Children Safety Related To The Concept Of Cognitive Research

By way of interview, the researcher studies 300 children's cognition of the concepts related to security. The children that are between ages of 45 months to 80 months are respectively from bottom class, middle class and top class of kindergarten. These concepts include security, danger, traffic lights, electricity, stranger, beware, zebra crossing, baddy, injure and crowd.Through generalizing and coding the interview results, the researcher finds that there are 11 forms in children's defining the concept related to security and 10 forms in children's cause explaining. The defining forms of the concepts are: unknown, incorrect cognition, using the same word to make sentences, illustrating, describing the intuitionistic character, describing the measure, describing the result, essential attribute, practical functions, families' relationships and correct defining. The cause explaining forms of the concepts are: unknown, outlying answer, inaccurate explaining, explaining according to measures, explaining according to exterior factor, explaining according to subjective factor, explaining according to results, explaining according to objective needs, explaining according to functions and explaining according to merit judge. These forms don't totally present in every concept. And among these forms, there is a distinct difference in the proportion of children. "Illustrating" and "explaining according to results" are mainly used by the children to define and to explain the concepts.The 11 defining forms mentioned above could be classified to four levels. Among the children who have been interviewed, 28.27% of them belongs to level I (who can't understand the concept); 49.13% of them belongs to level II (who can define the concepts according to the concrete objects or external characters); 18.60% of them belongs to level III(who can define the concepts according to the internal attributes and the relationship between objects and objects); 4.00% of them belongs to level IV (who know the internal attributes of objects, and can define the concept by correct defining form ).With SPSS, the researcher makes statistical analysis and it shows that: for the children's defining level, there is a totally distinct difference towards security among the children of different age. To some concepts, there is a distinct difference between the bottom class of kindergarten and middle class of kindergarten (these concepts include security, stranger, beware, zebra crossing, injure and crowd) . To some concepts, there is no difference between middle class of kindergarten and top class of kindergarten (these concepts include security, danger, traffic lights, electricity, beware and zebra crossing).There is a distinct difference between the children from the bottom class of kindergarten and top class of kindergarten. There is no difference between boys and girls when they define the concepts except "stranger"; there is a distinct difference among the children who came from the different kindergartens (the concepts include security, traffic lights, stranger, beware, zebra crossing, injure and crowd, not include danger, electric and baddy).By totally discussing the children's cognition of the concepts related to security, the researcher draws a conclusion that the children's cognition of the concepts related security is affected by the development level of their thoughts, their life experience, the education they have received and the features of the concepts. Then the researcher makes some suggestions on the children security education.