BACHELOR OF EARLY CHILDHOOD EDUCATION WITH HONOURS

SEPTEMBER / 2020

HBEC4403

SOCIAL SKILLS AND MORAL DEVELOPMENT OF YOUNG CHILDREN

MATRICULATION NO : 900113137163001
IDENTITY CARD NO. : 900113137163
TELEPHONE NO. : 0137863167
E-MAIL : chelwin@oum.edu.my
LEARNING CENTRE : KOTA KINABALU LEARNING
CENTRE
CONTENT PAGES

PART 1
1.0 Introduction 2
2.0 The Factors That Can Influence The Development
Of Children’s Self-Concept 3
2.1 Physical Environment 3
2.2 Family System 4
2.3 Expectation 5
3.0 Method That Teachers Can Applied To Build
A Positive Self-Concept 6
3.1 Praise And Encourage Self-Praise 6
3.2 Create New Challenges and Positive Comments 7
3.3 Create Conclusive 8
3.4 Built Good Relationship Among Children 9
4.0 Conclusion 9

PART 2
Mind Map : Social Interaction Activities Among Preschoolars 10

References 11

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1.0 Introduction

Self-concept generally can be defined as how someone thinks about, evaluates or

perceives themselves. Self-concept is an important aspects in the interaction and to be
aware of oneself is to have a concept of oneself. According to Baumeister (1999), he
stated that self-concept definition as ” The individuals belief about himself or herself,
including the person’s attributes and who and what the self is”. It is a thought of as our
individual perceptions towards our behavior, abilities, and unique characteristics. Self-
concept can be a mental picture of who you are as a person. It is these behaviors that used
to describe the individual (Bracken, 1992).
According to Brooks and Emmart (1976), people who have a positive self-concept
showed the following characteristics; feeling able to cope with the problem, feeling a par
with others, receiving a compliment without shame, and feeling able to repair themselves.
Meanwhile, people with negative self-concept showed they are; sensitive to criticism, be
responsive to praise, tends to feel liked by others, has the attitude hypercritic and
experiences barrier in interaction with the social environment.
Hence, on other hand, children with poor self-concepts find themselves difficult
to make and keep friend because of their negative attitudes and behavior. Thus, children
with negative self-concept lead them to have lack of confidence, want to be look like
someone else (pretty, handsome and etc), always worrying what others think about them
and always pessimism. Therefore, positive self-concept is important, its help the children
to feel close with people surround them especially family, friend, classmate , teachers and
community as well.
Self-concept is a filtering and coloring mechanism within the children or a
oneself. Self-concept affects the children relationship with others, especially their family
members. Children’s with positive self-concepts may find themselves easier to get along
with friend, classmate , teachers and community surround them. Hence, positive self-
concept lead the children to have confidence with their abilities, self-acceptance, not
worrying about what others think and always optimism.

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2.0 The Factors That Can Influence The Development Of Children’s Self-Concepts

Factor are define as ”a circumstance, fact, or influence that contributes to a result. For
example ’Hi skill was a factor in ensuring that so much achieved’ (UK Dictionary,
Oxford). According to Argle (2008), there are four major factors that influence self-
concept ;
1. The Reaction of Others
If people admire us, flatter us, seek out our company, listen attentively and agree
with us we tend to develop a psotive self-image. If they avoid us , neglect us,
tellus things about ourselves that we dont want to hear we develop negative self-
image.
2. Comparison
If the people compare ourselves with (our reference group) appear to be more
succesful , happier, richer, better looking than ourselves we tend to develop a
negative self-image, but, if they are less succesful than us our self-image will be
positive.
3. Social Roles
Some social roles carry prestige example; doctor , airline pilot, TV presenter,
presmiership footballer and this promotes self-esteem. Other roles carry a stigma,
example; a prisoner, mental hospital patient, refuse collector or unemployed
person.
4. Identification
Roles aren’t just ”out there.” They also become part of our personality i.e. we
identity with the positions we occupy, the roles we play and the groups we belong
to.
But just as important as all these factors, are the influence of our parents.

