Parent-Child Communication and Self-concept PDF

Parent-Child Communication and Child’s Development of Self-concept B.Ed (Hons) Early Childhood Education 2024-25 RYCSW_ECE 1 Contents Exploring the effect of Microsystem on children’s social development  How young children develop a concept of who they are  How do...

Parent-Child Communication and Child’s Development of Self-concept B.Ed (Hons) Early Childhood Education 2024-25 RYCSW_ECE 1 Contents Exploring the effect of Microsystem on children’s social development  How young children develop a concept of who they are  How do the types of disciplinary styles parents employ affect children’s social development  Key to effective adult-child interaction RYCSW_ECE 2 RYCSW_ECE 3 Who Am I?  How would you describe yourself?  ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ ______________________________________ _________________________ RYCSW_ECE 4 Maddie RYCSW_ECE 5 Self-concept :Who Am I?  Definition: “The set of attributes, abilities, attitudes, and values that an individual believes, defines who he or she is.” (Berk, 2016)  The development of a sense of self is a blending of many factors  Between age of 2 – 6, the child begins to form and develop self-concept. RYCSW_ECE 6 Development of Self-Concept (Derman-Sparks & Edwards, 2010) 1-2 yrs Aware of self as physically distinct Cause people and objects to react in predictable ways Uses own name or personal pronoun to label image or self Recognizes image of self in mirrors and photos RYCSW_ECE 7 How to promote infant’s development of self?  Use of mirrors  Use of pictures  Provide consistent, predictable experiences for infants to develop a sense of belonging RYCSW_ECE 8 Toddlerhood A toddler says  “Mine” when claiming a favored possession  “Me” when referring to their image in a mirror  They notice the impact / power of their behavior on others (Laible & Thompson), 2007).  Talk about age and sex (I am two, I am a girl) RYCSW_ECE 9 Preschool children view themselves in an overly positive light (Harter, 2006). RYCSW_ECE 10 Preschool children can describe self in concrete terms(Harter, 2003). Self-descriptions include: 1.Physical attributes (I have black hair) 2. Abilities (I can write my name) 3. Possessions (I have a bike”) 4. Social affiliation (I have two sisters) 5. Preferences (I like chocolate ice cream) 6. Simple emotions and attitudes (I am happy when I play with Siu Ming). RYCSW_ECE 11 6-10 yrs  Children shift from their pervious here-and now focus to thinking about more abstract characteristics such as the past, present and future  Emphasizes personality traits and both positive and negative attributes in self concept, e.g. I am popular  Making social comparisons among multiple individuals, e.g. I run faster than John RYCSW_ECE 12 Source: Based on Harter (2012) 13 RYCSW_ECE Activity one  Discusshow self-care activity is helping preschool children to develop positive self- concept RYCSW_ECE 14 Developmental changes in self-concept Please give examples for the following table From To Example Simple Differentiated Inconsistent Consistent Concrete Abstract Absolute Comparative Self-as public Self-as-private RYCSW_ECE 15  Self-concept is largely influenced by: 1. Parental________ evaluations 2. Teachers 3. Peers 4. Culture RYCSW_ECE 16 How culture shapes self- description (Wang,2004) Two 6-year-olds describing themselves : “I am a wonderful and very smart person. A kind and caring person. A good-grades person.” “I am a child. I am my mon and dad’s child, my gradma and grandpa’s grandson. I am a hard- working person.” RYCSW_ECE 17  Western American children were more likely to describe themselves in _____________ and ___________  Chinese Children used more __________ and ________________________ RYCSW_ECE 18 Self-esteem  “The aspect of self-concept that involves judgments about one’s own worth and the feelings associated with those judgments” (Berk, 2005, p.360).  Self-esteem has three dimensions: worth, competence, and control (Bagwell & Schmidt, 2011) RYCSW_ECE 19 Self-esteem  Making positive and negative judgments about self-worth.  These judgments are made in comparison to some internalized standard or expectation (Harter, 2006) RYCSW_ECE 20 Examples I am good looking I am not good looking I am smart I am not very smart RYCSW_ECE 21 Relationship between self- concept and self-esteem  Are self- concept and self esteem closely related ?  