Children often have animistic and magical thinking, whereas inanimate objects have lifelike qualities such as thoughts and feelings and use explanations of magic to explain why something they don’t understand works. As they grow and learn, their magical explanations diminish because they had originally accommodated those situations and objects in the “magic” section, but now understand where, why, and how all of those previously unexplainable phenomenon occurs. They also learn to distinguish between inanimate objects and animals. Often the reason why they think up unique and false explanations for different scenarios and topics is because they are confused, unfamiliar with that topic, there is too much information for them to figure out, and facts that contradict show up But as they learn more about it, as well as grow and learn more, they become more understanding, familiar with the topic and the details behind it, and can distinguish the true facts from the false facts.
I think I had multiple different imaginary friends using just my imagination, using my hands, and using stuffed animals. With my hands, for example, I had one “pet,” where itjhe was my first two fingers and it would walk around on furniture next to me, basically following me around like a puppy or a bird would. I had many stuffed animals that I imagined talked to me and went on adventures with me, the smaller ones “hiding” in my sleevest An example of where it was just my imagination was a handful of characters from a book series went on adventures and quests with me while I was at recess in elementary. My companions were usually strong, brave, adventurous and heroic, similar to characters you would read about in fantasy stories such as Harry Potter or the Lord of the Rings or. Animorphsi I was an only child, so I didn‘t often have others to play with, or just wanted to play alone anyway.
So they were created just for amusement, to keep my mind occupied, and because I loved thinking about being brave and strong and having friends who were that way. That is probably one of the main reasons why children make up imaginary friends: to have someone to be with that they can make friendly and have a personality that fits their needs more than real people‘s personalities might, and to imagine creatures, persons, worlds and adventures that don’t exist in this world but would be fun to live in for a little while. My parents knew about some of the imaginary friends I had, and were initially tolerant of it since its normal for kids to have them, but after a while when you keep doing it, they get sick of it and ask you to slow down with it or stop because it’s kind of annoying When children reach the age of 7—11 years, they are in the concrete operational stage.
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Their thought becomes more logical and organized, and they are really close to the thought processes of adults. One of the tasks they are now able to do and understand is conservation tasks. They can now focus on many parts of a problem instead ofjust one, and therefore can see that when water is poured into a different shaped glass its still the same amount of water. Another task they can now pass is classification. They are now able to distinguish between different levels and hierarchies, such as dolls and cars are both toys, but there are different types of dolls and different types of cars; such as a mermaid doll or a pickup truck.
Children at this age now have the ability to order things along a measurable dimension, or are able to handle the task known as seriation. For example, they can organize sticks from shortest to longest. At this age it becomes increasingly easier to use spatial reasoning, they can make cognitive maps and start to get good at drawing maps. 7 year olds need landmarks and other helpful checkpoints to keep their maps accurate. By the ages of 8 to 10, their maps become more organized, are able to give clear directions. By the ages of 10 to 12 they also get good at interpreting scale in maps too.
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