CHILD SELF-ESTEEM and SELF-CONCEPT

PED 105

MS. APRIL JOYCE ANN S. CASIANO

DISCUSSANT
MR. ALJHUN M. PANTALEON
INSTRUCTOR
OBJECTIVES
• To be able to differentiate child self-esteem
and self-concept.

• To be able to understand self-esteem and self-

concept.

• To be able to identify the components of self-

esteem and self-concept.
Self-esteem is:
• The way an individual sees themselves and
their worth.

• Partly formed by an individual’s own

perspective and expectations.

• Partly formed by the perspectives and

expectations of significant people in a
person’s life.
Children with high self-esteem tend to:

• Enjoy interacting with others.

• Be comfortable in social settings.
• Enjoy group and independent activities.
• Work towards finding a solution to challenges
without giving up quickly.
• Know their strengths and weaknesses, and
accept them.
Low self-esteem can lead to:

• Poor academic performance.

• Having a hard time making or keeping friends.
• Being less able to learn and focus.
• Being vulnerable to peer pressure.
• Avoiding challenges.
 COMPONENTS OF SELF-ESTEEM
1. SENSE OF SECURITY
Children who feel secure are: Children who lack feelings of
security are:
• Responsible • Nervous
• Respectful of authority • Excessively shy and fearful
• Self-disciplined • Distrusting
• Trusting of adults
• Defiant and disrespectful
• Willing to take risk failure
• Reliable • Stressed
• Free from anxiety • Reluctant to take risks
• Confident • Indecisive
2. SENSE OF IDENTITY
Children having positive sense of Children lacking positive sense of
identity are: identity are:

• Aware of personal worth and • Anxious to please others

show self acceptance • Attention seeker
• Self-controlled • Critical of others
• Emotionally stable and express • Hypersensitive
emotions in healthy way • Likely to throw tantrums or even
• Caring and empathetic engage in anti-social behavior
• Respectful and tolerant of others (lying, cheating, stealing)
• Not likely to take pride in work
they do and spend little effort to
3. SENSE OF BELONGING
Children with strong sense of Children lacking feelings of
belonging are: belonging are:
• Have good listening skills • Feel rejected or isolated
• Show good social skills • Are easily misled and find it
• Feel valued by others hard to say “NO”
• Resist peer pressure • Lack patience with others
• Enjoy sharing with others • Need to be first all the time
• Contribute to welfare of • Hate to share with others
others • Bully or tease others
• Demonstrate leadership • Brag or boast
skills and are good team • Show cruelty towards
4. SENSE OF PURPOSE

Children having strong Children lacking a sense of

sense of purpose: purpose:
• Show intellectual curiosity • Lack motivation
• Show integrity and ethical • Have few real interests
behavior • Are disorganized and often waste
• Are self motivated time
• Have clarity of purpose and • Show truant behavior
vision for their future • Seek thrills; experiment with
• Show passion for the work they drugs or alcohol
do
• Have an ability to take risks
5. SENSE OF PERSONAL COMPETENCE
Children with personal Children who lack feelings of
competence: competence:
• Make poor decisions
• Take personal accountability • Blame others for their
• Have self-assessment skills failures
• Show resilience and • Believe they are either lucky
perseverance or unlucky
• Have good decision making • Lack judgement and depend
skills on others for direction
• Are independent • Often fail to complete
• Maintain a positive outlook projects
SELF-CONCEPT
• Self-concept is an individual’s perception of self
and is what helps make each individual unique.
• Positive and negative self-assessments in the
physical, emotional, intellectual and functional
dimensions change over time.
• Self-concept affects the ability to function and
greatly influences health status.
• Development of Self-Concept
Self-concept evolves throughout life and depends to an
extent on an individual’s developmental level.

• Stages in Development of Self

• Self-awareness (infancy)
• Self-recognition (18 months)
• Self-definition (3 years)
• Self-concept ( 6 to 7 years)
Formation of Self-concept
1. Infant learns physical self different from environment.
2. If basic needs are met, child has positive feelings of self.
3. Child internalizes other people’s attitudes towards self.
4. Child and adult internalizes standards of society.
Factors Affecting Self-Concept
• Altered Health Status History of success and
failure
• Experience Crisis or life stressor
• Developmental considerations Aging, illness, or
trauma
COMPONENTS Of SELF-CONCEPT
• A sense of personal identity is what sets one person apart as
unique individual.
• Identity includes a person’s name, gender, ethnic identity,
family status, occupation, and roles.
• One’s personal identity begins to develop during childhood and
is constantly reinforced and modified throughout life.
• Body image is an attitude about one’s physical attributes and
characteristics, appearance and performance.
• Body image is dynamic because any change in body structure
• Self-ideal is the perception of behavior based on
personal standards and self-expectations.
• Self-ideal serves as an internal regulator to support self-
respect and self-esteem

• Self-esteem is the judgement of personal performance

compared with self-ideal.
• Self-esteem is derived from a sense of giving and
receiving love, and being respected by others.
• Role refers to a set of expected behaviors determined
by familial, cultural, and social norms.
• The level of self-esteem is dependent upon the self-
perception of adequate role performance in these
various social roles.
• Stressors Affecting Role Performance
-Role overload
-Role conflict
Whenever a person is unable to fulfill role
Thank You!