2.1 Physical Environment

Physical environnment are synonym with children, where as high quality

physical environment can be the core factors for the children achievement, much

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more on their self-concept. The physical environment may influence the
development of children self-concept. Its play an important part of the children
self-concept development. According to Bredekamp (1987), if we make
developmentally appropriate materials ( those that provide both challenge and
success) esily accesible to young children for exploration in an encouraging
environment, these children are likely to acquire feelings of competence and
confidence in approaching new materials.
On the other hand, the aspects of the physical environment clearly
influencing the children self-conceptions of their physical self an of themselves as
seperate and different from others. Its just like they’re mirroring themselves as
collection of beliefs one hold about oneself and the response to others. It
embodies the answer to a question ” who am I?”. Lewis & BrooksGunn (1979)
stated, when infants can see both themselves and their image moving at the same
time, they can learn about the effects of their own action and their ability to
control their world. For example, by providing opportunities for children to learn
not only about their physical characteristics but also about themselves as
independent person who can make things happen.

2.2 Family System

Family system are one of the factors reflecting and influencing the
children self-concept. A family system perspective on children self-concept much
essential because the family members are the nearest individuals with the
children. According to Sears (1970), parents who were warm accepting when
their children were young at age 5 had children with high self-esteem measured at
age 12. Also, parent who use as ”authoritative” as opposed to an authoritarian or
permissive childrearing pattern are also more likely to have children with high
self-esteem. These clearly shows that the family system works on the children
self-concept development. These parenting system make a reasonable demands,
that are accepted by children, but they do not impose unreasonable restrictions
and they allow their children som choice and control (Maccoby & Martin, 1983).

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 Practices of effective family system, as well as parenting will lead the
children towards a positive self-concept. Where they will build up self confidents,
by not worrying to othes and always be optimism in their action. According to
Summerlin & Ward (1978), Training in effective parenting , where parents learn
to be more accepting of their children’s feelings and behavior, has led to an
increase in kindergarten and second grade children’s self- concepts. Therefore, it
thus stands that the family system as well as interaction pattern reflected in the
children’s conception, such that more cooperative and cohesive functioning that
related to children’s positive views of their own personalities.

2.3 Expectations

Expectations is generally a very common term for the teachers toward the
student or; parents towards their children. It is more likely when employer hired a
worker, the employer may be have a good and high expectation towards worker in
helping their company to improve the company work task, and gain more profit.
Same goes to teachers and parent towards the children. Their expectation will
influence the children self concept, where as good expectation will lead a positive
self-concept of the children. If adults believe that certain children can learn or do
more than others, they may furnish additional materials for the children.
Furthermore, teachers and parents expectation influencing the children
self-concept in more subtle ways as children gradually become more adept at
reading environmental cues. According to Weinstein, Marshall, Sharp & Botkin
(1987), they generally hold higher expectations for themselves than their teachers
hold for them. The discrepancy in between the children’s expectation and those of
their teachers may be due to their relatively undeveloped ability to take the
perspective of others. In the kindergarten level, if teachers make their evaluations
of children salient, such as pointing out the children’s best work- children’s self
evaluations can show some consistency with those of the teacher (Stipek &
Daniels, 1988). However, in preschool or kindergarten they do not emphasize
evaluation, therefore, children have less focuses about their teachers expectations.

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 Moreover, teachers and parents need to be aware of subtle ways that their
expectations may be conveyed to the children and thus influence their self-esteem
as well as self-concept.

3.0 Method That Teachers Can Apply To Build a Positive Self-Concept.

Method are the procedure, technique or way of teaching, therefore, in order to

build children positive self concept, let’s begin with defining what is teaching method.
According to the Merriam Webster Dictionary (2016), its defines ’teaching’ as the act of
imparting or providing knowledge or skills to another. Thus, the act , occupation, or
profession of a teacher. Meanwhile, Dictionary.com defines ’method’ as a procedure,
technique or way of doing something especially in accordance with a defined plan. Here
are some method that can teachers apply to build positive self-concept amongst children.

