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Self-esteem
School-age children are growing in self-understanding. Their self-concept is forming, which affects their self-esteem. They are experiencing many new emotions, and becoming more aware of the feelings of others. Social relationships become more complex during the school-age years. By choice, children in this stage are spending less time with their parents and more time with peers. Friendships are becoming more important. The family, however, still plays an important role in supporting the child’s development.
As children enter school, they start to take a closer look at the world around them. They begin to make social comparisons. Social comparison is a process where people define themselves in terms of the qualities, skills, and attributes they see in others. Personal strengths and weakness are identified as a result of this comparison.
A self-concept is formed. Self-concept is the view a person has of himself or herself. Though the child's self-concept has been forming since infancy, school-age children are more aware of who they are.
School-age children can describe their strengths and weaknesses in very concrete terms. To illustrate, Jennifer is seven years old. Recently, her teacher asked her to describe herself. She said, “My name is Jennifer, I am a girl, and I live in Vancouver, Washington. I have blue eyes, blond hair, and I am tall. My hobbies are playing hop scotch and gymnastics. I am good at them. I am not as good at reading. I go to Girl Scouts with my best friend. My friends like me. I try to be helpful to them. My teacher says that I am good at math, so I help my friends with their math."
Jennifer’s self-description refers to her sex, physical appearance, and some social comparisons. Jennifer, like other children her age, has extended the number of people she is looking to for information. During the preschool years, her references were primarily her family. Now her reference groups include classmates and teachers. The feedback she receives from these individuals influences her self-concept.
School-age children are growing in self-understanding. Their self-concept is forming, which affects their self-esteem. They are experiencing many new emotions, and becoming more aware of the feelings of others. Social relationships become more complex during the school-age years. By choice, children in this stage are spending less time with their parents and more time with peers. Friendships are becoming more important. The family, however, still plays an important role in supporting the child’s development.
As children enter school, they start to take a closer look at the world around them. They begin to make social comparisons. Social comparison is a process where people define themselves in terms of the qualities, skills, and attributes they see in others. Personal strengths and weakness are identified as a result of this comparison.
A self-concept is formed. Self-concept is the view a person has of himself or herself. Though the child's self-concept has been forming since infancy, school-age children are more aware of who they are.
School-age children can describe their strengths and weaknesses in very concrete terms. To illustrate, Jennifer is seven years old. Recently, her teacher asked her to describe herself. She said, “My name is Jennifer, I am a girl, and I live in Vancouver, Washington. I have blue eyes, blond hair, and I am tall. My hobbies are playing hop scotch and gymnastics. I am good at them. I am not as good at reading. I go to Girl Scouts with my best friend. My friends like me. I try to be helpful to them. My teacher says that I am good at math, so I help my friends with their math."
Jennifer’s self-description refers to her sex, physical appearance, and some social comparisons. Jennifer, like other children her age, has extended the number of people she is looking to for information. During the preschool years, her references were primarily her family. Now her reference groups include classmates and teachers. The feedback she receives from these individuals influences her self-concept.
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