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Professor:Good afternoon, Alex, can I help you with something?
教授:下午好，阿莱克斯，有什么我可以帮你的吗？
Student:Well, I want to talk with you about the research project you have assigned today.
学生:嗯，我想跟你谈谈你今天留的研究项目作业。
I um…I hope you could clarify a few things for me.
我希望可以弄清楚几件事。
Professor:I'll certainly try.
教授:我会尽力帮你。
Student:Ok, all we have to do is do two observations and take notes on them, right?
学生:好吧。我们要做的就是做两组观察然后记笔记，对吗？
Professor:Ur, that's the start, but you need to do some research, too.
教授:嗯。这只是个开始。接着你需要做一些调查。
Then you will write a paper that is not so much about the observations, but a synthesis of what you have observed and read.
然后你写的论文跟你的观察关系不大，而是你结合观察的和阅读的内容。
Student:Ok….And what about the children I am supposed to observe?
学生:好吧。那我观察的那些孩子呢?
Professor:Not children, a single child observed twice.
教授:不是那些孩子。是一个孩子，要观察两次。
Student:Oh…Ok, so I should choose a child with a permission of a child's parents of course and then observed that child a couple of times and take good notes, then?
学生:噢，好吧。那么我是不是应该先征得孩子家长关于这个项目的同意，然后再观察几次这个孩子，再好好做笔记呢？
Professor:Actually after your first observation, you go back and look through your textbook or go to a library and find a few sources concerning the stage of development, the particular child is in.
教授:事实上，在你第一次观察之后，你要回去通读教材，或者去图书馆找一些有关这个孩子所处的发展阶段的资料。
Then, with that knowledge, you will make the second observation of the same child to see if these expected developmental behaviors are exhibited.
接着，有了足够的知识，你再去找同一个孩子做第二次观察，看预测的发展行为跟孩子所展示的是否一样。
Student:Can you give me an example?
学生:能给我举个例子吗？
Professor:Well, en, if you observed a 4 year-old child, for example, my daughter is 4 years old;
教授:嗯，如果你观察一个4岁的孩子，比方说，我的女儿就是4岁。
you might read up on cushy stage of cognitive development we covered those in class.
你可以研究我们课上讲过的认知发展的相关课程。
Student:Aha…
学生:原来如此。
Professor:And most likely, what stage would a child of that age be in?
教授:而且这个年龄的孩子最可能是处于什么阶段？
Student:Um… the pre-operational stage?
学生:嗯，前可行动时期？
Professor:Exactly, if that's the case, her languages used to be maturing and her memory and imagination would be developed.
教授:对。如果如此，那么她的语言运用应该日渐成熟，而且她的记忆和想象力正在发展。
Student:So she might play pretend like she can pretend when driving her toy car across a couch that the couch is actually a bridge or something.
学生:所以她可以假装开着自己的玩具车穿过沙发，想象那个沙发其实是座桥或者什么别的东西。
Professor:That is right. In addition, her thinking would be primarily egocentric.
教授:没错。而且她的思维会很基本，以自我为中心。
Student:So she would be thinking mostly about herself and her own needs, and might not be able to see things from anyone else perspective.
学生:所以她主要会想她自己的需求，而不是从别人的视角看待问题。
Professor:En hums…
教授:对。
Student:But what if she doesn't?
学生:但如果她不是呢？
I mean, what if she doesn't demonstrate those behaviors?
我的意思是，如果她不展示这样的行为呢？
Professor:That's fine; you'll note that in your paper.
教授:那没关系。你可以在你的论文里提及。
See, your paper should compare what is expected of children at certain stages of development with what you actually observed.
你看，你的论文应该对比你期望孩子在特定阶段的发展和你事实上观察到的。
Student:Ok, I have one more question now.
学生:好的，我还有一个问题。
Professor:What's that?
教授:什么问题？
Student:Where can I find a child to observe?
学生:我上哪儿去找小孩观察呢？
Professor:Ur, I suggest you contact the education department secretary.
教授:嗯。我建议你去找教育部门的秘书。
She has a list of contacts at various schools and with certain families who are somehow connected to the university.
她有一个列表，里面有不同学校和不同家庭的电话，多多少少跟我们大学有点联系。
Sometimes they are willing to help out students with projects like yours.
有时候他们愿意帮助学像你这样的学生做项目。
Student:Ok, I'll stop by the educational department office this afternoon.
学生:好吧。我今天下午去教育部门办公室。
Professor:And if you have any trouble or any more questions, feel free to come by during my office hours.
教授:而且如果你遇到麻烦或者有其他问题，随时在我的办公时间来找我。
