Norero V Colomba
Academia de Medicina, Instituto de Chile, Chile.
Rev Chil Pediatr. 2018 Feb;89(1):137-142. doi: 10.4067/S0370-41062018000100137.
There is a relation between brain development in children and the acquisition of the five subcom ponents for a mature conceptualisation of biological death: Irreversibility, applicability, inevitability, functional cessation and casuality. Current theories propose that knowledge (among them about death) is acquired through a series of confluent waves with advances and setbacks, thus explaining the important differences encountered among children of the same age and good intellectual develop ment. Generally speaking children under four years of age do not have a consciousness of death. They later discover, albeit with difficulty, the concept of irreversibility and much discussion exists about the order in which the remaining concepts are acquired-which is related to incorporating dualistic thought and a degree of biological understanding. There is no agreement on the influence culture, socioeconomic background and previous experience of deaths in the family may have. The mature concept is thought to be acquired around the age of 12. We look at the inclusion of supernatural ele ments in classical and current chidren's literature, proving that is more prevalent in western literature in the 21st century.
不可逆转性、适用性、必然性、功能停止和因果关系。当前理论认为，知识（包括关于死亡的知识）是通过一系列有进有退的汇合波来获取的，这就解释了同龄且智力发育良好的儿童之间存在的重大差异。一般来说，四岁以下的儿童没有死亡意识。他们后来虽然艰难地发现了不可逆转性的概念，而且对于其余概念的获取顺序存在很多讨论——这与纳入二元论思想和一定程度的生物学理解有关。对于文化、社会经济背景以及家庭中先前的死亡经历可能产生的影响，尚无定论。成熟的概念被认为是在12岁左右获得的。我们考察了经典和当代儿童文学中超自然元素的融入情况，结果表明其在21世纪的西方文学中更为普遍。
