Development of a Sense of Self

Sense of self is your perceptions, beliefs, judgements, and feelings about who you are as a person. Students tend to have a self-worth where they believe that they are capable or inept. Children in the primary grades make a distinction between two aspects of themselves, how competent they are at day-to-day activities and acceptance by friends and family. As you'd imagine, the concrete becomes abstract so eventually their sense of self becomes more complex. Here I am pretty much copying the book word for word since they're facts so good job Dr. Ormrod. In the upper elementary grades they realize that they may be more or less competent or "good" in their academic work, athletic activities, classroom activities, acceptance by peers etc. By adolescence they make general self-assessments about their ability to make friends, their competence at adult work, and romantic appeal.

                                                    

                                             

                                      

                                                          (Are sports your forte?)

There are different ways to judge such as by how popular you are around people but many young people around the world commonly judge themselves by their physical attractiveness. Students that have a positive sense of self are more likely to excel academically, socially, and physically. They are more apt to to pay attention, follow directions, work independently and persistently etc. Students' beliefs about themselves are self-constructed just like their view of the world. For example, a student may be bright but a topic being covered is a weak spot and they view themselves as dumb even though they excel in other areas well. A slightly inflated sense of self may be productive as they will have more of a tendency to take on challenging tasks as long as it doesn't enter the arrogance territory.

                                          

(Do you have stunning looks like Tony Parker's wife Eva Longoria?)

There are three factors influencing sense of self. This is something that we may know and not think about. They are Previous Performance, Behaviors of Others and Group Membership and Achievements. Previous performance is complex because we view ourselves by our previous performance and construct who we are and who we are affects how we perform. A bad experience can occur if a person has a bad belief in one's ability to do a task and that negativity causes them to do bad and their confidence shrinks even more. To avoid this vicious cycle teachers need to have different ways to test students so they will have a chance to excel in academic, social, and physical tasks. Teachers need to make sure they have done work that has lead up the current task at hand. I have highlighted "In fact, the occassional failure that such challenges bring - provided that students eventually will succeed - will ultimately lead to a more realistic and resilient sense of self.

                                    (Do you excel and become excited from learning?)

Cultural Expectations and Socialization

Parenting styles reflects students' behavior as we have discussed. Each give them a different type of socialization which is a set of beliefs and behaviors that are appropriate in a culture. When children are young parents or other family members will influence their behavior but when it's time for them to go to school the teachers become the socialization agent (good phrase from Ormrod). In mainstream Western Society we promote respect to authority figures, following instructions, working independently, asking for help when it's needed.  Those outside encourage most of these behaviors but there are nuances.  A Mexican child probably has been socialized to observe events and stay quiet instead of asking questions when needed.  Also the child may go off and work with a group of people because they feel more comfortable due to Mexican socialization.  "On average, children of Mexican heritage feel more comfortable working cooperatively with peers than independently." 

Other cultural influences are European American families often encourage assertiveness and independence, but families from other countries such as Mexico, China, Japan, India etc. encourage restraint, obedience, and deferment to elders.  Many children are reared to be shy in China, but many in Zambia are encouraged to be outgoing and smile in Zambia.  Where in the world is Zambia?  Don't make fun of me if I should know it easily lol.  This is Africa and it's in the red spot.

 

Keep in mind that there are cultures within cultures "with different parents, teachers, and adults encouraging other behaviors" Teachers need to be aware of cultural shock that foreign students may experience during school.  They will exhibit confusion and frustration at times dealing with the new circumstance.  Teachers need to be understanding and have patience towards the foreign students.  I think they should ease them into the new culture if possible. 

Parents' Influence

The book goes on to describe what attachment is and I think that is obvious. Infants who become close to parents or other caregivers have a higher tendency to be amiable, independent, self-confident children. Those who are not attached to their parents or caregiver may lead them to become immature, unpopular and prone to disruptive behavior. The attachment is important in adolescence too.

Researches have found common categories of ways to parent. The ideal way is authoritative parenting. This is when the caregiver provides a loving and supportive home, have high expectations, and let children in the decision making. These children normally turn out to be happy, energetic, confident and self-reliant. As a result they make friends easily with their good social skills and are sympathetic. Another result is that the children do better in academics. This is the way teachers should treat their students in the classroom. However in some situations authoritative parenting may not be best.

       

(A loving, inspiring, high standard family that everyone deserves.)

Caregivers who are Asian American may exercise authoritarian parenting where they are controlling.

Usually the students do well in school. With Asian American students they put high expectations on obedience and those who follow the principles of Confucianism do not question a parent. The book does not have studies about how the last two styles do. In low-income neighborhoods an authoritarian parenting style may be best because with danger lurking around the corner (good phrase from Ormrod) they may need to be strict. Trying to communicate high standards may not be able to be done because of the stressful situation. A caregiver may work a lot and be too exhausted to explain why a certain behavior is wrong.

Teachers should not point fingers but do the best they can on treating students no matter what the parenting style. Not just parenting problems provide a challenge but also mental illness, marital conflict, etc. can be a challenge to deal with. Parenting styles seem only to have a moderate effect on students' personalities. Many children thrive despite inadequate parenting styles unless they have a situation dominated by abuse and neglect. A teacher needs to be on the lookout for child maltreatment. Bruises, lack of warm clothes when it's cold, chronic hunger are some signs. Obviously mistreatment will hamper their experience in school. A teacher has an obligation to report to the proper authorities when they suspect abuse.

