Chapter 6

Chapter 6

Introduction:
This chapter will explore the nature and development of self-esteem during early childhood. We will place some focus the importance of helping children develop a strong moral compass as an essential part of the 'self'. We will discover that there is a great deal of importance placed on helping children develop a positive self-esteem and a moral compass. We will look at how we can assist children to achieve a positive self-esteem and moral compass primarily through an authoritative style of caregiving.

Learning objectives:
> Describe and explain the nature of the development of self-esteem during early childhood.

> Explore how adults can foster authentic self-esteem during early childhood.

> Understand the importance of linking the development of authentic self-esteem with a strong moral compass.

Body of the Lecture:
Self-esteem:
Building self-esteem is an active, life-long process. If self-esteem is authentic (positive, healthy, confident, and balanced) it provides a secure foundation for further growth and development. If it is negative it will instill a shaky foundation for development. Children with damaged self-esteem make a negative evaluation for their competence, control, or worth and it can sty with them for a life time.

Moral Identity:
Moral principles used to describe one’s self – it takes shape later in life. It governs two things – what a child thinks is the right thing to do, and why a child should take a specific course of action.

Moral Compass:
Strong, objective to guide behaviour. The best ways to help children develop a strong moral identity are:
- using positive discipline
- setting and maintaining appropriate limits
- requiring children to be self-responsible
- teaching them that some things are wrong
- emphasizing the right of others to respectful treatment
Page 154

Parts of the Self:
Children begin to construct their sense of self during infancy on. There are 4 components that make up self:
1. self-awareness
2. self-concept
3. self-control
4. self-esteem

Examples pg. 155
· Self-awareness – child views self as separate from others and can make things happen
· Self-concept – the knowledge the child acquires about themselves (i.e. physical appearance, abilities, gender, intellect, interpersonal skills)
· Self-control – behaviours that make it possible for children to regulate their impulses, tolerate frustration, and delay immediate gratification (begins at 24 months)
· Self-esteem – child pays attention to all the information gathered about themselves and makes some sort of judgment about the self

Three dimensions of self-esteem are:
· competence
· control
· worth

Competence – an ability to meet demands for achievement (hard work) (feedback should be authentic)

Control – the degree to which a child thinks that he is responsible for how things turn out (their actions affect goal achievement) (Authoritarian or abusive parents exert a great deal of arbitrary or rigid control resulting in the child feeling as if they have no control at all)

Worth – a child’s general sense of their own social value (child will judge self as worthy or not by how well they like themselves or others like them)

Self-esteem develops in a social context. As we discussed earlier all infants are born with a basic temperamental style. An infant’s “self” depends on the child’s characteristics and interactions with others.
SEE Page 161 (Garbage In Garbage Out)
Interactions with others effect the child’s evaluation of self. Young children rely on adult opinions and judgment; adults are viewed as superior wisdom keepers.

Practices that help children develop authentic self-esteem:
· authoritative caregiving
· plan appropriate activities (real topics, projects connected to others)
· express genuine interest in children and their activities
· give meaningful feedback to children (teach them to take credit gracefully/humbling)
· avoid empty praise (constantly saying Good Job!) – focus on appreciating the child’s interests and efforts
· acknowledge pleasant and unpleasant feelings
· demonstrate respect for all family groups and cultures – avoid sexism and judging physical attributes
· teach specific social skills (turn-taking, not interrupting, using words instead of hitting)

Practices that will contribute to unhealthy self-esteem:
· harsh discipline or abuse
· failure to emphasize self-responsibility (i.e. children need to take responsibility for their actions and tasks/expectations need to be outlined to them)
· unhelpful, overly critical or negative communication
· denying unpleasant feelings (i.e. recognize if a child is angry or unhappy)
· ignoring children or the time spent with them is begrudged
· acting in a judgmental, sexist way or showing contempt for some families or cultural groups

In summary:
You should now be able to identify what authentic self-esteem is, in addition to identifying the parts of "self" and how we can assist children in achieving these. This lecture helps us to realize that the environment we set up for the children has a direct effect on their overall behaviour. We should also be able to recognize that the way we speak to children and how we role model for them also has a direct impact on their behaviour. Again authoritative caregiving in an appropriate environment is the key!

Text readings:
Chapter 6
Please read Chapter 7 for next week.

Websites:
For books & games on self-esteem:
www.childswork.com

For articles:
www.parents.com

Learning Activity:
Complete the chapter review.
Test 1 will cover chapters 1 through to 6.