偏见以及自欺欺人。据此，本文提出了三个教育启示：尊重发展规律，引导儿童合理自我表征；坚持儿童本位，促进儿童心理和谐发展；鼓励自主选择，构建自我–环境共同体意识。

Abstract: Cognition is the product of human individual psychological activities, cognitive development is an important part of children’s psychological development, involving children in the development of feeling, perception, memory, thinking, language and other aspects of the function, and children form a reasonable self-cognition is one of the most important tasks in children’s cognitive development. Neisser distinguishes five types of self-cognition: ecological self, interpersonal self, extended self, private self and conceptual self. Children’s self-cognition gradually develops with the growth of age, usually through the “mirror mark test” to judge whether children’s self-cognition appears, preschool children’s self-cognition sources have two aspects: introspection and others. At the same time, there are many biases in children’s self-cognition construction, including positive bias, control bias, prediction bias, objective bias, self-serving attribution bias and self-deception. Based on this, this paper puts forward three educational inspirations: respecting the law of development and guiding the rational self-representation of children; adhere to the standard of children, promoting the harmonious development of children’s psychology; encouraging independent choice and building self-environment community consciousness.