3.1 Praise And Encourage Self-Praise

Give praise is the core of a positive self-concept. It is important to praise

the children, but the way and how the teachers praising the children also matters.
Its better rather than just focusing on the end result, teachers should praise on how
the children went about it. By acknowledging the children approach in tackling
challenges, it’s help them to learn that they are capable in overcome an obstacles.
They will feel much appreciated in what they are doing. As an example, ” You are
doing very well when you play that song, i know it was difficult at first, but it was
good to ask the piano teacher for advice”. Remember, honest praise is the key to
build positive self-concept.
Praises and compliments can be from the children itself. Self praise frees
the children awaiting for others to compliments them. As a teachers, try to
encourage the children to praise themselves. By, encourage the children to praise
themselves, thus it’s helping them to evaluate realistically, gain independence ,
and make their own jugdments as well. When teachers praise the children,
students, it make them dependent on the teachers jugdment especially when the

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student accomplish their give task. Teachers can encourage them to self-praise,
instead of complimenting them. Thus, automatically children will might feel
motivated oneself.
As an example; ”kids, i bet you feel good about what you have achieve” or
”How do you feel about what you did”. Be sure that the children are able to point
out specific positive points about their experience or accomplishment.
Furthermore, teachers might encourage the children to give themselves a verbal
self-praise out loud, even no one is around. Others might think that they are
bragging, teachers have to make up more examples on their own so that children
distinguish between bragging and self-praise. Moreover, by encourage the
children to self-praise, they will learn less likey to depend on others compliments
or approval of what they have done.

3.2 Create New Challenges and Positive Comments

In order to build positive self-concept, teachers can children by providing

the experiences for the children where they can succeed in their attempt. By doing
that, the children will feel that they are competent in their task given. For some
children, teachers need to provide series of task that the children can
accomplished initially with their little effort but gradually increase in difficulty.
Therefore, teachers have to create new challenges on their task.
Subsequently, some children or student appear to need a lot of
encouragement and verbal reinforcement. Encouragement and statements of
confidence in the child’s ability to succeed may be neccessary first. However,
according to Hitz & Driscoll (1988), the effects of verbal praise and persuasion
may be shirt -lived. Thus, children will be more likely to benefit by seeing fo
themselves that they can accomplished the task, in fact, succeed.
Moreover, teachers can always taught the children the strategies to
accomplish tasks given. Some children need a specific instruction in particular
strategies to carry out a task. It is much better to allow the children to carry out
and complete task by themselves. Because self-concept reflects perceived

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 competence. Teachers should allow the children to do for themselves, even when
they are struggle to complete the task. Teachers role are to help them do it
themselves so that they can feel they are competent.

comment on positiv e atte mpts . Some children appear to need a lot of encouragement
and
verbal reinforcement. Encouragement and statements of confidence in the child's ability
to
succeed may be necessary at first. However, the effect s of verb al praise and per
suasion
may be short-lived (Hitz & Driscoll, 1988). Children will be more likely to benefit by
seeing for themselves that they can, in fact, succeed.
Teach strategies to accomplish tasks. "I can't" sometimes means "I don't know how."
Rather
than encouragement, children sometimes need specific instruction in particular strategies
to carry out a task. Break down these strategies into smaller steps.
Allow children to carry out and complete tasks by themselves. Because self-concept
reflects
perceiv e d com p e t e n ce, allowing children to do for themselves whatever they can
is
important-even when some struggle to accomplish the task is necessary. Avoid the
temptation to finish a task or button coats to save time. Help them do it themselves.
Doing it
for them may convey to children the message that they are not competent.
comment on positiv e atte mpts . Some children appear to need a lot of encouragement
and
verbal reinforcement. Encouragement and statements of confidence in the child's ability
to
succeed may be necessary at first. However, the effect s of verb al praise and per
suasion
may be short-lived (Hitz & Driscoll, 1988). Children will be more likely to benefit by
seeing for themselves that they can, in fact, succeed.
Teach strategies to accomplish tasks. "I can't" sometimes means "I don't know how."
Rather
than encouragement, children sometimes need specific instruction in particular strategies
to carry out a task. Break down these strategies into smaller steps.
Allow children to carry out and complete tasks by themselves. Because self-concept
reflects
perceiv e d com p e t e n ce, allowing children to do for themselves whatever they can
is
important-even when some struggle to accomplish the task is necessary. Avoid the
temptation to finish a task or button coats to save time. Help them do it themselves.
Doing it
for them may convey to children the message that they are not competent.

