帮忙翻译一段英文,谢谢 20
Child-collecctive“offershelp—offerssupport—suggestsresponsibility”ThefirstdaythatIent...
Child-collecctive
“offers help—offers support—suggests responsibility” The first day that I entered the center I was struck by the realization that older children were supervising younger ones while mothers filled out forms and spoke with the teacher and social worker. Although Whiting and Whiting (1975) cites this as a primary personality characteristic of children in kin-based traditional societies, such behavior was not much in evidence in the day-to-day observations of the present study. To some extent, an educational setting with children of the same age places constraints on such behavior, since children more typically “care” for those younger than themselves.
Generalized Verbal Communication At the center children are with their peers more than with adults. Children frequently use generalized terms such as “thing” and “stuff” and are not encouraged through interaction with adults (and through changing and highlt differentiated objects) to use more particularized vocabularies. In adult-child interactions the focus on convergence, similarity, and agreement appears to be at odds with values of divergence, differentiation, and distinction implied by a particularized language.
Relational Thinking Cohen (1969/76) argues that relational thinking is characteristic of persons reared in “shared function” environments, in family and friendship groups in which functions such as child care, leadership, and control of funds are shaared rather than being assigned to status roles. Such experiences, she argues, lead to aparticular form of conceptual patterning. The relational style “requires a descriptive mode of abstraction and is self-centered in ints orientation to reality; only the global characteristics of a stimulus have meaning to its users, and these only in reference to some total context” . She notes that, in addition to incompatible selection and classification rule sets, three other characteristics distinguish relationship thinkers from abstract thinkers; the perception of time as a series of discrete moments, of self in the center of social space, and in specific causality rather than multiple causality. Such conceptual patterning would seem reflective of the patterns of social organization observed in the center._ 展开
“offers help—offers support—suggests responsibility” The first day that I entered the center I was struck by the realization that older children were supervising younger ones while mothers filled out forms and spoke with the teacher and social worker. Although Whiting and Whiting (1975) cites this as a primary personality characteristic of children in kin-based traditional societies, such behavior was not much in evidence in the day-to-day observations of the present study. To some extent, an educational setting with children of the same age places constraints on such behavior, since children more typically “care” for those younger than themselves.
Generalized Verbal Communication At the center children are with their peers more than with adults. Children frequently use generalized terms such as “thing” and “stuff” and are not encouraged through interaction with adults (and through changing and highlt differentiated objects) to use more particularized vocabularies. In adult-child interactions the focus on convergence, similarity, and agreement appears to be at odds with values of divergence, differentiation, and distinction implied by a particularized language.
Relational Thinking Cohen (1969/76) argues that relational thinking is characteristic of persons reared in “shared function” environments, in family and friendship groups in which functions such as child care, leadership, and control of funds are shaared rather than being assigned to status roles. Such experiences, she argues, lead to aparticular form of conceptual patterning. The relational style “requires a descriptive mode of abstraction and is self-centered in ints orientation to reality; only the global characteristics of a stimulus have meaning to its users, and these only in reference to some total context” . She notes that, in addition to incompatible selection and classification rule sets, three other characteristics distinguish relationship thinkers from abstract thinkers; the perception of time as a series of discrete moments, of self in the center of social space, and in specific causality rather than multiple causality. Such conceptual patterning would seem reflective of the patterns of social organization observed in the center._ 展开
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儿童collecctive提供helpofferssupportsuggests责任第一天,我进入中心的实现,令我吃惊的孩子被年轻的妈妈监督填写表格和交谈的老师和社工. 虽然鳕鱼、鳕鱼(1975)引用为主要特征的儿童人格建基于传统社会, 这种行为没有什么证据,在日常的观测研究. 从某种意义上说,教育背景与同龄的孩子名额限制这种行为 由于孩子通常更关心那些比自己年轻. 通用语言交际为中心的儿童与成人同侪多. 孩子经常使用的词汇,例如,广义的东西,不鼓励通过与成人(区分对象,通过改变和highlt)使用更特别的词汇. 成年子女互动重点衔接,相似,似乎是不符合协议的价值观不同, 分化,隐含了特别的语言区别. 柯恩关联思维(1969年至1976年)辩称关联思维特点饲养者共享功能环境 在家庭中的功能和友好小组等幼儿、领导、 shaared和控制资金的角色,而不是被分到地位. 这种经验,她认为,导致aparticular形式概念性图案. 风格的关联,需要一个抽象描述方式是自我中心的下一步方向实际; 全球唯一有启发意义的特点,向用户、 而只有在这些方面总有些参考. 她指出,除了选择和分类规则不符集 其他三个特点区分思想家与思想家从抽象; 由于时间观念的一系列离散时刻 该中心自社会空间,而不是具体的多重因果因果. 这种观念上的图案似乎反映社会组织形态出现在center._
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