How does the development of self-awareness and self-esteem factor .docx

How does the development of self-awareness and self-esteem
factor into the development of social problem solving skills?
Based on what you’ve learned, does the media (social, video
games, music, movies, etc.) help or hurt the development of
social problem solving skills? Please give examples to support
your claim.
I have a challenge for you. Can you find an example, online, of
a child, (any stage of development), showing positive social
problem solving skills and an example with poor or no social
problem solving skills? Start your search locally. If you can't
find anything, broaden your search to state and national news. If
you still can't find anything you may use social media. Please
post the results of your search. If you found something, post the
link/s, a summary of what you found, and your thoughts about
it.
READING
CHFD215 | LESSON 7
Social Understanding, Peers, Media, and Schooling
This week addresses the development of social cognition, or
how children come to understand their multifaceted social
world. We will also learn about the importance of peer
relations, television, computers, and schooling in child
development.
Topics to be covered include:
· Stages in Social Understanding.
· Impact of Peer Relations, Media, and Schooling in Child
Development
Development of Self-Awareness and Self-Concept
How do children come to understand their multidimensional
social world? How do they think about and interpret their
experiences with others? These questions address the concept of
social cognition, thinking about characteristics of the self and
other people. The first step in this development is self-

awareness.
You may wonder when babies begin to recognize the concept of
self. The development of self-awareness occurs in stages, with
the first stage commencing at birth.
As language takes more of a role in the toddler’s interactions,
self-awareness increases, as the toddler is now able to express
the self in a more defined manner. Between 18 and 30 months,
children begin to classify themselves and others on the basis of
perceptually distinct attributes and behaviors, such as age,
gender, size, and temperament. This is known as the categorical
self. The remembered self encompasses a bigger picture as
children rely on autobiographical memories to view themselves
as continuously existing individuals. This type of awareness
grows out of conversations and interactions with adults who can
elaborate on past experiences. Finally, the concept of the
enduring self is developed as preschoolers begin to discuss
future events and begin to view themselves as persisting over
time.
SELF-AWARENESS
· NEWBORNS
· INFANTS
· TODDLERS
You may recall that newborns have the capacity for intermodal
perception, or making sense of light, sound, tactile, odor, and
taste information. As babies touch their toes, watch their arms
move, and hear themselves cry, they begin to differentiate their
own bodies from their surroundings. After feeling a particular
object with their hands, they are able to visually distinguish it
from other objects.
Theory of Mind Development
You may recall that, as children think about themselves and
others, they form a naïve theory of mind, which is a coherent
understanding of their own and others’ vivid mental lives. In
other words, they are aware that people have personal thoughts.
This contributes to their ability to consider the perspective of

others, as they understand that someone else may not be
thinking the same thoughts as them.
By the time children have reached the age of three, children
begin to realize the connections among perceiving, feeling, and
desiring.
Factors influencing theory of mind include language and verbal
reasoning, executive function, parent-child conversations about
mental states, make-believe play, and social interaction with
siblings, friends, and adults. As theory of mind strengthens
throughout a child’s development, it contributes to the
development of social skills, since the appreciation of the
connection between their own and others’ beliefs and desires
leads to more positive interactions.
DESIRE THEORY OF MIND
BELIEF-DESIRE THEORY OF MIND
FALSE BELIEFS
Self-Concept
As we can see, growing children are taking in a great deal of
information from themselves and others and attempting to make
sense of it internally. As they do this, they begin to genuinely
reflect on their own selves. They consider the self’s
characteristics and begin to build a self-concept, or the set of
attributes, abilities, attitudes, and values that an individual
believes defines who he or she is.
How do these changes in self-concept occur? Cognitive
development, perspective-taking skills, and feedback from
others all work together to help shape a child’s self-concept.
George Herbert Mead, a well-known sociologist, defined the
self as a generalized other, or a blend of what we imagine
important people in our lives think about us. He suggested that
self-concept transforms as children begin to internalize the
attitudes of others towards them. This can have a positive or
negative effect. For example, children use this information to
create a model self that is used to evaluate the real self. If there
is a major inconsistency between the two selves, self-esteem
can decline, leading to sadness or depression. This is why

