Self concept - Is it as Fragile as I have heard? How to build and develop self esteem?

Self concept is the focus of Erickson’s stage of development referred Industry versus Inferiority (Berk, 2008). This stage of development is often referred to as Latency (Harder, 2009). In this stage of development, children gain feelings of competence as they learn and acquire new skills, overcome new obstacles, and take on new challenges (Berk, 2008). Children become capable of new skills and the knowledge base then increases furthering industry (Harder, 2009). Feelings of inferiority emerge when these new challenges are not met and when the child begins to see inadequacies with themselves as they compare to peers (Berk, 2008). Feelings of inferiority are directly related to perceived inadequacies as they view their peer’s abilities (Harder, 2009). Also during this period, social comparisons begin to emerge where the child notices physical attributes and compares to their peers, examines their abilities and perceptions of how others view them (Berk, 2008). These comparisons reflect several peers, not just one, as is noted in earlier stages of development (Berk, 2008).

During middle childhood the ability to change behavior and establish the connection of specific characteristics to desired behaviors is developed (Berk, 2008). This allows children to perceive characteristics as positive and welcomed by peers, thus assuming the behaviors attributed to these characteristics are the behaviors to strive for (Berk, 2008). Self concept, therefore, is the result of cognitive abilities and the feedback from peers (Berk, 2008). The formula can be explained as the perception of what the child perceives peers to think about the child minus the view the child has of themselves equals the self concept.

Self Esteem is defined as feelings of self worth due to success in a specific domain that children self evaluate (Berk, 2008). Children evaluate at least four common areas that include academics, social competencies, physical abilities, and physical appearance (Berk, 2008). Physical attributes are considered the greatest influence of self worth for a child during this stage of development (Berk, 2008).

Self esteem, as well as, self concept can be influenced by a variety of external factors. Culture impacts self esteem based on the traditional child rearing methods. Some cultures praise achievements while others promote humble acceptance of one’s abilities (Berk, 2008). Some cultures promote social comparisons through activities, competition, etc. (Berk, 2008). Some cultures, however, focus on family rather than social activities (Berk, 2008). Gender bias is also an influential factor in the parental expectations placed on the child may promote or deter a skill or desired activity (Berk, 2008). The family structures, especially extended family units that provide supportive environments for child development, are influential on positive self esteem (Berk, 2008). The neighborhood or community plays a critical factor in the development of self concept and worth. Some research indicates that the relationships with school and community are far more significant than parental relationships at this stage of development (Harder, 2009). Thus the characteristics viewed by these local influences have the capability of altering self concept during these developmental years. In positive, supportive communities, this value system can improve the child’s perception of self. However, in areas of high crime, gang activity, etc. it may negatively influence a child’s behavior in an attempt for the child to be perceived positively by his peers.

Valerie Poling

References:
Berk, L. (2008). Infants, Children and Adolescents. Boston: Pearson.
Harder, A. (2009). The Developmental Stages of Erik Erikson. Retrieved 03 02, 2010, from The Learning Place Online. com: http://www.learningplaceonline.com/stages/organize/Erikson.htm
Huitt, W. (2009). Self Concept and Self Esteem. Retrieved 03 02, 2010, from Educational Psychology Interactive: Self concept and self esteem: http://www.edpsycinteractive.org/topics/regsys/self.html


Ok, so how exactly are you going to build self concept for your child? This is the real question, right?

Well, I have put some thought into it and came up with a few ideas, but I would love to hear yours...


Building Self Concept:

1. Encourage your child to try new things- whether it be a sport, art, group, peer activity, take on a challenging new class, etc. And then use assistance, mentoring, and other sources to teach and model this to your child. This may be difficult- and you do not want to set your child up to fail, but there is no learning without trying... And you do not want your child to fear new things. So, if you are going to try soccer, and your child seems to not quite get the hang of it, you will need to intervene and assist. You can grab the coach and ask for some extra "training time", you can hit your local college and see if there is a student who would be willing to "tutor" your child in this area, do you know someone who has a child that excels or is good in this area? Set something up to get your child assistance so that when they do self comparison with other children, they feel that they measure up.

2. Praise and encouragement. Not excessively, but enough that your child knows you are proud and you are available if they struggle.

3. Do not be over stringent if they want to quit- it is not always a horrible thing to be a quitter. Why waste time if they truly are not going to get it? But, do wait long enough to give it a chance, and wait to hear from the mentors you have asked to help- do they think this skill is beyond your child's abilities? And if you do quit, try to replace it with something else just as meaningful.

Great choices for building self esteem are soccer, gymnastics, newspaper or editorial clubs, writing clubs, academic clubs like math league, musical instruments, theatre or drama, participation in a social organization that helps others, YMCA classes, swimming, etc. Match the activity to your child- don't put your child who is extremely overweight in gymnastics where they are going to be humiliated in tight clothing, or literally will not be able to do the tasks. Don't put your child who barely grasps simple addition into academic competitions for this area, and dont put your very shy and timid child in a position where they will have to perform in front of an audience the first time around- these will impair their self concept and self esteem for these areas.


