This document discusses identity formation and the factors that influence it. It explains that identity formation begins in infancy, when children begin to see themselves as distinct individuals. During early childhood, children describe themselves using physical characteristics and interests. In middle childhood, self-esteem is generally high as children compare themselves to peers. During early adolescence, self-esteem drops, especially in girls, as social comparisons increase. By late adolescence, identity has developed into a more complex understanding, with identities that can be diffuse, achieved through foreclosure or moratorium, or achieved. The document advocates for classrooms that foster identity formation through challenging learning environments, achievement, and developing positive habits and values.

1. IDENTITY
FORMATION
Dr.G.M.Sunagar
Asst.professor
Vijayanagar College of Education
Hubballi-31

2. Sense of Identification
 Who am I?
 self-concept - beliefs
 How good am I as a person?
 self-esteem - worthiness
 self-efficacy - accomplishments

3. Factors Influencing
Identification
 Past behaviors and achievements
 Others’ perceptions
 Parents
 Siblings
 Peers
 Own perceptions about achievements and comparisons to others
 Cognitive
 Logical thinking
 Socio cultural
 More dependency on others’ opinions
 More integration
 More stability

4. Formation of Identification
 Infancy
 view self as a distinct individual
 ability to imitate others
 Early childhood
 anguage reflects self: I, me, mine
 Describes self by physical characteristics &
interests
 High self-esteem

5. Formation of Identification
 Middle childhood
 describes self in physical and psychological terms
 aware of strengths and weaknesses
 self-esteem generally high
 compares self with peers
 structures self-esteem into different competencies
 academic
 social
 physical
 physical appearance

6. Formation of Identification
 Early adolescence
 belief in imaginary audience
 belief in personal fable
 self-esteem drops (especially girls)
 begin to use abstract values to describe
themselves
 social comparisons continue

7. Formation of Identification
 Late adolescence
 develop a more complex understanding of
self, with contradictory descriptions
 identity develops over time
 identity diffusion
 foreclosure
 moratorium
 identity achievement

8. Approach to Identification in
Classroom
 Learning environment
 Opposing Teachers
 Challenging the problems
 Achievement
 Value
 Habits