positive adult and peer support is essential in evaluating and
clarifying negative self-concepts. It is important to keep in
mind that self-concept varies across cultures. Children in
individualistic cultures tend to focus more on personal
characteristics when evaluating self, while those in collectivist
cultures are more concerned with the quality of their
relationships.
Age Group
Description
Example
Preschoolers
The self-concept of preschoolers is very concrete. Children at
this age often describe themselves in terms of obvious
characteristics, such as age, physical appearance, and
possessions. As they age, they begin to include typical emotions
in their descriptions
I am happy when I play with my dog.
Middle Childhood
By middle childhood, self-concept shifts from a focus on
observable characteristics and typical emotions and attitudes to
competencies, personality traits, and social comparisons. Both
positive and negative traits are included and are very matter-of-
fact. These descriptions often stem from social comparisons, or
thinking about themselves in reference to others.
I am an honest person.
Early Adolescence
By early adolescence, distinct traits come together to form a
more abstract description that includes social qualities and
personal and moral values. However, these statements are often
contradictory, as children at this age often feel pressured to act
differently in various social situations.
I am an extrovert with my friends, but an introvert around
people I don’t know really well.
Self Esteem
When considering self-concept, you must also take into account
self-esteem. Self-esteem is the judgment of self-worth and

feelings associated with those judgments. This is one of the
most impactful areas of self-development, as it affects
emotions, behavior, and long-term psychological adjustment.
Changes occur in a child’s self-esteem over time as children
receive updated, evaluative information from others. This leads
to the formation of four general types of evaluations: academic
competence, social competence, physical/athletic competence,
and physical appearance. These evaluations are combined into
an overall sense of self-esteem.
Self-esteem typically starts off as high, as preschoolers are not
skilled at evaluating their actual proficiency with various tasks.
In other words, they think they are able to perform tasks better
than they actually can. As the preschooler ages and numerous
new skills must be learned, self-esteem becomes more adaptive
as tasks are met with success or failure. Once children enter
elementary school, we see an initial decline in self-esteem, as
children are provided with more feedback regarding ability and
their accomplishments are easily compared with those of other
students. Fortunately, by the time a child reaches fourth grade,
self-esteem typically swells, as children begin to value their
contributions to relationships, academics, and athletics. While
this rise typically remains stable, some adolescents experience a
drop in self-esteem with transferring from middle to high
school. Those with favorable self-esteem profiles are associated
with positive adjustment.
INFLUENCES ON SELF-ESTEEM
We learned that self-esteem originates early, based on
evaluative information available to children and their ability to
process that information. Cultural forces, including relative
emphasis on social comparison and gender-stereotyped
expectations, are part of the evaluative information that affects
self-esteem. For example, while competition in Asian
classrooms is high, children are also encouraged to praise others
rather than judge themselves. And it will likely not be
surprising to learn that girls tend to have lower self-esteem than
boys with regard to appearance and athletic abilities, but higher

self-esteem when considering the closeness of relationships.
Both boys and girls whose parents are warm and accepting and
provide reasonable expectations for mature behavior tend to
have higher self-esteem overall. In contrast, parents who are
controlling or who consistently critique their children often
send the message that they are inadequate, leaving them with a
strong desire for reassurance, which can be sought out in
negative ways.
Attributions
Attributions are our common, everyday explanations for the
causes of behavior. When we try to figure out why we or others
act in a certain way, we consider both internal and external
factors. Internal factors can include both ability and effort.
Even as young as three, children begin to make attributions
regarding their success and failure, which can affect their effort
in the future. However, as children grow older, develop their
reasoning skills, and receive appropriate adult feedback, they
begin to differentiate among ability, effort, and external factors
in their attributions for success and failure. Children with
mastery-oriented attributions credit their successes to high
ability and their failures to insufficient effort. They tend to
focus on learning goals and use information to increase their
ability through effort. Children with learned helplessness
attribute successes to external factors, such as luck, and failures
to low ability. They tend to focus on focus on performance
goals and attempt to avoid negative evaluations of their skills.
Children who consistently experience negative feedback
regarding their abilities, messages that evaluate their traits, or
pressure to focus on performance goals are likely to develop
learned helplessness. Caring, helpful parents and teachers who
emphasize learning goals help connect effort with success, so
that children can better develop the metacognitive skills needed
for higher achievement.
STAGES OF SELF-ESTEEM IN CHILDREN
BIRTH TO 3 MONTHS
4 TO 8 MONTHS

