5）Three tools of TOCfE (Branch, Cloud, ATT)
First of all, as a confirmation, how a child develops is generally explained as follows in developmental science.
Children will be able to recognize themselves and understand the causes and effects of things by about 3 years old.
It is about 4 years old to recognize others and recognize time. The relative time concept is almost understandable for 8-9 years old (hence school time calculation is taught in 3rd grade).
Understanding of abstract and ambiguous things such as the future and ideological beliefs in a few months cannot be understood until the age of nine.
In this way, children grow up while gradually expanding their understanding of time and space, and it is said that there is a big "wall" between the ages of 4 and 9 in the process of growth.
The "wall" is based on the results of observation of deaf school children by Mr. Asagoro Hagiwara, who said, "Until the lower grades of elementary school (around 9 years old),
it develops in the same way as normal hearing children. In the upper grades, learning changes from concrete to abstract, so we often run into obstacles that cannot be overcome in the development of learning and language.
However, it is well known that children without disabilities also hit similar walls as their brains develop. This is because there is a development (change) called a "major milestone" around the ages of 4 and 9. Studies of cerebral physiology have revealed that 80% of the structure of the human brain and the development of nerve cells are completed by the age of 3-4 years, and 90% are completed by the age of 10. In other words, the growth and development of the brain is almost completed by the age of 10, so it is important to give as good a stimulus as possible.
Until the age of three, the development of the prefrontal cortex of the cerebrum is not sufficient, and it is not possible to think of the existence of another person as oneself or to fully understand the feelings of the other person. Also, as I explained so far, he says that his sense of time does not clearly recognize the past, present, and future. In short, a child of this age (in front of the 4-year-old wall) lives around "now."
From the beginning of development, when you are over two and a half years old, you will gradually learn the causality of things according to logic (connection) and probability (certainty). By experiencing events that occur in similar patterns many times, even if there is some uncertainty, we will accept the events as knowledge and learn, and while accumulating experience, we will understand the causal relationship of things. It is. Simply put, you can understand the simple causal relationships of "don't eat rice"-> "can't grow up" or "drop a cup on the ground"-> "break".
If you replace this with an fE tool and think about it, the branch is exactly this. The basic structure of a branch is a simple cause and effect, "If it is XX, then it is △△". And, in addition to the simple cause and effect, the "reason" of "because" is added to the branch. So how well can a 4-year-old kid in front of the wall understand the structure of this branch?
In fact, it is said that children around this time explain and ask questions about causal relationships dozens of times a day. For example, such a conversation.
✔ "I break Bear soft toy hand because I twisted so much." (Physical causality)
✔ "Eats a lot because I want to grow taller." (Biological causality)
✔ "I couldn't go over there because I was scared of that uncle." (Psychological causality)
So, I think brunch is understandable for kids over 3 years old. A very easy-to-understand example was posted on the Japanese TOCfE site, saying, "I read the fairy tale to children aged 5 and 3 and a half and made a branch based on it."The three-and-a-half-year-old child, is just before trying to overcome the four-year-old "wall"
TOC Thinking Process and Children's Education (1)~(8)
1) Abstract