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PED 392 CHILD GROWTH AND DEVELOPMENT Chapter 6: Self-Concept, Identity, and Motivation.

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Presentation on theme: "PED 392 CHILD GROWTH AND DEVELOPMENT Chapter 6: Self-Concept, Identity, and Motivation."— Presentation transcript:

1 PED 392 CHILD GROWTH AND DEVELOPMENT Chapter 6: Self-Concept, Identity, and Motivation

2 Erik Erickson Development is a lifelong process Stages of Psychosocial Development  8 stages that progress from birth through adulthood

3 Stages of Psychosocial development Trust vs Mistrust  Birth to 1 year Autonomy vs Shame and Doubt  1 to 3 years Initiative vs Guilt  3 to 5 years Industry vs Inferiority  6 to 10 years

4 Stages of Psychosocial development Identity vs Role Confusion  10-20 years Intimacy vs Isolation  Early Adulthood Generativity vs Stagnation  Middle Adulthood Integrity vs Despair  Late Adulthood

5 Forming an Identity Forming an identity involves committing oneself to a set of beliefs values and adult roles. Children progress through Erickson’s stages to help form their identity.

6 Definitions Temperament  The ability to inhibit responses, shift attention and manage emotions Attachment  A close, affective relationship formed between a child and caregiver(s).

7 Basic Emotions (pg 344) Disgust  Active rejection Fear  Active withdrawal Anger  Forward movements to eliminate obstacles Sadness  Passive withdrawl

8 Basic Emotions (pg 344) Shame  Avoiding others, hiding self Guilt  Punish self, make things right with others Pride  Outwardly showing ones accomplishments

9 Emotional Development (pg 346) Infancy  Basic emotion  happiness, fear, sadness, interest, surprise, anger, disgust Early Childhood (2-8 years)  Understands others have emotions  Self conscious emotions  shame, embarrassment, guilt, envy, pride

10 Emotional Development (pg 346) Middle Childhood (8-14 years old)  Understands multiple emotions occur at same time  Understands rules for displaying emotions Middle and late Adolescence (14 years & up)  Reflects on emotions  Increased moodiness  Ability to hide emotions

11 Emotional disorders Hyperactivity  Short attention span, impulsiveness Aggressive / self injury  Acting out, fighting Withdrawl  Retreat, failure to engage, fear and anxiety Immaturity  Temper tantrums, crying, poor coping Learning difficulty  Performing below grade level

12 Definitions Self-concept  Beliefs, attitudes, knowledge, and ideas people have about themselves Self-esteem  An evaluation of our traits, abilities, and characteristics.

13 Developmental changes in self representation in childhood Toddler and early childhood  Observable characteristics focused on abilities, activities and possessions (I go to school) Early and middle childhood  Simple traits, positive representations (I am nice) Middle and late childhood  Comparisons, positive and negative, focus on abilities and interpersonal skills (I am good at X, but struggle with Y).

14 Developmental changes in self representation in childhood Early Adolescence  Simple, focused on skills related to interactions with others (I am cheerful, especially with friends) Late adolescence  Reflect personal beliefs, values and morals (I am X, but I value Y)

15 Identity formation Ethnic identity  Backgrounds and beliefs Gender  Female and male traits (pg 375)  Gender role Socialization  Attitudes and behaviors appropriate for genders, according to society Racial  Backgrounds and beliefs

16 Stereotypes General beliefs made about people based on common understandings or societal beliefs Can be true, but often are not, always have exceptions.  Women are more flexible than men  Men are stronger than women

17 Definitions Intrinsic motivation  Internal sources such as curiosity, interest, enjoyment and striving for mastery and growth. Extrinsic motivation  Needs external pressures or incentives to accomplish the task. Self Efficacy  People’s own assessment of their ability to perform a given task given the current circumstances.

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