9 TO 18 MONTHS
19 TO 24 MONTHS
2 TO 3 YEARS
3 TO 5 YEARS
6 TO 8 YEARS
Identity
Adolescents’ self-descriptions and sense of self-esteem provide
the cognitive groundwork for establishing an identity, which is
recognized as a crucial step toward becoming a productive,
content adult. When you determine your identity, you are
deciding who you are as an individual, what you hold in high
esteem, and the pathways you intend to follow in life. You use
these criteria to take action and explain your actions to others.
As an adolescent begins to form his or her identify, it guides the
decision making process in many areas of life, including
vocation, relationships, community involvement, expression of
sexual orientation, and ideas about morality, religion, and
politics. Although this process begins early in life, it is not until
late adolescence that young people become engrossed in this
mission.
IDENTITY STATUS
Although the seeds of identity formation are planted early, not
until late adolescence and emerging adulthood do young people
become absorbed in this task. Combining theories from Erik
Erikson and James Marcia, researchers determined four identity
statuses based on two criteria, exploration and commitment. It
is important to note that some adolescents remain in one status,
while others shift among categories. It is typical for many
young people to transition from lower to higher statuses as they
age; however, others remain constant or even reverse direction.
Attending college often allows young people more opportunities
for exploration, thus aiding in the identity commitment process.
Students who enter the workforce directly following high school
may have more difficulty determining long-term identity.
Identity can be widely influenced by a variety of factors,
including personality, family, peers, school, community, and

culture. Providing young people with opportunities to engage in
open communication about a variety of topics, higher-order
debates and discussions, extracurricular activities, and
vocational training permits them to explore options and develop
convictions.
IDENTITY ACHIEVEMENT
IDENTITY MORATORIUM
IDENTITY FORECLOSURE
IDENTITY DIFFUSION
Person Perception
As children begin to develop an understanding of themselves,
they also grow in their knowledge of others. Person perception
refers to the way we assess the characteristics of people with
whom we are accustomed. As with self-descriptions, children’s
person perception begins with concrete descriptions of others
based on obvious behaviors; however, in adolescence, these are
drawn together into more profound, organized character
sketches, as abstract thinking and reasoning skills improve.
The person perception of children is highly guided by social
stereotypes. Very young children are able to differentiate
between rich and poor on the basis of observable
characteristics, such as clothing, residence, and possessions.
School-age children absorb prevailing societal attitudes toward
various social groups, picking up on messages such as
segregation and explicit group labeling. When influential adults
validate these stereotypes by treating others differently based
on socioeconomic status or race, it is more likely that biases are
formed. The extent to which these biases are formed depends on
whether a child has a fixed view of personality traits (extreme
impressions based on partial evidence), exaggerated self-
esteem, and a social world in which people are separated into
groups. The good news is that prejudice can be greatly reduced
through intergroup contact, collaboration among groups, and
exposure to the idea that people have the capacity to change.
Social Problem Solving

Conflict is inevitable. However, as children mature in the
development of their self-awareness and person perception, they
begin to utilize this knowledge to resolve social problems.
Conflicts provide opportunities for children to practice social
problem solving, in which they generate and apply strategies
that prevent or resolve disagreements, resulting in outcomes
that are both acceptable to others and beneficial to the self. This
requires a complex understanding of social diversity.
PROBLEM SOLVING SKILLS
Social problem solving skills can strongly influence peer
relationships. Children who understand the process of social
problem solving tend to get along better with others. This
process involves noticing and interpreting social cues,
clarifying social goals, generating and evaluating strategies, and
enacting responses. Children who are adept at the first step
(noticing and interpreting social cues) are able to formulate
goals that lead to the betterment of the relationship, while
children who poorly read or selectively ignore these cues often
misinterpret the actions of others and respond in ways that harm
the relationship.
The process of social problem solving advances throughout the
preschool and early school years, as children develop their
abilities to consider the perspective of others. For children who
experience difficulties embracing the perspective of others, thus
hindering social problem solving, specific interventions can be
offered to promote effective problem-solving strategies.
Programs that encourage role playing, for example, give
children necessary opportunities to think through and practice
detecting the emotions of others, planning appropriate actions,
creating effective strategies, and anticipating likely results.
Knowledge Check
1
Question 1
Which identity status is associated with both exploration and

