TOPIC 8

Guiding Children toward a Healthy Sense of Self and Self-

Esteem
 B Y T H E E N D O F TH I S TO P I C , Y O U S H O U LD BE A BL E
TO :

• Define self-concept and self-esteem;

• Explain the importance of high self-esteem in children;
• Discuss how social interaction affects the development of self- esteem;
• Describe how adults promote childrenÊs self-esteem; and
• Identify examples of specific adult practices that affect a childÊs self- esteem.
 SELF CONCEPT

• A collection of beliefs about oneself that includes elements such as academic

performance gender roles and sexuality, and racial identity.
 SIX DOMAINS RELATED TO SELF
CONCEPT

• Social – the ability to interact with others;

• Competence – the ability to meet basic needs;
• Affect – awareness of emotional states;
• Physical – feelings about looks, health, physical condition and overall
appearance;
• Academic – success or failure in school; and
• Family – how well one functions within the family unit.
 SELF ESTEEM

• means valuing yourself as a person

 HOW ADULT CAN HELP?

• Praised for what they can do, not criticised for what they cannot do;
• Encouraged to develop new skills;
• Given choices, for examples, children can choose the clothes they wear or toys
that they want to play;
• Encouraged to discuss their feelings and express their ideas; and
• Given minimum assistance, thus allowing them to feel that they have control
over their own activities
 TECHNIQUES INCREASING SELF
ESTEEM

• Teachers should develop a personal relationship with each pupil;

• Teachers should focus on the positive, rather than the negative during the learning
evaluation process. Teachers should praise a pupilÊs hard work and gently point out
areas where improvement is needed;
• Teachers should develop positive expectations about a pupil's behaviour;
• Teachers should facilitate, rather than direct, the selection and choice of options. Pupils
should have a choice in some of the things they are required to do; and
• Teachers should establish positive role models for pupils to emulate. Teachers cannot
demand that their pupils act a certain way and then act differently.
 GUIDE SELF ESTEEM

• Adopt an authoritative care by giving style

• Parents and teachers are most likely to help children develop healthy self-
esteem when they use a mixture of acceptance, affection, expectations and
limits on children's behaviour and effort.
•  
• Other practices that guide towards healthy and balanced self-esteem:
• Plan appropriate activities that focus on self-esteem;
• Acknowledge pleasant and unpleasant feelings
• Demonstrate respect for all family groups and cultures. Avoid sexism and judging
physical attributes; and
• Teach specific social skills.