Article Critique #1: Cognitive Development

Amy Aillon
DED 541
Article Critique #1

Citation:

Ji, Y., Cao, Y., & Han, M. (2017). An Investigation on 3-6-year-old Chinese Children’s
Perception of "Death". Universal Journal of Educational Research,5(2), 203-208.
doi:10.13189/ujer.2017.050205

Global Understanding

“‘Death,’ the most distressed topic is frequently avoided intentionally because it is related

to too much sorrow pain and horror. [Parents] often choose to conceal the concept to save

children a happy childhood” (Ji, Cao, & Han, 2017, p.203). Ji, Cao, and Han study and discover

the cognitive development of children from age 4 to 6 on the perception of “death.” The

perception of death research is strongly based on the theory of Piaget’s developmental process.

The sub-concepts of “death” includes applicability, universality, irrevocability, dysfunctionality,

causality, and judgment. Ji, Cao, and Han have discovered the cognition develops as the children

grow older in order to gain more accurate understanding on death. Response in boys are usually

violent and girls are more sensitive using sentimental nature; children who have experience with

pets acquire sub-concepts of death in certain order to have a better understanding, and are

influenced by egocentrism. Incorporate death education in into lessons; education about death

should be done with a picture book, and enrich children’s life experience through raising pets

should be included in the education system (Ji, Cao, & Han, 2017).

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Core Concept and Interpretations

There are four different articles from different places in the country written by Clark

Schramm, Hopkins, Krepia, Krepia & Tsillingiri, and Owens related to cognitive development of

Piaget theory. All of the researchers except for Owens, have similar results and beliefs on the

perception of death of young children.

Piaget’s theory of semantic study of cognitive development is based on fundamental

concepts of number, time, quantity, causality, justice, and so on emerged (McLeod, 2018).

Piaget’s basic components of theory include schemas, adaptation processes that enables the

transition to another stage, and stages of cognitive development (McLeod, 2018). The stages are

sensorimotor, preoperational, concrete operational, and formal operational. From birth to 2 years

old, sensorimotor stage is an object permanence where the child lacks logical reasoning. At age

2 to 7, the preoperational stage is when the child has the ability to think symbolically but still

egocentric (McLeod, 2018). Concrete operational stage is when children aged 7 to 11 years old

begin comprehending logical or operational thoughts (McLeod, 2018). The last stage, formal

operational stage occurs over age 11, when the abstract concept and logical hypotheses are

developed (McLeod, 2018).

Clark Schramm and Hopkins are two different thesis students who shares their finding in

children’s understanding death of the children. Schramm is a nursing student exploring

researches that result in the cognitive development of the children’s perception of death.

Schramm’s findings are based on researches that provide children Smilansky Death

Questionnaire (Schramm, 1998). Schramm also believes that there should be death education in

the education program and experiences of the child in scaffolding the comprehension and

emotion of death. Hopkins is from the United Kingdom that finds researches related to the

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perception under the theory of Piaget. The method of the research is based on the interview with

the children. Hopkins finds children who have experience with death, illness, emotion, receive

support and communication from adult scaffolds better comprehension than the children who

does not (Hopkins, 2014).

Owens, (2008) emphasizes metalinguistic awareness and how essential it applies to the

cognitive learning of children. Owens also discuss strongly on how memory works in the brain in

order to develop cognitive skills. Owens’ discusses on how the neurons and executive function

apply to the cognitive development of the children’s perception of death based on experiences

and transparency. Based on Owens’ neuropsychological study, the children will not comprehend

something that is not being coded in the brain. According to the study of death comprehension,

the results demonstrate the codes and experience the children have.

Krepia, Krepia & Tsillingiri are Greek researchers who share similar theory and results as

Ji, Cao, & Han (2017). The children’s comprehension of death factor has been impacted

strongly by age. Krepia, Krepia, & Tsillingiri believe that death is an integral part of the life

cycle. Krepia, Krepia, & Tsillingiri strongly uses Piaget theory to measure the cognitive

development of the children’s perception of death. As cited in Kastenbaum, (1986) recognizes

four basic factors including cognitive development correlating with age, personality and

individual feature, personal experiences, communication, support, and information from the

environment of family or socially (Krepia, Krepia &Tsillingiri,2017). The researchers believe

death should be education implemented in the educational environment including discourse

between the child and adults (parents and teachers).