commitment?
Identity diffusion
Identity achievement
Identity foreclosure
Identity moratorium
I don't know
One attempt
Submit answer
You answered 0 out of 0 correctly. Asking up to 1.
Case Study
Examining case studies can enhance knowledge and
understanding of children’s self-esteem and their long term
development. The following case study will help us examine the
relationship between adolescent self-esteem and psychological
well-being in adulthood.
· STUDY 1
The Relationship between Adolescent Self-Esteem and
Psychological Well-Being in Adulthood
To examine the relationship between adolescent self-esteem and
psychological adjustment in adulthood, Boden, Fergusson, and
Horwood (2008) recruited 1,000 15-year-olds and followed
them to age 25.
The researchers collected the following information:
· At age 15, participants completed a self-esteem inventory.
· At ages 16, 18, 21, and 25 years, participants completed an
anxiety and depression inventory.
· At age 16, participants completed a self-report of delinquency,
which focused on a diverse range of conduct problems and
antisocial behavior (for example, alcohol and drug abuse, fire
starting, stealing).
· At ages 16, 18, 21, and 25 years, participants were asked
about suicidal ideation. For example, “Have you ever thought
about killing yourself?” “How often do you think about killing
yourself?”
· At ages 16, 18, 21, and 25 years, participants reported on their

substance use, including alcohol, tobacco, and illegal drugs.
· At ages 18, 21, and 25 years, participants reported on their life
satisfaction. Using a four-point scale, ranging from very happy
to very unhappy, participants answered questions about work,
family, friends, and leisure.
· At ages 21 and 25 years, participants completed a relationship
quality inventory, which focused on their current or most recent
romantic relationship. The inventory includes four subscales—
love, maintenance, conflict, and ambivalence.
· At ages 18 and 21 years, participants completed a peer
attachment inventory, which included attachment to same-sex
and opposite-sex friends.
· Because life experiences and demographic variables may
influence the relationship between adolescent self-esteem and
adult outcomes, the researchers also collected information on
family SES, maternal education, experiences with physical
discipline, parental substance abuse, and family instability (e.g,
divorce).
Results
Results indicated that low self-esteem at age 15 predicted
anxiety, depression, antisocial behavior, suicidal ideation,
substance abuse, lower levels of life satisfaction, and
dissatisfaction with peers and romantic partners.
These findings were especially strong for low-SES participants,
those who experienced family instability, and those who
reported high levels of physical discipline in childhood. These
findings suggest that early family experiences contribute to
quality of self-esteem in adolescence, which, in turn, predict
psychological well-being in adulthood.
Peer Relations
Beyond the family, peer relations are one of the most highly
influential factors on child development. Peers can significantly
affect the development of social skills and can provide critical
emotional support during trying times, such as parental divorce.
Peer sociability is strengthened by and also promotes cognitive,
emotional, and social achievements.

DEVELOPMENT OF PEER SOCIABILITY
Peer sociability begins, in limited form, in infancy, when babies
even as young as three months old randomly look at and touch
each other. By the time babies reach a year old, the exchanges
become reciprocal and they begin to imitate each other.
Subsequently, an appreciation for the actions and emotions of
others grows, leading to more organized interactions. This
development is influenced by positive interactions between the
parent and child.
Mildred Parten observed the interactions of two to five year
olds and determined that peer sociability occurs in three,
sequenced steps. Children advance through the steps as they
progress with their communication and people perception skills.
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· According to Parten, peer sociability begins with nonsocial
activity, or unoccupied, onlooker behavior and solitary play.
It then transitions to parallel play, which is a limited form of
social participation in which a child plays close to another child
with like materials but does not try to influence his or her play.
Friendships and Child Development
Although children interact with numerous peers over the course
of childhood, clear preferences emerge and friendships begin. A
friendship is a close relationships involving companionship in
which each partner wants to be with the other.
EARLY CHILDHOOD FRIENDSHIPS
STABILITY OF FRIENDSHIPS
INTERACTION WITH FRIENDS
BEST FRIENDS
MIDDLE CHILDHOOD FRIENDSHIPS
Peer Acceptance
Peer acceptance, or the extent to which a child is viewed by
age-mates as a worthy social partner, uniquely contributes to
adjustment. It influences temperament, mood, and self-esteem
and contributes to emotional and social successes or failures.
Rejection by peers often impacts academic achievement and