Ideas? What are some great ways to build and ensure positive self esteem and self concept develop? What are some great activities that can assist with this? Personal stories?

Sensory Processing ... Starting to develop?

Development of sensation is difficult to measure or test due to the inability of the infant to answer or respond to questions, limited physical abilities, etc.  However, many measures have been developed to assist in making assumptions about the amount of sensory information and perception of that information achieved by infants. 

Research indicates that by one month and infant has the ability to differentiate speech from other sounds and can visually scan an area, indicating they have visual perception (Gauvin, 2009).  In fact, by one week research shows that an infant can discriminate between black and gray from as far as one foot (Gauvin, 2009).  By eight months, the infant has 25% of visual ability of adults; however acuity increases with age and rate of development (Gauvin, 2009).  The perception of color develops post natal, rather than prenatal, and likely depends upon experience with color to discriminate or attribute information or constructs to it. 

Studies of sensory processing determine that by three months infants can remember specific stimuli and clearly see objects (Gauvin, 2009).  By six months facial recognition occurs.  Facial Recognition and preference also develops and is not prenatally occurring (Gauvin, 2009).  Research suggests a predisposition for facial features and characteristics, but it is widely assumed that preference and recognition is based on experience with faces, frequency of exposure, and the positive or negative attitudes associated with them (Gauvin, 2009).   During this period, visual acuity increases, as does, interest in sounds and audible stimuli (Gauvin, 2009).

By one year, infants are able to categorize objects by like features such as color, shape, etc.  Limited problems solving skills are emerging, the idea of consequences is being understood, and sequencing is occurring (Gauvin, 2009).

Valerie Poling

 References:

Gauvin, P. (2009). Child Psychology: A Contemporary Viewpoint, 7th ed. In C. U. HASOP, Psychology Human Prenatal Development (pp. 3-36). McGraw-Hill Primis.

Temperament .... Can you change it?

Many parents are concerned that when they first begin to understand their babies temperament that this is a reaction to them, or maybe there is something wrong with their child... Their baby is more fussy than other babies, their baby is less responsive or seems unattentive to things- But, Temperament is actually biologically linked- an innate characteristic of your baby! Some aspects can be modified, but it is more likely the parent is going to have to modify to the temperament- Here is a short discussion of the topic I recently wrote-

Temperament- Nature vs. Nurture How does the Caregiver fit in?

Temperament is the innate trait that mediates a child’s interactions and approach to their environment, and the social aspects within their world (Child Development Institute). Personality is formed from the interactions within the environment and the biological traits characteristic of that child (Child Development Institute). Temperament can be distinguished very early in development. These observations are of biologically linked behaviors that are individual and unique to that child (Sturm, 2004). Characteristics that are observable include fear, irritability, frustration, level of activity, positive approach and attentional persistence (Sturm, 2004).

Temperament is referred to as the building block of personality and can best be explained by use of a theoretical model (Sturm, 2004). The current model used dissects temperament into (Sturm, 2004). These dimensions are explained as emotional or Attentional Reactivity and Self Regulation (Sturm, 2004). Emotional and Attentional Reactivity is explained as the intensity and reaction to the external stimuli, while Self Regulation is the ability to accept and manage the personal reaction to the stimuli (Sturm, 2004). Attentional control, another dimension used to explain temperament, develops later in childhood (Sturm, 2004).

Temperament is based in the genetic makeup of the infant. Research has identified similar temperament of identical twins contrary to the findings in research of fraternal twins (Berk, 2008). Similarities in temperament characteristics can be determined across ethnic and gender populations (Berk, 2008). There is some consideration given to cultural and caregiver values in regards to their reactions to the child (Berk, 2008). For example, some caregiver reactions are gender biased in that the reactions differ based on the gender of the child (Berk, 2008). Similarly, cultural values towards parenting and reactions differ greatly. Asian parents react to their infants much differently than Native Americans (Berk, 2008). The cultural experience influences how affectionate, proximity, paternal involvement, etc. caregivers express in their child rearing practices (Berk, 2008). The cultural values also promote or impair the Goodness of fit in regards to care giving (Berk, 2008). Goodness of fit refers to eh ability of the caregiver to adapt their reactions to the temperament of the child (Berk, 2008).

Although temperament is observable with infants, it is most often measured in research through use of questionnaires, thus the risk of biased reporting is always a factor (Berk, 2008). Temperament shows some stability over time, however, situations also influence the stability of individual temperament characteristics (Sturm, 2004). Temperament appears to be modified by parenting skills, reactions to distress and other signals exerted by the infant, and the immediate familial environment of the child (Berk, 2008). Nutritional and emotional neglect can alter temperament, creating fearful, inattentive characteristics (Berk, 2008). These characteristics remain present even after an intervention has been implemented (Berk, 2008).

Temperament also develops with age; therefore any predictions relative to temperament should be postponed until the child is at least three years of age (Berk, 2008). This is largely due to the development of emotional, attentional and activity systems (Berk, 2008). For example, impulse control is thought to develop along with the frontal lobe development between ages two and three (Berk, 2008).