What do you think about the relationship between self-concept and self esteem ? RYCSW_ECE 22  The importance of self-esteem  Self esteem is strongly related to happiness (Furnham & Cheng, 2000).  It affects how people feel about themselves.  There is a high correlation between self esteem and interpersonal relationships (Leary & McDonald, 2003).  Children with high esteem are more sociable, outgoing, and assertive (Leary & McDonald, 2003).  Believing that their own actions usually determining their fate. RYCSW_ECE 23 Parenting Styles and children’s social development  Parent–child relationship is the most important. It is the primary context in which children learn about life, love, safety, friendships, and their place in the world. Children imitate parents and learn about:  Themselves,  Their family  The community they live in RYCSW_ECE 24  Parenting is less about managing child behavior and more about managing the contexts in which children live, learn, and play. RYCSW_ECE 25 Parenting Styles (Baumrind (1979,2013; Maccoby & Martin, 1983) 1. Authoritarian ( 獨裁式 ) 2. Authoritative ( 主權式 ) 3. Permissive ( 放任式 ) 4. Univolved RYCSW_ECE 26 RYCSW_ECE 27  1. The Authoritarian parenting style ( 獨裁式 )  High level of demandingness  Low level of responsiveness  Values tradition and order  Viewing obedience and conformity as virtues  The child’s opinion is not considered  Parent-centred, parents always wins  The child always lose RYCSW_ECE 28 The Authoritarian parenting style ( 獨裁式 )  Fail to meet the child’s psychological need  Autonomy is not encouraged  Individual development is unsupported  Create a negative emotional climate in the parent-child microsystem RYCSW_ECE 29 Children’s behavior profile (Kostelnik et. Al. 2018)  Aimless  Fearful, apprehensive  Hostile  Low self-reliance, self-concept and low self-eteem  Moody, unhappy  Suspicious  Unfriendly  Withdrawn  Aggressive RYCSW_ECE 30 2. The Authoritative parenting style ( 主權式 )  High level of demandingness  High level of responsiveness  Set limits and standards for behavior that is developmentally appropriate  The parent is warm and nurturing  Firm but consistent and fair  Promote the child’s autonomy (given choices and encouraged to make decisions)  Ensure conformity to group standards RYCSW_ECE 31 The Authoritative parenting style  Use communication strategies to gain a child’s cooperation: 1. Reasoning 2. Negotiation 3. suggestions RYCSW_ECE 32 The Authoritative parenting style  Parent-child relationship is based on reciprocity  The healthy parent-child microsystem produces a positive emotional climate that is good for the development of self-esteem  A balance between control and independence RYCSW_ECE 33 Authoritative parenting style (Larzelere et.al., 2013, Pinquart & Gerke, 2019) Children show more: Cooperativeness Empathy Feelings of security Friendliness Goal oriented Happiness Helpfulness High achievement High self-reliance High self-control Moderate positive effect on self-esteem RYCSW_ECE 34  3. The permissive parenting styles ( 放任式 )  ‘Moderately warm to child  Low in demandingness  Do not force the child to obey  Does not communicate rules clearly or enforce them  Disciplines are inconsistent  Yields to coercion and whining  Permits the child to make many decisions before the child is ready RYCSW_ECE 35 Children’ behavior profile  Aggressive  Aimless  Domineering  Immature  Impulsive  Low achiever  Low self-reliance and self-control  Rebellious  Unhappy  Withdrawn  Small positive effect on self-esteem RYCSW_ECE 36 Uninvolved parent  Is self-centered, neglectful, unresponsive  Pursues self-gratification at expense of child’s welfare  Tries to minimize costs of interaction with child  Fails to monitor child’s activity  May be depressive, anxious, emotionally needy RYCSW_ECE 37 Children’ behavior profile  Aggressive  Immature  Impulsive  Insecure  Irresponsible  Low achiever  Low self-esteem  Low self-reliance and self and self-control  Moody  compliant RYCSW_ECE 38 Does it apply to Chinese parents and children?  