propensity to engage in risky behaviors, such as drug use and
delinquency. Using self-reports that measure social preferences
and prominence, researchers have identified four categories of
peer acceptance: popular, rejected, controversial, and neglected.
PEER GROUPS
Peer groups are collectives of children that organize on the
basis of proximity and similarity in sex, ethnicity, and
popularity. They generate a social structure characterized by
shared values and standards for behavior. In the early teens,
peer groups evolve into same-sex cliques (groups of about five
to eight members who tend to resemble one another in family
background, attitudes, values, and interests), several of which
may combine to form a crowd. Eventually, mixed-sex cliques
form, providing a supportive context for interacting with the
other sex, and crowds decline in importance as adolescents
settle on personal values and goals.
POPULAR
CONTROVERSIAL
REJECTED
NEGLECTED
Dating Relationships
As puberty begins to impact sexual interest, dating relationships
often emerge. These relationships also impact child
development. The beginning of dating is regulated by cultural
norms, and the achievement of intimacy in adolescent dating
relationships lags behind that of friendships. Adolescents with a
history of strong parental and peer relationships often develop
caring romantic connections. These connections contribute to
positive relationships in emerging adulthood. In contrast,
adolescents with a history of frequent family of peer conflict
often struggle with positive dating interactions. As long as
dating is not premature, it can provide important training in a
variety of social skills, such as cooperation and compromise, as
well as promote empathy, self-esteem, and identity
development.
Media

The role of media has had a significant impact on child
development. Many forms of media, including television,
computers, and cellphones, influence a variety of aspects of
children and adolescents’ daily lives, including acquisition of
knowledge, family and peer communication, and time.
· INFLUENCE OF TELEVISION
· INFLUENCE OF COMPUTERS AND THE INTERNET
· REGULATION OF USE
North American children become television viewers beginning
in early infancy, and U.S. and Canadian school-age children
spend more time watching television than engaged in most other
activities. In fact, TV viewing over the course of a year
typically comes close to or exceeds time spent in school!
During a research study of the impact of television availability
on school-age children, it was noted that children who started
watching television showed a drop in reading ability, creativity,
and community participation, while also experiencing an
increase in gender-stereotyped beliefs and aggression. While
this is concerning, it does not signify that television itself is
corrupt. Like any instrument, if effectively utilized by adults to
enhance children’s learning, it has the potential to strengthen
cognitive, emotional, and social development.
Young children’s incomplete grasp of television’s meanings
makes them more likely to believe and imitate what they see.
Research confirms TV’s potential for enhancing children’s
prosocial behavior, but violent programming has lasting
negative consequences. Although educational programming for
children is sensitive to issues of equity and diversity,
commercial entertainment TV often conveys ethnic and gender
stereotypes. Young children are attracted to TV ads but do not
comprehend their selling purposes; even older children and
adolescents find many commercials alluring. Television that
includes examples of collaboration and assisting and comforting
others can promote positive social skills and teach important
life lessons. In addition, educational programs such as Sesame
Street can promote gains in early literacy and math skills. In

fact, the watching of education programs has been linked to
higher grades and academic motivation. However, evidence also
suggests that watching too much entertainment TV detracts from
children’s school success, social experiences, and family
interaction. For example, children involved in heavy TV
watching often did not participate in frequent family meals or
participate in as many extracurricular activities.
Impact of Schooling on Academic and Social Development
We have discussed the impact of peer relations and media on
child development. In school, children learn to become
productive members of society, making schools another
incredibly powerful force in academic, emotional, moral, and
social growth.
CLASS SIZE
The physical elements of the classroom affect students. Class
size is one factor that varies widely among schools and is an
important dynamic to consider. It may not be surprising to learn
that smaller classes in the early elementary grades promote
lasting gains in academic achievement, while smaller high
schools foster greater social support and school engagement.
This is likely due to the fact that children in smaller groups tend
to show an increase in concentration, participation, and positive
attitudes and that smaller schools often foster an environment of
togetherness and provide more opportunities for high
involvement.
Philosophical Approaches to Schooling
In North America, the pendulum has swung back and forth
between two philosophical approaches to education, the
traditional classroom and the constructivist classroom. In the
traditional classroom the teacher is the sole authority
knowledge, rules, and decision making. The majority of talking
is done by the teacher, while children passively listen and
respond when asked questions. In contrast, the constructivist
classroom (grounded in Piaget’s view) encourages students to
construct their own knowledge. Children are encouraged to

