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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.
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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Article Critique #1: Cognitive Development
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
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
Clark Schramm and Hopkins are two different thesis students who shares their finding in
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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Article Critique #1: Cognitive Development
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
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
four basic factors including cognitive development correlating with age, personality and
individual feature, personal experiences, communication, support, and information from the
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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Article Critique #1: Cognitive Development
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
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”
Personal Connection
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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Article Critique #1: Cognitive Development
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
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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Article Critique #1: Cognitive Development
REFERENCES:
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.