Temperament is a biologically based reactivity state of the child to stimuli within the environment. The characteristics of the temperament determine the eventual personality of the child and influence future outcomes. The temperament can be altered by both positive and negative caregiver reactions to the infant. The reactions of the caregiver can be linked to the cultural values the family is experiencing, or unique behaviors of the caregiver. A key component to understanding and addressing the child’s temperament is the acceptance of the temperament and ability to adapt the environment to best meet the child’s unique characteristics. Temperament may change with age, experiences, and biological development, but some characteristics may remain consistent throughout development for the child. Acceptance of the temperament characteristics and the view that these characteristics created the uniqueness for that child is imperative for the caregiver to acknowledge.


Valerie Poling

References:

Berk, L. E. (2008). Temperament. In L. E. Berk, Infants, Children, and Adolescents (pp. 129-249). Boston: Pearson Publishing.

Child Development Institute. (n.d.). Temperament and Your Child's Personality. Retrieved January 30, 2010, from Child Development Institute: http://www.childdevelopmentinfo.com/development/temperament_a...

Sturm, L. (2004, March). Temperament in Early childhood: A primer for the Perplexed. Retrieved January 28, 2010, from Zero to Three: http://zerotothree.org/site/DocServer/Temperament

Sensory Processing ... Starting to develop?

Development of sensation is difficult to measure or test due to the inability of the infant to answer or respond to questions, limited physical abilities, etc.  However, many measures have been developed to assist in making assumptions about the amount of sensory information and perception of that information achieved by infants. 

Research indicates that by one month and infant has the ability to differentiate speech from other sounds and can visually scan an area, indicating they have visual perception (Gauvin, 2009).  In fact, by one week research shows that an infant can discriminate between black and gray from as far as one foot (Gauvin, 2009).  By eight months, the infant has 25% of visual ability of adults; however acuity increases with age and rate of development (Gauvin, 2009).  The perception of color develops post natal, rather than prenatal, and likely depends upon experience with color to discriminate or attribute information or constructs to it. 

Studies of sensory processing determine that by three months infants can remember specific stimuli and clearly see objects (Gauvin, 2009).  By six months facial recognition occurs.  Facial Recognition and preference also develops and is not prenatally occurring (Gauvin, 2009).  Research suggests a predisposition for facial features and characteristics, but it is widely assumed that preference and recognition is based on experience with faces, frequency of exposure, and the positive or negative attitudes associated with them (Gauvin, 2009).   During this period, visual acuity increases, as does, interest in sounds and audible stimuli (Gauvin, 2009).

By one year, infants are able to categorize objects by like features such as color, shape, etc.  Limited problems solving skills are emerging, the idea of consequences is being understood, and sequencing is occurring (Gauvin, 2009).

Valerie Poling

 References:

Gauvin, P. (2009). Child Psychology: A Contemporary Viewpoint, 7th ed. In C. U. HASOP, Psychology Human Prenatal Development (pp. 3-36). McGraw-Hill Primis.

Infant Brain Development

The Brain begins to develop rapidly immediately after birth and has reached 80% of its size by age 3 and 90% by age 5 (Gross, 2008).  The brain generates and migrates the neurons during the prenatal period, while after birth that have reached the region of the brain where they will specialize (Gross, 2008).  The spinal cord and brain stem which control the basic processes of life such as respiration, reflexes, sleep, etc. are well developed by birth (Gross, 2008).  Neurons interconnect with other neurons to create synapses by axons and dendrites forming together (Gross, 2008).  Axons carry information away from the cell they work with and dendrites carry the messages to that cell (Gross, 2008). 

Synaptogenesis occurs rapidly in the sensorimotor cortex, thalamus, brainstem and cerebellum prior to the infant reaching five weeks of life (Gross, 2008).  At the three month marker, most of the synaptogenesis activity is associated with the visual cortex (Gross, 2008).  Different regions increase activity at different time frames.   After the first year, pruning begins and decreased production of neural activity, varying according to the age and brain region (Gross, 2008).   The limbic system and cerebral cortex, which is needed for higher learning tasks, develop at a much slower rate (Gross, 2008).  Research indicates that two million synapse are produced every second during the active periods of the cerebral cortex (Gross, 2008). 

Learning is dependent upon experiences.  Experience activates neurons to fire and repeating the experience causes the neural networks formed to strengthen (Gross, 2008).  Environmental influences, however, can have a negative impact on brain development.  Early physical and psychological stress has been found to delay the development or hinder growth in the hypothalamus and brainstem (Gross, 2008).   Researchers using MRI techniques have found that severely neglected and abused children have a smaller head and decreased brain mass (Gross, 2008).  Another study using MRI technique found that the greater the abuse the smaller the brain volume (Gross, 2008).  Studies of abused and neglected children in early childhood have detected delays in cognition, emotional factors, social skills, and physical development (Gross, 2008). 

Valerie Poling

References:

Gross, D. (2008). Physical Growth Health and Nutrition. In D. Gross, Infancy: Development from Birth to Age 3 (pp. 141-152). Pearson Education, Inc: Allyn and Bacon.

So, knowing this, what do we do?  How do we reduce the Shaken Babies?  Improve the experiences and expectant learning opportunities?  Prevent influences that negatively impact the development...?  share!