A study by Ren & Edwards (2014) found out that Chinese parents with earlier expectations for their children reported higher levels of authoritative parenting, which related to better parent-reported child social comptetence. RYCSW_ECE 39 The effects of different parenting styles on children’s self-esteem. RYCSW_ECE 40 Positive feedback from warm parents promotes positive self-concept  Giving meaningful feedback  Feedback focuses on the things that a child has done well  This feedback helps the child to recognize his/her own competence RYCSW_ECE 41  Doyou think it is ok to say “Your picture is very beautiful” to a child whose picture is not very nice ? RYCSW_ECE 42 Praise vs Encouragement (Positive praise) If adults commend children indiscriminately, children discount the praise (Alberto & Troutman, 2009) Children may also treat the adult offering insincere praise with suspicion. Excessive praise also reduce children’s intrinsic motivation and interest RYCSW_ECE 43 Examples of encouragement Say what you see “ I can see the two of you are sharing the blocks” “ You are using many colors in your picture” RYCSW_ECE 44 Effective encouragement  Acknowledges children  Is specific  Compares children’s progress with their past performance  Attributes children’s success to effort and abiity  Link children’s actions to the enjoyment and satisfaction  Is individualized to fit the child and the situation RYCSW_ECE 45 勤勉 (sense of industry) 的推 動力  Erikson pointed out that children who believe in their own abilities will work hard to achieve the goals that they have set out for themselves.  The encouragements of caregivers are very important in the development of self concept. E.g. children overcome the feeling of inferiority because of teacher’s encouragement.  The sense of industry motivates children to develop positive self concept, pride in accomplishment, moral responsibility and cooperative participation with agemates. RYCSW_ECE 46 Key to effective parenting  Ongoing parent-child communication  A two-way social interaction Be positive State expectation clearly and positively  Tell children what you want them to do versus what you don’t want them to do  “Take two crackers” vs “Don’t run”, which one is better? RYCSW_ECE 47 What do you think? “ I see you playing patiently with blocks here. But this is now the large group time. I am sure that you can listen patiently to my story on the carpet as well” RYCSW_ECE 48   Nurturing: expressions by parents of positive regard or affection toward the child, responsiveness to the child’s needs, behaviors aimed at safeguarding the child’s physical and emotional well-being (Gauvain, Perez and Beebe, 2013)  ___________ interactions produced the highest rate of cognitive development by four-and-a-half years of age.  And have positive impact on social and emotional development. RYCSW_ECE 49 Parent-child communication  Verbal and non-verbal language that convey meaning in different situations and settings  Effective parent-child communication relies on reason as a means of discipline and uses encouragement to look into the child’s feeling and opinions RYCSW_ECE 50 A positive climate in the parent-child microsystem: Nurturance Responsiveness e.g. Acknowledging the child’s feeling vs denying the child’s feelings Reciprocity RYCSW_ECE 51 Verbal and Non-verbal communication  Positive verbal environment  Body language  Facial expression  Tone of voice e.g. sincere in tone  The parent’s action Has great impact on the child’s self concept RYCSW_ECE 52 RYCSW_ECE 53  A positive climate promotes the child’s:  confidence and competence  enhances children’s positive self-concept RYCSW_ECE 54 References  Berk, L. (2016). Infants, Children, and Adolescents. Boston: Pearson.  Larzelere, R. E., Morris, A. S. & Harrist, A. W. (2013). Authoritative parenting: Synthesizing nurturance and discipline for optimal Child Development. Washington: American Psychological Association. RYCSW_ECE 55 Further reading  Pettit, G. S., Bates, J. E., & Dodge, K. A. (2000). Supportive Parenting, Ecological Context, and Children's Adjustment: A Seven- year Longitudinal Study. In W. Craig (Ed.), Childhood Social Development: The Essential Readings. Oxford: Blackwell Publishers Inc.  Chang, L., Chang, C. McBride-Chang, Stewart, S. M. & Au, E. (2003). Life satisfaction, self-concept, and family relations in Chinese adolescents and children. International Journal of Behavioral Development, 27 (20), 182-189.  Ren, L. & Edwards, C. P. (2014). Pathways of influence: Chinese parents’ expectations, parenting styles, and child social competence, Early Child Development and Care ,184 (4), 614-630. RYCSW_ECE 56