CHILD PSYCHOLOGY Canadian Edition Prepared by: Kim O'Neil, Carleton University Vasta, Miller, Ellis, Younger, Gosselin Prepared by: Kim O'Neil, Carleton University

Chapter 13 Development of the Self

The Self The self can be defined in different waysThe self can be defined in different ways –The “I” or existential self, refers to the subjective aspect of existence including personal agency and continued existence across time –The “Me” or categorical self, refers to the objective understanding of one’s personal experiences (physical appearance, personality traits, and cognitive abilities)

The Self-System The self is viewed as a product of a system of interrelated processesThe self is viewed as a product of a system of interrelated processes –Self-knowledge is concerned with children’s knowledge of themselves –Self-evaluation is concerned with children’s opinion of their abilities –Self-regulation is the part of the self concerned with self-control

Perspectives on the Self Cognitive-Developmental approaches have offered various models of selfCognitive-Developmental approaches have offered various models of self –Selman proposed a five-stage model of self –Information processing models view the self as a part of a larger memory system Environmental/Learning approaches suggest that self evolves from self-efficacy and self-regulationEnvironmental/Learning approaches suggest that self evolves from self-efficacy and self-regulation Ethological theory suggests that responsive care giving can influence self-development Ethological theory suggests that responsive care giving can influence self-development Sociocultural approaches propose that the self develops through participation in cultural practices, customs and institutionsSociocultural approaches propose that the self develops through participation in cultural practices, customs and institutions

Self-Knowledge Knowledge of the self develops across time and is evident inKnowledge of the self develops across time and is evident in –Perception Infants can imitate adult facial expressionsInfants can imitate adult facial expressions Infants perceive their own motor controlInfants perceive their own motor control Visual self-recognition is evident at 24 monthsVisual self-recognition is evident at 24 months –Children recognize their own image in a mirror –Can understand that a spot on the forehead relates to them (shown by reaching response) –Personal agency: The child understands that he/she can have an impact on the world

Awareness of Others As infants become aware of their own identities, they also become aware of the existence of othersAs infants become aware of their own identities, they also become aware of the existence of others –Synchronic imitation refers to a situation in which two preverbal children play with toys in a coordinated fashion –Two-year-olds are able to react to the distress of others (and this ability relates to their visual self- recognition)

Change in Self-Descriptions Table 13.1 Age Period Focus of Self- Descriptions Examples Early childhood Physical aspects, Possessions, Preferences “I have freckles.” “My cat is white.” “I like pizza.” Middle Childhood Behavioural traits, emotions “I’m a good singer.” “I’m a happy kid.” Adolescence Attitudes, Personality traits “I’m patriotic.” “I can be persuasive.”

Measuring Self-Esteem Self-esteem is thought to encompass children’s views of themselvesSelf-esteem is thought to encompass children’s views of themselves –Affective reactions (shame, pride) –Cognitive judgements of ability and talent Two views of self-esteem includeTwo views of self-esteem include –Looking-glass self refers to the idea that our self-esteem is a reflection of how others view us –Competence view suggests that self-esteem is a combination of what we would like to achieve and our confidence in achievement

Harter uses a questionnaire to assess self- evaluations in each of five domainsHarter uses a questionnaire to assess self- evaluations in each of five domains The scoring also provides an overall assessment of self-esteemThe scoring also provides an overall assessment of self-esteem Self-Perception Profile Figure 13.3

Stability of Self-Esteem Self-esteem scores are relatively stable during childhoodSelf-esteem scores are relatively stable during childhood At age 12, scores can dip; this dip may reflect a number of issuesAt age 12, scores can dip; this dip may reflect a number of issues –Development of excessive self-consciousness Child may pay too much attention to the opinions of othersChild may pay too much attention to the opinions of others –Biological changes during puberty –Moving from one school to another can lower self-esteem

Academic Self-Concept Academic self-concept is the part of self-esteem involving children’s perceptions of their academic abilitiesAcademic self-concept is the part of self-esteem involving children’s perceptions of their academic abilities This involvesThis involves –Types of feedback children receive in response to their performance –Social comparisons –Self-image

Self-Regulation Children learn how to control their own behavioursChildren learn how to control their own behaviours –To avoid dangerous objects (hot stove) –To wait for gratification (cookie after dinner) –To change non-effective strategies (bargaining rather than screaming for a toy) A common aspect of all theories of self- regulation is that at first, children are externally controlled and that control becomes internalized over timeA common aspect of all theories of self- regulation is that at first, children are externally controlled and that control becomes internalized over time

Compliance Compliance refers to going along with requests or adopting standards of behaviourCompliance refers to going along with requests or adopting standards of behaviour Types of compliance include :Types of compliance include : –Committed compliance occurs when a child embraces the caregiver’s agenda and internalizes his/her instruction –Situational compliance occurs when the child cooperates, but does not involve any behavioural change in the child; is often temporary

Laboratory Studies of Self-Regulation Resistance to temptation: Examines how long children will resist a command to avoid a forbidden toyResistance to temptation: Examines how long children will resist a command to avoid a forbidden toy Delay of gratification: Child is given two choicesDelay of gratification: Child is given two choices –Small reward that is available now –Larger reward that is available later

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