Peer-Graded

Assignment: Peer
Assessment One

Discuss how issues of identity and particularly gender and culture background might impact on a
child’s self-confidence and self-esteem.

Discussion about child’s self-esteem and self-confidence and self identity

What do you understand by self-confidence?

Self-confidence is how you feel about abilities and can vary from situation to situation. I may have
healthy self-esteem, but low confidence about situations involving a subject I don’t like or activities I
feel nervous about.

What do you understand by self-esteem?

Self-esteem is how you feel about yourself overall, how much esteem, positive self regard or self-
love you have. Self-esteem develops from experiences and situations that have shaped how you
view yourself today.

What do you understand by self-identify?

Self-identity is formed by one’s cultural identity, religions, meals and celebrations. While ideas about
ancestry and how their family’s culture fits into larger society are abstract for most young people to
understand.

Young children are generally optimistic that they have the ability to learn new skills, succeed, and
finish task if they keep trying, a belief called “Achievement- Related Attribution”, or sometimes self-
efficiency. Self-esteem comes from several sources, such as school ability, friendships with parents
and teachers, and other helping and playing tasks. As with emotional development, both internal
and external variables can affect young children’s self-confidence.

Children who can better cope with frustrations and challenges are more likely to think of themselves
as successful, valuable and good, which will lead to high self-esteem. In contrast, children who
become easily frustration and discouraged often quit or need extra assistance to complete task.
These children may have lower self-esteem if they start to believe that they can’t be successful and
aren’t valuable.

External factors, such as massages from other people, also Colour how children view themselves.
Young children with parents, caregivers and teachers providing them with positive feedback about
their abilities and attempts to succeed, usually have higher self-esteem.

Peers also have an impact on young children’s self-conference. Young children who have playmates
that are usually nice and apt to include the child in activities will develop a positive self-esteem.
However, a young child who is regularly left out , teased, or bullied by same age or older peers can
develop low self-esteem.
How might differentiating our teaching to focus on their learning improve a child’s self-confidence

Self-confidence is important in and out of the classroom:

 Always accentuate the positive. Do you notice those suffering from a low self-esteem tend
to focus on the negativity? You will hear statements like; ‘Oh I was never any good at that. ‘I
can’t keep friends’. This actually indicates that this person needs to like him or herself more.’

 Give children the opportunity to tell you 10 things they like about themselves. Prompt them
to state things they can do well, things they feel good about. You will be surprised at how
many children suffering with low self-esteem have difficulty with this task you’ll need to
provide prompts. (This is also a great beginning of the year activity)

 Avoid criticism. Those suffering with low self-esteem struggle the most when given criticism.
Be sensitive to this.

 Always remember that self-esteem is about how much children feel valued, appreciated,
accepted, loved and having a good sense of self-worth. Having a good self-image.

 Expectations must always be realistic. This goes along with sitting children up for success.
Differentiated instruction is a key and goes a long way to ensure the types of
task/expectations match the child’s strength and ability levels.

 Self-esteem and self-confidence is an important component to almost everything children

do. Not only will it help with academic performance. It supports social skills and makes it
easier for children to have and keep friends. Relationships with peers and teachers are
usually more positive with a healthy those of self-esteem. Children are also better equipped
to cope with mistakes, disappointments and failure, they are more likely to stick with
changing tasks and complete learning activities. Self-Estes is needed life-long and we need to
remember the important role we play to enhance or damage a child’s self-esteem and
confident.

References:

Iteachformheart January 22, 2015

The material that has been presented in the course by;

(Dr George Oduto)