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Chapter 7 Self-Esteem & Moral Identity
1.
CHAPTER 7: Self-Esteem and
Moral Identity Guidance of Young Children Ninth Edition Marian Marion © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved
2.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-2 THE ‘SELF’ IS A MENTAL STRUCTURE, A SET OF IDEAS THAT HUMANS GRADUALLY BUILD OR CONSTRUCT Parts of the Self
3.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-3 Parts of the Self Self-awareness Self-concept Self-control Self-esteem
4.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-4 Self-Awareness Refers to an idea that a child views himself as separate from others Development occurs during the first year as the perpetual system develops Continues to develop through early childhood Realization that a child can make things happen Must be in place before self-esteem can be developed
5.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-5 Self-Concept Knowledge that a child acquires about her self Gradually gather information about physical appearance and abilities, gender, intellectual abilities, and interpersonal skills Occurs at the same time as more general changes in cognitive development Includes gender constancy, some things remain the same despite apparent changes Affects behavior
6.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-6 Self-Control Refers to controlling impulses, tolerating frustration, and delaying immediate gratification Basis of intentional and deliberate behavior Effected by environment and socioeconomic status May be developed though high-quality imaginative play Better able to be regulated as children age
7.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-7 Self-Esteem Refers to how a child evaluates the self about whom she has learned
8.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-8 Building Blocks of Self-Esteem Competence Control Worth
9.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-9 Competence The ability to meet demands for achievement Grows over time and with effort Must work for it Understanding that things happened through one’s own effort rather than trying to force or manipulate others into doing things for them Developed through good feedback: genuine, positive and accompanied by suggestions for change when appropriate May be affected by motivation
10.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-10 Control Degree to which a child thinks he is responsible for how things turn out A lifelong issue Critical aspect of self-esteem Affected by teachers and parents
11.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-11 Worth Refers to a child’s general sense of his own social value, significance to others
12.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-12 Self-Esteem Develops in a Social Context
13.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-13 Adults Influence a Child’s Self- Esteem: Garbage in, Garbage Out Children’s opinion about their competence, control, and worth develops out of interaction with family members, teachers, and others in their social environment Reflected in adults attitude toward children self-esteem affected by children’s belief that adults possess superior wisdom and judgments Significant adults feed data through words, facial expressions, and actions Negative data leads to negative self-esteem
14.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-14 Bullying: Effect on Self-Esteem A form of aggression in which a child intends to humiliate or hurt the victim Involves repeated negative acts in which the bully enjoys hurting the victim and the victim feels oppressed Can be verbal, psychological, or physical Has a negative effect of self-esteem
15.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-15 Moral Identity
16.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-16 What is Moral Identity? A person who uses moral principles refers to moral identity Willingness to see things from another’s perspective as well as behaving compassionately Every person has it yet people differ in degree to which they use moral principles to define self Develops in later childhood and governs views of the right thing to do Determines why a child should take a specific course of action
17.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-17 Practices that Help Children Develop Authentic Self-Esteem
18.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-18 Specific Practices that Affect a Child’s Self-Esteem Believe in and adopt an authoritative caregiving style Plan appropriate activities that area deserving of children’s time Express genuine interest in children and their activities Give meaningful feedback to children
19.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-19 Specific Practices that Affect a Child’s Self-Esteem Use encouragement and avoid empty praise Acknowledge both pleasant and unpleasant feelings Demonstrate respect for all family groups and cultures: avoid sexism and judging physical attributes Teach specific social skills
20.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-20 Practices Contributing to Unhealthy Self-Esteem
21.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-21 Degrading Practices Toward Children Child abuse or harsh discipline Failure to emphasize self-responsibility Unhelpful, over critical, negative style of communication
22.
Marion. Guidance of
Young Children, 9e. © 2015, 2011, 2007 by Pearson Education, Inc. All Rights Reserved 7-22 Degrading Practices Toward Children Denying unpleasant feelings Ignoring children or spending time with them grudgingly Acting in a judgmental or sexist way, or showing contempt for some families or cultural groups
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