2B.3 - Self during Middle Childhood
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Interactive Audio Lesson
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Introduction to Self-Concept Changes
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Today, we’ll explore how self-concept changes during middle childhood. Can anyone share how you describe yourself now?
I would say I am good at football and I like video games.
I think I’m smart because I get good grades.
Great examples! Notice how you both included your skills and interests, not just how you look. This indicates a shift towards incorporating internal traits into your self-definitions.
Psychological Characteristics in Self-Description
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Let’s talk about psychological characteristics. How do you think these play a role in identifying yourself?
Well, I think being friendly is important for me, so I would say I’m friendly.
I agree! I try to be helpful, and that makes me feel good about myself.
Excellent points! It’s clear that kindness and helpfulness are becoming part of how you define yourselves. Remember, this refers to your 'internal characteristics'.
Social Comparisons and Group Identity
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As you grow, it's natural to consider how you compare to others. Why do you think this is important?
It helps me see what I’m good at and what I need to improve.
Yeah, like when we have races in class, I can see who runs faster!
Very insightful! This comparison helps you form your social identity, which is another layer of self-definition. Remember the idea of belonging to groups like sports teams or clubs?
Real vs. Ideal Self
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Let’s explore the concept of real self versus ideal self. What do you think they mean?
Real self is who I am now, and ideal self is who I want to be, like a rock star!
I want to be a better player, so that’s my ideal self!
Exactly! Real and ideal selves highlight where you currently are and where you want to go. This is crucial for your self-development.
Introduction & Overview
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Quick Overview
Standard
As children transition into middle childhood, their self-concept evolves significantly. They begin to incorporate psychological traits and social identities into their descriptions of self, moving away from purely physical characteristics. This period is marked by social comparisons, awareness of an ideal self versus a real self, and the ability to perceive their place in social contexts.
Detailed
During middle childhood, self-evaluations change and grow in complexity as children begin to understand themselves beyond mere physical traits. They start to define themselves by their psychological characteristics such as preferences or personality traits, moving from statements like 'I am tall' to 'I am good at making friends'. Social descriptions are included, such as involvement in groups, and children begin to compare their abilities with peers rather than describe themselves in absolute terms. They also distinguish between their real self — reflecting their current abilities — and an ideal self — embodying what they aspire to be. This evolution helps children form a more realistic self-concept as they become aware of how others perceive them.
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Complex Self-Evaluations
Chapter 1 of 6
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Chapter Content
During this period, children's self-evaluations become more complex.
Detailed Explanation
As children progress through middle childhood, they start to evaluate themselves in more sophisticated ways. Initially, their self-descriptions might be based on simple traits or external factors, but as they grow, they begin to understand and articulate more about their internal characteristics and feelings. Instead of saying just 'I am tall' or 'I play well', children might now say 'I am a good friend' or 'I care about others'. This evolution reflects their growing social awareness and emotional maturity.
Examples & Analogies
Think of a child's development as moving from a black-and-white picture to a full-color painting. In early childhood, a child's understanding of themselves is very basic and straightforward, just like a simple drawing. However, as they enter middle childhood, they start adding layers, depth, and color to their self-perception, reflecting a richer, more nuanced understanding of who they are.
Internal Characteristics
Chapter 2 of 6
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Chapter Content
- The child shifts towards describing herself in terms of her internal characteristics.
Detailed Explanation
In this stage, children begin to focus less on how they are physically defined and more on their psychological traits. For example, rather than just stating a fact about their size or skills, children might express qualities like 'I am friendly' or 'I work hard in school'. They are reflecting on how they feel and what they believe about themselves, which highlights their development in emotional intelligence.
Examples & Analogies
Imagine a child's self-description is like a story. In earlier years, their stories were very simple, focusing only on the 'who' and 'what'. But now, they are starting to include 'why' and 'how' they feel, making their stories richer and more relatable, similar to how a novel has characters with depth and personal journeys.
Social Identity
Chapter 3 of 6
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Chapter Content
- The child's descriptions include social descriptions and identity.
