Self esteem
Susan Harter (1987;1990)
4-7 years: specific/separate areas of competence. Multiple areas of self esteem, not overall self-
worth
global self esteem emerges around age 7
preschoolers are often referred to as learning optimists: they have a positive view of themselves
and what they can do
the downward spiral of self esteem
negative evaluation--> poor performance (low self-esteem)-- poor self-concept as a learner--> negative
evaluation..... (this is a circle)
ways of promoting development of academic self concept and self esteem
accept children as they are; all are vulnerable, all have skills
avoid setting up competitions among students if only the most able have a chance to win
avoid unnecessary distinctions among students (1.e. ability groupings)
make it clear there are many valuable skills and many ways to succeed
praise progress and effort, not just achievement
o avoid false praise ( that's the best drawing; that's perfect)
o avoid person praise (you're so smart; you're a great artist)
o provide process- oriented praise (praise effort, praise aspects of how they've done
something; that was a really effective strategy you used, what creative colour choices
you made)
o focus on master aspects of a task- not how smart they are
Parenting: Styles and impact
2 broad dimensions of parenting:
responsiveness/ acceptance
demandingness/ control
responsiveness (acceptance)
the degree to which parents respond to a child's needs in an accepting and supportive way
the amount of support, warmth and affection shown
responsive parents: smile, praise, encourage, are warm and loving
non-responsive parents: criticize, belittle, punish, ignore
demandingness (control)
the extent to which parents expect,
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