Oveall, Ji, Cao, & Han, Clark Schramm, Hopkins, and Krepia, Krepia & Tsillingiri share

the similar theory including “death” in education to scaffold the comprehension of life, death,

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and grievance as the children grow. They also believe the transparency in the discussion between

the parents and children about death supports the development of comprehending death. Children

are encouraged to enrich the experience by having pets, share discourses about the topic, and

read a picture book related to death.

In conclusion, children’s perception of death is based on age, gender, and experiences,

which also may impact culture, learning ability, and social economic status. Implementing death

in education can maintain the comprehension of life and death of young children as they grow to

collaborate with the families and their experience if possible. The perception of death can benefit

in different ways integrating social-emotional, social skills, empathy, and different subject areas

including literacy, math, and social studies. “Education is all a matter of building bridges”

(Ralph Ellison, n.d).

Personal Connection

The result findings impact my reflection on my personal experience as a child and

working with children from age 4 to 6. My first experience of death was at age 5 when my

grandmother died from cancer. I vividly remembered the emotions of everyone, especially my

older sister who was close to my grandmother. I finally understood that my grandmother was

dead and would not come back alive at the funeral after seeing my grandmother in the casket.

My parents and family had talked lots the causes of death. Throughout my childhood, I had

experienced deaths in my family and the first experience of emotionally grievance was at age 12.

My previous experience working with a student who was 4-year-old had experience death in his

family a few months ago. His parents had communicated with me about discussing death with

their child and it was okay to discuss with him if he brought up the topic in class. The student

happened to see the conversation between the aide and me about death. The student asked me

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what I was talking with the aide. I explained to him that my grandmother and partner’s father had

died. He asked why and what happened, and I explained that both grandmother and father in law

were old. He could relate to his experience by explaining that his grandmother died last weekend

because she was old and would not come back. As my experience discussing with the student, I

had reflected on how I explained to him about death of age when the genuine reason for death

should be discussed. In reflection, did the student think that people die because of age, not other

factors because the discussion between us was not genuine? From personal experience and

connection, I strongly believed the findings of the researchers are true and death should be

implemented in education where the educators could support the comprehension of life and death

collaborating with the parents and families.

Critical Analysis

Ji, Cao, & Han’s research is easy to read with lots of visual statistics that use table

comparison in different areas. The procedure of the article and research are organized step by

step with lots of given examples and definitions. The numerals breakdown support the

categorization of information to find and read. For example, the sub-concepts of death are broken

down in numbers with an example of questions and definition then the results demonstrate the

similar format that can be compared easily. The diversity of the research is good since it includes

culture, age, and gender. However, the diversity should be expanded on a variety of cultures,

learning abilities, the social economic status, and demographics. Overall, the article is good for

readers who study cognitive development, death, and enjoy research-based articles.

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REFERENCES:

Clark Schramm, D.K. (1998). The Concept of Death Education on Children’s

understanding of Death (Unpublished master’s thesis). Grand Valley State
University.

Hopkins, M. (2014). The Development of Children's Understanding of Death

(Unpublished master's thesis). University of East Anglia.

Krepia, M., Krepia, V., & Tsillingiri, M. (2017). school children's perception of the
concept of death. International Journal of Caring Sciences,10(3), 1777-1722.
Retrieved June 23, 2018.

McLeod, S. (2018). Jean Piaget's Theory of Cognitive Development. Retrieved from

https://www.simplypsychology.org/piaget.html

Owens, R. (2008). Language development: An introduction (7th ed.). Boston:

Pearson.

Ralph Ellison Quotes. (n.d.). Retrieved from

https://www.brainyquote.com/quotes/ralph_ellison_378873