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Nov. 5 Authentic Self and Moral Self

Chapter 7 discusses the components of self, including self-awareness, self-concept, self-control, and self-esteem, emphasizing their development in children. It highlights the influence of adults on children's self-esteem through interactions and feedback, as well as the importance of moral identity in shaping a child's values and decisions. The chapter also outlines practices that can foster healthy self-esteem and those that can lead to unhealthy self-esteem in children.

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Josh Ivan Sabsal Pajenado
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23 views21 pages

Nov. 5 Authentic Self and Moral Self

Chapter 7 discusses the components of self, including self-awareness, self-concept, self-control, and self-esteem, emphasizing their development in children. It highlights the influence of adults on children's self-esteem through interactions and feedback, as well as the importance of moral identity in shaping a child's values and decisions. The chapter also outlines practices that can foster healthy self-esteem and those that can lead to unhealthy self-esteem in children.

Uploaded by

Josh Ivan Sabsal Pajenado
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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CHAPTER 7:

Self-Esteem and Moral Identity


Parts of the Self

THE ‘SELF’ IS A MENTAL STRUCTURE, A


SET OF IDEAS THAT HUMANS GRADUALLY
BUILD OR CONSTRUCT

Marion. Guidance of Young Children, 9e. 7-2


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Parts of the Self

 Self-awareness

 Self-concept

 Self-control

 Self-esteem

Marion. Guidance of Young Children, 9e. 7-3


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Self-Awareness

Refers to an idea that a child views himself as


separate from others
Development occurs during the first year as the
perpetual system develops
Continues to develop through early childhood
Realization that a child can make things happen
Must be in place before self-esteem can be
developed

Marion. Guidance of Young Children, 9e. 7-4


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Self-Concept

Knowledge that a child acquires about her self


Gradually gather information about physical
appearance and abilities, gender, intellectual
abilities, and interpersonal skills
Occurs at the same time as more general changes
in cognitive development
Includes gender constancy, some things remain
the same despite apparent changes
Affects behavior

Marion. Guidance of Young Children, 9e. 7-5


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Self-Control

 Refers to controlling impulses, tolerating


frustration, and delaying immediate gratification
 Basis of intentional and deliberate behavior
 Effected by environment and socioeconomic
status
 May be developed though high-quality
imaginative play
 Better able to be regulated as children age

Marion. Guidance of Young Children, 9e. 7-6


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Self-Esteem

Refers to how a child evaluates the self about whom


she has learned

Marion. Guidance of Young Children, 9e. 7-7


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Building Blocks of
Self-Esteem

 Competence

 Control

 Worth

Marion. Guidance of Young Children, 9e. 7-8


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Competence

The ability to meet demands for achievement


Grows over time and with effort
Must work for it
Understanding that things happened through
one’s own effort rather than trying to force or
manipulate others into doing things for them
Developed through good feedback: genuine,
positive and accompanied by suggestions for
change when appropriate
May be affected by motivation

Marion. Guidance of Young Children, 9e. 7-9


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Control

 Degree to which a child thinks he is


responsible for how things turn out

 A lifelong issue

 Critical aspect of self-esteem

 Affected by teachers and parents

Marion. Guidance of Young Children, 9e. 7-10


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Worth

Refers to a child’s general sense of his own social


value, significance to others

Marion. Guidance of Young Children, 9e. 7-11


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Self-Esteem Develops in a
Social Context

Marion. Guidance of Young Children, 9e. 7-12


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Adults Influence a Child’s Self-
Esteem: Garbage in, Garbage Out

Children’s opinion about their competence, control,


and worth develops out of interaction with family
members, teachers, and others in their social
environment
Reflected in adults attitude toward children
self-esteem affected by children’s belief that adults
possess superior wisdom and judgments
Significant adults feed data through words, facial
expressions, and actions
Negative data leads to negative self-esteem
Marion. Guidance of Young Children, 9e. 7-13
© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Moral Identity

Marion. Guidance of Young Children, 9e. 7-14


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
What is Moral Identity?

 A person who uses moral principles refers to moral


identity
 Willingness to see things from another’s perspective
as well as behaving compassionately
 Every person has it yet people differ in degree to
which they use moral principles to define self
 Develops in later childhood and governs views of
the right thing to do
 Determines why a child should take a specific
course of action

Marion. Guidance of Young Children, 9e. 7-15


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Practices that Help
Children Develop
Authentic Self-Esteem

Marion. Guidance of Young Children, 9e. 7-16


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Specific Practices that Affect a
Child’s Self-Esteem
 Believe in and adopt an authoritative caregiving style

 Plan appropriate activities that area deserving of


children’s time

 Express genuine interest in children and their


activities

 Give meaningful feedback to children

Marion. Guidance of Young Children, 9e. 7-17


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Specific Practices that Affect a
Child’s Self-Esteem

 Use encouragement and avoid empty praise

 Acknowledge both pleasant and unpleasant feelings

 Demonstrate respect for all family groups and


cultures: avoid sexism and judging physical
attributes

 Teach specific social skills

Marion. Guidance of Young Children, 9e. 7-18


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Practices Contributing to
Unhealthy Self-Esteem

Marion. Guidance of Young Children, 9e. 7-19


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Degrading Practices Toward
Children

 Child abuse or harsh discipline

 Failure to emphasize self-responsibility

 Unhelpful, over critical, negative style of


communication

Marion. Guidance of Young Children, 9e. 7-20


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
Degrading Practices Toward
Children

 Denying unpleasant feelings

 Ignoring children or spending time with them


grudgingly

 Acting in a judgmental or sexist way, or showing


contempt for some families or cultural groups

Marion. Guidance of Young Children, 9e. 7-21


© 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved

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