8
comment on positiv e atte mpts . Some children appear to need a lot of encouragement
and
verbal reinforcement. Encouragement and statements of confidence in the child's ability
to
succeed may be necessary at first. However, the effect s of verb al praise and per
suasion
may be short-lived (Hitz & Driscoll, 1988). Children will be more likely to benefit by
seeing for themselves that they can, in fact, succeed.
Teach strategies to accomplish tasks. "I can't" sometimes means "I don't know how."
Rather
than encouragement, children sometimes need specific instruction in particular strategies
to carry out a task. Break down these strategies into smaller steps.
Allow children to carry out and complete tasks by themselves. Because self-concept
reflects
perceiv e d com p e t e n ce, allowing children to do for themselves whatever they can
is
important-even when some struggle to accomplish the task is necessary. Avoid the
temptation to finish a task or button coats to save time. Help them do it themselves.
Doing it
for them may convey to children the message that they are not competent
3.3 Create Conclusive

According to Cooley (1902), the concept of the looking glass self is

important. Therefore, in order to build up positive self concept of the children or a
student, teachers, need more supportive, accepting, encouraging and reinforcing.
By reinforcing , that is to employ appropriate standards and perspectives to
facilitate the children or students positive self evaluation. Instead of being more
critism, jugdmental and punitive teachers should be more reinforcing the children.
It is because we often feel embarrassement humiliation, disappointment, and
shame or conversely the pride, confidence and happiness that we see in the eyes
of others who are watching and judging us.
As a method to build a positive self-concept amongst the children,
teachers can projected the hope, confidence, and believe in the children. Thus,
reinforcing lead the children to feel safe from physical and emotional threats, they
will be freer to feel better about themselves. It is important that teachers realize
that the children see themselves in part in the expressions of the viewer and that
the viewer should express encouragement, optimism, and unconditional
acceptance of the children and students.

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 Furthermore, teachers need to understand that the children may not have
an accurate self-perception and view themselves negatively. In instances of overly
critical self-perceptions, teachers should help reframe and adjust the students
personal expectiation, perception and beliefs. Teachers can talk openly and
frankly about the children feelings, thus, helping them to accept a less selfcrutical
and more self-accepting perception. It will help children to facilitate their
adoption more realistic overall self expectations and more positive self-concept.

3.4 Built Good Relationship With The Children

To build good relationship amongst the children, teacher need to show

interest in and give attention to the children. Showing interest is by talking with
them, and paying attention to the children. Its will help the chidren to make them
feel that their efforts in any any series of activities are worthwhile. Treat the
children with a sense of respect by asking their opinion and listen to them and
give them a meaningful feedback. For example, when the children comes to the
teachers and shows their drawing, avoid saying ” What is this?!”, avoid laughing
if its looks funny or bad. What should teachers do is, appreciate their effort,
shows some interest. More important is to give a good feedback and commenting
with meaningful comments, and encouragement. When you receive support and
encouragement from significant people that is when you start to appreciate
yourself (Campbell & Martinez-Perez, 1977, pp.455-459)
Hence, a positive comment will built up a good relationship that lead
towards a positive self-concept between the teachers and children or a student.
Teachers should always learn about the children overall stage of development
including the development of independence, trust and initiative. Built up a good
relationship is making the children feel their presenc infront of others, by
introducing them to other children or students. Let’s the children speak for

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 themselves in the event that is the topic is about them, when they do, teachers
listen to and pay attention and respond to them with gentle tone.

4.0 Conclusion

As a conclusion, a positive self-concept will help the children to get ahead in their
early development, in fact, in life. It’s allow the children to maximize their pottential with
positive vibes in life, talents and abilities. Having a positive self-concept will allow the
children to gain skills and learn from their experiences. Positive self-concept help the
children to control their emotions and keep them focused, be competent on their goals
and objectives. It’s teach the children to believes in themselves with positive conception
and that’s where they transform their life toward better vibes in education, family and
community.

PART 2

MIND MAP : SOCIAL INTERACTION ACTIVITIES AMONG

PRESCHOOLERS
These are the three activities to promote social interaction skills amongst
preschoolers. These activities can be applied at schools, at homes and everywhere as
well. The mind map shows the appropriates step in details.

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