关于儿童心理发展中的早期经验和早期教育.pdf

12 2 Vol. 12 No. 2 2000 6 JOURNAL OF ANKANG TEACHERS COLLEGE Jun. 2000 黄路阳 ( 725000) : , , , , . , , , , . : ; ; : B8441 : A : 1009 024 ( 2000) 02 0034 04 A Restatement of Early Experience and Education in Childrens Mental Development HUANG Lu- yang ( Dep artment fo Social Science, A nkang Teachers Colleg e . A nkang , 725000, China) Abstract : What function and status does every period have in the development of the in- dividual The Critical Period Theory indicates that the early period is the most important peri- od to an individuals mental development. If the opportunity of development or learning is missed, it is not easy to develop or build up the mentality or behavior later, and it may not even be fulfilled even in ones whole life. The further research indicates individual mental de- velopment is a continuous process. Disadvantages in the early period are not unchangeable , each phase of development has its own corresponding tasks. Key words: early experience, critical period, early education , , . , . , , : : 2000 03 21 : ( 1966 ) , , , 34 : , , : , , , , . , , , 16 , , , , , 3 1 3 1 4 , 2 4 , , 3 6 3 4 4 5 , , ( Sigmund Freud) ( 5 ) , ( Personality) ( behavior) , , ( BFSkinner) (Walden