Ch. 3 - Personal and Social Development - Personal Development

Personality is the consistent behavior of a person. The nature vs. nurture argument applies here. A child's personality is influenced by heredity as well as the environment. Temperament on the other hand is a child's tendency to respond to and deal with the environment that is determined by genetics. The difference between to the two terms is that temperament is genetically determined. Some different temperaments are adaptability, persistence, adventurousness, outgoingness, shyness and much more. Children with a more outgoing temperament has a good chance to learn social skills and also form beneficial relationships. 

                              

(Andy Griffith has an excellent personality/temperament.  He is witty, keen, an exemplary policeman,, a good husband and he has other great qualities) 

A child's temperament indirectly affects academic success. If a child is social then it will be easier to obtain help from someone with a problem as they would probably have a successful relationship with the teacher and other children. There is no best temperament that makes a good student says the author. But my thought would be a student who is social in the right crowd, dedicated and motivated, has good ethics and philosophy and other qualities. Teachers should know that a child's temperament has a genetic origin and sometimes can't be helped. This does not say that bad behavior is accepted but teachers should have sympathy on them.

Ways to Accommodating Diverse Temperaments:

• For students with high energy they could be assigned chores such as erasing the chalk board, sharpening pencils, cleaning art supplies, etc.
• For shy students teachers need to be warm and attentive. They could do group activities that would put the shy student under the other students' wing.
• For students who have trouble adapting to new situations talk about them in advance by having an activity related to it.
• If the ruckus in the lunch room is too much to deal with try to offer your classroom as a place for them to eat. I don't know about doing this.
• Find ways to teach students self-control strategies. For a student who constantly interrupts the class or answers questions without letting others get a turn, have them count the number of times they do this. The student should learn to speak when it's important and maybe make a number that they should answer questions and have that be the limit.

Diversity in Cognitive and Linguistic Development

As mentioned before about Piaget's Theory, it's not completely accurate but the rate of learning usually comes in those steps. There also may be intermediate stages such preoperational and concrete operational thinking occurring at the same time. Teachers need to tailor their teaching to the unique cognitive and linguistic abilities that exists. Mexican children may have exceptional conservation skills in the preoperational stage because at a young age they make pottery which includes making correct decisions with the various sizes and shapes to put water in. In some cultures science, math and literature are not important. Because of difference cultures in a country there are different speaking styles, dialects.

                                       

(The Tango is important in the culture of Argentina where it originated.

It is an amazing dance)

 Inner-city African Americans can have an advanced understanding of figurative language with its rich oral tradition. In one scenario when a child asks his Mom how the church service was she replied "Son, by the time the minister finished preaching, the men were crying and the women had passed out on the floor." As mentioned before, bilingual education should be used for those who are non-English speakers in an English area. Students should be eased into the English language. Incorporating students' culture boosts their academic success. Students with special needs need to be accommodated with. There's a great chart in here how to deal with this.

Learning a Second Language

We all know that knowledge of a second language is important because of globalization.  Despite the sensitive period for learning a language as mentioned before a person can become fluent young or old but it is better to start at a younger age.  People who learn at a younger age more often have positive attitudes towards those who speak a second language and are more likely to enroll in foreign language classes. At least half of the world is bilingual.  Wow I didn't know this statistic.  American Sign Language could be another foreign language addition to a person's language repertoire.

 

  (We are connected like never before.)

Being bilingual has many advantages as they appear to have a head start in their metalinguistic development. A higher level of this development may cause a student to have a head start in reading ability and perform better on intelligence and creativity tests. To teach a English-speaking native a foreign language they should be totally immersed in the language. They don't have many opportunities to speak it outside the classroom so they need all they can get in class. On the other hand, for a non English-speaking person in an English territory, they should receive bilingual education. With this a student would excel by having class instruction and work in their foreign language and then being taught English. If bilingual education is not done, they may lose their foreign language because of all the English that is spoken around them.

Because of all the advantages of learning a second language, teachers should really promote bilingualism for students.

Linguistic Development

Language can be difficult because we need to articulate vowel sounds, consonants and consonant blends such as "buh" and "duh".  Children excel in learning a language when it's spoken around them.  Children do not just absorb the language but construct their opinions on word meaning and structure, as Piaget's theory suggested. As you've probably heard there is a sensitive period where children learn language rapidly. This occurs between age 5 and 10. However I learned in another educational psychology class that it's still possibly to learn a foreign language even when you're old at an efficient rate. In this book there's a nice word semantics which means meaning of words and word combinations.

I like how this book says read,read and read to help children expand their vocabulary. Reading helps vocabulary because you might remember a certain passage that will trigger the vocabulary word. Rules of syntax allow us to put together sentences. Syntax is how to put words together into sentences (this is usually done unconsciously). The development of syntax and semantics help listening comprehension. Some times I can be really bad at this. Children in the early elementary years believe listening is simply sitting still and being quiet. Some cultures such as in Asian and Mexican ones believe it to be offensive to ask a question for clarification.

                                                          

(A good book to read about an unknown in history

who has made important contributions to the US. )

Children don't listen well because they use the context of the situation more and use their preconceived beliefs in what someone is saying. As children grow older they base their listening less on the context. As children grow they can go beyond a literal interpretation such as with the phrase "don't put all your eggs in one basket". During the preschool and early elementary years children have a hard time pronouncing sounds s and th and other sounds. By age 8 or 9 most students have mastered the sounds of English. Even in the upper elementary level students do not take into account what someone else knows. Another nice word is pragmatics which means knowledge about cultural-specific social conventions that includes initiating a conversation and picking topics to talk about. This is another important component in linguistic development. A person who changes the topic frequently or interrupts people may have others become irritated or annoyed. 

Word play such as rhymes, chants, and jokes help students master a language.  While doing these activities they develop metalinguistic awareness, the ability to think about language.  This process seems to develop slowly.