Detailed Explanation
As children develop, they begin to see themselves not just as individuals but as part of groups. They identify themselves based on activities they participate in or social groups they belong to. For instance, they might say, 'I am in the school band' or 'I am a member of the soccer team'. This shift is important as it helps them understand their role within a community and contributes to their sense of belonging.
Examples & Analogies
Think of a child participating in different school activities as similar to a puzzle piece. Each activity is a unique environment where they fit in differently. Together with other pieces, they form a larger picture of their identity. Just as each puzzle piece has its place, children learn they have multiple identities depending on the context – student, teammate, friend.
Social Comparisons
Chapter 4 of 6
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Chapter Content
- Children begin to make social comparisons and differentiate themselves from others.
Detailed Explanation
In middle childhood, children become more aware of their peers and start to compare their abilities with others. This might lead to them saying, 'I can run faster than my friend' or 'I get better grades than he does'. These comparisons are significant as they can influence their self-esteem, often driving them to strive for more or feel inadequate.
Examples & Analogies
Imagine a sports competition where each child begins to notice not only their achievements but also how they rank against others. This is similar to how in a race, not only their speed matters but also how they measure up against their friends, fueling both motivation and sometimes insecurity.
Real Self vs. Ideal Self
Chapter 5 of 6
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Chapter Content
- They begin to distinguish between their real self and ideal self.
Detailed Explanation
Children develop the understanding that there is a gap between who they are currently and who they wish to be. They start expressing aspirations, identifying traits they want to develop. For instance, a child might think, 'I wish I could be more organized' or 'I want to be as good at soccer as my friend'. This differentiation plays a role in their motivation and personal growth.
Examples & Analogies
Think of this concept as a tree growing towards sunlight. The tree represents a child's self; the branches that reach toward the sun symbolize their aspirations and ideal characteristics. However, just like a tree might need time and nurturing to grow strong branches, children also need encouragement and time to develop their skills and identities.
Realistic Self-Descriptions
Chapter 6 of 6
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Chapter Content
- The self-descriptions become more realistic as compared to those of the pre-school child.
Detailed Explanation
Children's understanding of themselves becomes increasingly grounded in reality. They start to realize their limitations and strengths, which allows them to have a more balanced view. Instead of overly optimistic or unrealistic self-assessments, they begin to understand and articulate their skills honestly, which is crucial for healthy self-esteem and future goal setting.
Examples & Analogies
Imagine a child gradually moving from believing they can fly just because they saw a bird, to understanding the rules of physics and their own limitations. This evolving perception allows them to set realistic goals, like running faster or practicing more to improve their game.
Key Concepts
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Complex Self-Evaluation: As children enter middle childhood, their self-assessment shifts to include psychological characteristics.
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Social Comparisons: Children begin to compare themselves with their peers, which shapes their self-identity.
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Real vs. Ideal Self: Children recognize the difference between who they are and who they aspire to become.
Examples & Applications
A child may describe themselves as 'I am a good listener' rather than just 'I am tall'.
When comparing with classmates, a child might say 'I am better at math than Sam' instead of just stating their math skills.
Memory Aids
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Rhymes
In middle childhood, we start to see, our real self and ideal self, both agree!
Stories
Imagine a young girl named Lily who dreams of being a doctor. While she loves helping her friends now, she knows her ideal self is a caring doctor she aspires to be one day.
Memory Tools
SIPS - Social Identity, Psychological traits, Self-comparison.
Acronyms
CAR - Compare, Aspire, Reflect (to remember the stages in self-definition).
Flash Cards
Glossary
- SelfConcept
The understanding and perception of oneself, including traits, characteristics, and identity.
- Psychological Characteristics
Traits reflecting an individual’s emotions, thoughts, and personality.
- Social Identity
The sense of who one is based on group membership and social roles.
- Comparative SelfDescription
Defining oneself in relation to others, rather than in absolute terms.
- Real Self vs. Ideal Self
The distinction between the current identity a person perceives versus the desired identity.
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