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How self-concept, develops during early childhood
The self concept can be defined as the knowledge accumulation about the self, e.g. values, beliefs relating to personality traits, abilities, physical features, roles and goals. Starting at birth, children organize and achieve information relating to them as a way to make them understand the relationship between their social life and the concept of self. By the age of three years, children are already developed of their categorical self, which involves mostly on the way they see themselves in “this or that” labels. E.g. small children mark themselves in relation to gender such as “girl or boy”, value such as “bad or good”, physical such as “tall or short”, age such as “child or adult.” (Grace J. Craig, 2002).
The labels mainly explain the self concept of children in very concrete, observable conditions. Small children may start experiencing private thoughts, inner self, desires and feelings that no one else is aware of unless a child decides to share the information. This process of development is an outcome of emerging cognitive skills of children and their social relationships with both peers and family members. At early childhood, the self concepts of children are merely differentiated and they are judged mostly on concrete characteristics like possessions, abilities and physical attributes. (Grace J. Craig and Don Baucum, 2002).
During middle childhood, the self concept of children becomes more differentiated and integrated as the child involves himself in social comparison and in a clearer manner perceives the self as having psychological and internal characteristics. During adolescence and later childhood, the self concept of children is found to be more complex, abstract and hierarchically arranged into self-schemas or cognitive mental representations, which leads the self-relevant information processing. Early self concepts mostly depend on easily observed and defined variables and since several young children are provided with lots of encouragement, those children who are preoperational often possess relatively high self esteem. In relation to emotional development, both external and internal variables could have a major effect on the self concept of young children. (Don Baucum, 2002).
How gender identity develops during early childhood
The gender identity creation is a complex process that begins with conception, but it consists of processes of critical development at gestation and even experiences of leaning after birth. Gender identity and sexuality is the final channel or realm of child development. Several people believe that development of sexuality does not appear as a significant condition until adolescence and puberty. However, children start to develop sexual behavior and interest in their functioning of sexuality during infancy. Gender identity and sexuality development cuts across emotional, physical, cognitive, and social developmental dimensions. However, just like all stages of development, it is important to realize that every child is different and could grow more slowly or faster than other children (Grace J. Craig, 2002).
According to Kohlberg’s gender identity development theory, “young children learn to understand about their gender and the meaning of being that gender in their each and everyday life” (Kohlberg). Kohlberg states that this process has three stages. The first stage which occurs between the ages of three to four years that is early pre school years, young children involve themselves in gender labeling. The second stage occurs as young children mature; in this stage they get a better gender identity understanding. Children get to understand that changing tasks or physical looks can change them into the opposite sex. The last Kohlberg’s stage occurs between the ages of six to seven years that is early school years and this is where several children understand the consistency of gender, the reasoning that they are one particular gender and they will stay as that gender for the rest of their lives. Piaget’s theory of development may be applied to gender identity development by examining social interactions and day to day play of young children. By the age of five years, children seem to want to play with mostly “gender-specific” toys. (Grace J. Craig and Don Baucum, 2002). At this age, children become informed about stereotypical behaviors and activities related to gender. Early beliefs relating to gender roles will reflect observations made by children of what they around them. (Don Baucum, 2002).
Reference
1. Grace J. Craig and Don Baucum, Learning Resources Textbook: Human Development 9th Edition 2002, Prentice Hall.
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