4）How are children and adults different?
In the previous chapter, I mentioned that TOCfE is aimed at children's education in the first place, and since there are different ways to solve problems for adults and children, the system (order) should be different.
This chapter, I would like to think about how the system was created for fE skills, how it differs from the original thinking process, and why it is from the perspective of child development and growth.
First, let's sort out the external differences between fE and Jonah Skill. Although it is a tool to use, in Jona Skill, which can be said to be the original, a series of steps of "what, what, how" to change "what, what, how" for a complicated problem in reality is performed while using the following five trees in order. We will step on and solve the problem.
5Trees of Jonah Skill
Cloud
CRT (Current Reality Tree)
FRT (Future Reality Tree)
PRT (Prerequisite Tree)
TrT (Transition Tree)
On the other hand, the fE skill is based on the Jonah skill, and the system is organized assuming that each is used independently in the following three different situations.
3Tools of TOCfE
"Assuming the cause and effect" using the branch
Use the cloud to "clarify the structure of the conflict and find a win-win solution"
Use ATT (Ambitious Target Tree) to "extract stepped actions to achieve goals"
Therefore, the "cloud", which is a common tool for both parties, is also created by Jonah Skill to clearly define UDE (unfavorable event: problem) and find the dilemma that caused the UDE (problem), but in fE There is a difference, such as creating a "conflict of two opinions" directly as a cloud in order to prioritize actual problem solving. The CLR (Categories of Legitimate Reservation), which is a rule for logical verification, is also 7 in Jonah Skill, but 4 in fE (ambiguity, validity, causal relationship, lack of cause), and causal. There are also slight differences in how relationships and requirements are used.
In this way, I get the impression that the fE tool is a simple Jonah skill arranged so that it can be used independently, but it is not the only one. Unlike Jonah Skill's use of the tense of "present, past, and future" in order to follow the problem-solving procedure of "what, what, and how," the three tools of fE have in common the "starting point." is now (Present).
Why are these characteristics of fE? From the perspective of child development and growth, I am convinced that "I see." In the process of growth, children acquire physical, emotional, intellectual, and social skills through their surrounding environment and their own experiences. It is said that young children have a short viewpoint and are strongly trapped in the events in front of them. They still lack the ability to recognize time, space, and humans. For example, the recognition of time for a 1- to 2-year-old child starts from a place close to the "present (now)", such as "previous" in the past and "next" in the future.
The time axis is gradually extended and developed. The process is also a process of expanding spatial awareness, and interpersonal relationships develop from the one-to-one concept of oneself and the other to multiple and group.
In addition, it is said that the relationship with the recognition target is initially grasped from an absolute (fixed) point of view, but it will gradually be recognized. For example, "Today" is today, but after a day, "Today" is called "yesterday", "tomorrow" is "today", and so on. It is not easy to grasp and recognize time. It is said that this relative time recognition can only be obtained in the lower grades of elementary school.
In this way, as a child grows and develops, child expands perception (field of view) of space and time from child own eyes (now), enhances cognitive ability, and deepens self-exploration and relationships with others.
In development science, the ability to process is called "executive function". This refers to the ability to control behaviors and thoughts toward a certain goal, and to improve this ability, it is important to improve the flexibility of the mind and the ability to switch heads. For that purpose, it is extremely important to fully experience life and activities suitable for the developmental stage.
According to researchers studying cognitive development in young children, some advance preparation is required to control behavior and thinking. When we (adults) set goals, we can prepare in advance to reach them and smoothly control our actions and thoughts.
This type of pre-prepared executive function cognitive process is called "proactive control" and is easy for adults. However, it is said that this "preparation" cannot do for children (about 3 to 5 years old).
The specific difference is that adults make full use of their cognitive ability in space-time to prepare in advance for expected events, whereas children cannot prepare in advance, so after the situation progresses, it seems that it will be dealt with ad hoc and retrospectively.
In other words, it can be said that a child's "thinking" is to acquire (know) a way to connect knowledge and action. And I think that the key to linking knowledge and action is "predictive ability", which enhances executive function. And prediction can be thought of as "connecting causality."
Therefore, I think that the first step in learning fE tools is inevitably to learn the prediction (causality) of "if (If) if (Then)" using branches. Considering the child's development process, it is natural to "learn" that the starting point of the branch is not clarified and the cause and effect can be connected from anywhere.
Next chapter, let's continue to think about the developmental stage of executive function of children and the formation and order of the three fE tools.
TOC Thinking Process and Children's Education (1)~(8)
1) Abstract