solve self-chosen problems, while the teacher guides and
supports them in response to their needs. Although traditional
classrooms slightly boost achievement test scores, constructivist
classrooms are connected to advances in critical thinking,
greater social and moral maturity, and more positive attitudes
toward school in general.
Vygotsky’s sociocultural theory has been utilized to develop a
new theoretical approach in which children work as partners in
learning, participating in challenging activities with teachers
and peers and using collaborative practices, such as reciprocal
teaching and cooperative learning. This transforms classrooms
into communities of learners and is known as a social-
constructivist classroom. Teachers guide the process of
learning, but everyone (including students) is an equal
contributor in the authority to define and resolve problems,
drawing on each individual’s unique expertise and skills.
Other School Influences
In addition to class size and educational philosophy, the timing
of school transitions also significantly impacts children.
ELEMENTARY SCHOOL
MIDDLE SCHOOL
HIGH SCHOOL
Other school factors to consider include teacher-student
interaction, homogenous versus heterogeneous grouping, and
inclusion.
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·
Teacher–student interaction has a significant impact on
academic achievement. Students desire teachers who are caring,
helpful, and inspiring; however many teachers continue to
underemphasize higher-level thinking for under stimulating,
repetitive tasks. Evidence has shown that students in
stimulating, challenging classrooms demonstrated better
attendance and larger academic gains over time. In addition, it
is common for respectful, academically gifted students to
receive more praise from teachers, while disruptive students

often receive more reproach. However, it is the children who
are most at risk for learning difficulties that need the support of
a caring teacher the most. Finally, teacher expectations play an
important role in student achievement. High achievers can lose
momentum if efforts are met with criticism, and low
expectations by teachers often produce low performance results.
Knowledge Check
1
Question 1
Which type of classroom philosophical approach is grounded in
Piaget’s theory that children should build their own knowledge
as the teacher facilitates?
Traditional
Constructivist
Social-constructivist
I don't know
One attempt
Submit answer
You answered 0 out of 0 correctly. Asking up to 1.
Case Study
An analysis of case studies on peer relationships, media, and
school can further the understanding of the impact on child
development. The first case study seeks to help us understand
the link between excessive television viewing and ADHD, while
the second study examines whether adolescents who enter the
workforce too early are at risk for early sexual activity.
‹ 1/2 ›
· STUDY 1
Is Heavy Television Viewing Linked to ADHD?
Heavy television viewing during childhood is linked to a variety
of negative outcomes, including inactivity, declines in reading
ability and creative thinking, gender stereotyping, and
aggression. But is television viewing related to ADHD? To find
out, Miller and colleagues (2007) recruited 170 preschool-age

children and their parents and collected the following
information:
· Research assistants conducted semi-structured interviews with
parents about their child’s television viewing habits. Parents
were asked to estimate the average number of hours their child
spent watching television each week.
· Parents and teachers completed an ADHD checklist for each
child.
· Because high activity levels are common in children with
some forms of ADHD, each child was equipped with an
actigraph for a two-hour time period. An actigraph is worn on
the waist and records the number of movements an individual
makes during a set period of time. In addition to measuring
activity levels, the researchers were interested in how parent
and teacher reports of activity compared to actigraph results.
Results
Results indicated that television viewing is linked to several
characteristics of ADHD. Compared to children who were light
viewers (watched only several hours of television per week),
heavy viewers (those who watched several hours of television
per day) exhibited higher activity levels (as measured by the
actigraph) and were rated as highly active by their parents and
teachers. Heavy television viewers were also rated as more
inattentive and hyperactive than light viewers. According to
Miller and colleagues (2007), these findings do not suggest that
heavy television viewing causes ADHD. However, recent
studies have shown a moderate to strong relationship between
television viewing and behavioral difficulties associated with
ADHD. It is unclear whether excessive television viewing
contributes to inattention and hyperactivity or whether some
parents use television to “attend to” children with challenging
behaviors. Regardless of the relationship between television
viewing and ADHD, these findings provide additional evidence
that parents should limit the amount of time their children spend
watching television.
Overview

