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The physical, cognitive, and socioemotional development during the ages of two to six are some of the most pivotal years in the life of a human being. This time period represents a period of continued rapid growth, especially in the areas of language and cognitive development. Those in early childhood begin to pursue a variety of activities that reflect their personal interests. External influences begin to enter the child’s life such as teachers and peers. 

  1. Try to remember your own personal early years between 2 to 6 years old. As your personality developed, what did you find yourself interested in? Curious about? Did you remain interested in these typs(s) of things? Why or why not? 
  2. Lev Vygotsky (page 126) theorized that culture has a major impact on a child’s cognitive development. Have you seen this to be true? Have you observed children (ages 2 to 6 years old) in different cultures? Did you notice a difference in their cognitive development? 
  3. Read the section “Children’s Understanding of the World” at the top of page 131. Would you consider yourself more of a cognitive constructivist (Piaget) or a social constructivist (Vygotsky)? Why? Is either perspective more fitting for our western world? 

2至6岁期间的身体、认知和社会情感的发展是人类生活中最关键的几年。这个时期代表了一个持续快速增长的时期，特别是在语言和认知发展领域。处于幼儿期的人开始追求各种反映其个人兴趣的活动。外部影响开始进入孩子的生活，如教师和同龄人。 
1.试着回忆一下你个人在2到6岁之间的早期生活。随着你个性的发展，你发现自己对什么感兴趣？好奇吗？你是否仍然对这些类型的事物感兴趣？为什么或为什么不呢？ 
2.列夫-维果斯基（第126页）认为，文化对儿童的认知发展有重大影响。你认为这是真的吗？你是否观察过不同文化背景下的儿童（2-6岁）？你是否注意到他们在认知发展方面的差异？ 
3.阅读第131页上方的 “儿童对世界的理解 “部分。你认为自己更像是认知建构主义者（皮亚杰）还是社会建构主义者（维果斯基）？为什么？这两种观点是否更适合于我们的西方世界？ 

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