Social cognition, or thinking about characteristics of the self
and other people, begins with the development is self-
awareness, which occurs in stages throughout a child’s life.
Self-awareness is part of emotional and social development. As
children think about themselves and others, they form a naïve
theory of mind, which is a coherent understanding of their own
and others’ vivid mental lives. This contributes to their ability
to consider the perspective of others. As children begin to
genuinely reflect on their own selves, they begin to build a self-
concept, or the set of attributes, abilities, attitudes, and values
that an individual believes defines who he or she is. This leads
to the development of self-esteem, or the judgment of self-
worth and feelings associated with those judgments. This is one
of the most impactful areas of self-development, as it affects
emotions, behavior, and long-term psychological adjustment.
Changes occur in a child’s self-esteem over time as children
receive updated, evaluative information from others. An
adolescent’s sense of self-esteem provides the cognitive
groundwork for establishing an identity, which is recognized as
a crucial step toward becoming a productive, content adult. As
an adolescent begins to form his or her identify, it guides the
decision making process in many areas of life, including
vocation, relationships, community involvement, expression of
sexual orientation, and ideas about morality, religion, and
politics. As children begin to develop an understanding of
themselves, they also grow in their knowledge of others (person
perception). Person perception is highly guided by social
stereotypes. As children mature in the development of their
self-awareness and person perception, they begin to utilize this
knowledge to resolve social problems.
Beyond the family, peer relations are one of the most highly
influential factors on child development. Peers can significantly
affect the development of social skills and can provide critical
emotional support during trying times, such as parental divorce.
Peer sociability is strengthened by but also promotes cognitive,
emotional, and social achievements. Parents exert both direct

and indirect influence on peer sociability by attempting to
influence peer relations and through their own child-rearing
styles and play behaviors. Other situational factors, such as age
mix, and cultural values also play a role in peer sociability.
Although children interact with numerous peers over the course
of childhood, clear preferences emerge and friendships begin.
Friendship provides ample opportunities for conflict resolution
strategies, as well as a safe context in which children can learn
to tolerate criticism and resolve disputes. Peer acceptance, or
the extent to which a child is viewed by age-mates as a worthy
social partner, uniquely contributes to adjustment. It influences
temperament, mood, and self-esteem and contributes to
emotional and social successes or failures. Rejection by peers
often impacts academic achievement and propensity to engage
in risky behaviors, such as drug use and delinquency.
Key Terms
ATTRIBUTIONS
BELIEF-DESIRE THEORY OF MIND
CATEGORICAL SELF
DESIRE THEORY OF MIND
ENDURING SELF
GENERALIZED OTHER
IDEAL RECIPROCITY
IDENTITY
IDENTITY ACHIEVEMENT
IDENTITY DIFFUSION
IDENTITY FORECLOSURE
IDENTITY MORATORIUM
PERSON PERCEPTION
REMEMBERED SELF
SCALE ERRORS
SELF-CONCEPT
SELF-ESTEEM
SELF-RECOGNITION
SOCIAL COGNITION
SOCIAL COMPARISONS

SOCIAL PROBLEM-SOLVING
ASSOCIATIVE PLAY
CONTROVERSIAL CHILDREN
CONSTRUCTIVIST CLASSROOM
COOPERATIVE PLAY
DOMINANCE HIERARCHY
FRIENDSHIP
INCLUSIVE CLASSROOM
NEGLECTED CHILDREN
NONSOCIAL ACTIVITY
PARALLEL PLAY
PEER ACCEPTANCE
PEER GROUP
POPULAR CHILDREN
REJECTED CHILDREN
REJECTED-AGGRESSIVE CHILDREN
REJECTED-WITHDRAWN CHILDREN
ROUGH-AND-TUMBLE PLAY
TRADITIONAL CLASSROOM
Sources
Bleeker, M. M., & Jacobs, J. E. (2005). Achievement in math
and science: Do mothers’ beliefs matter 12 years later? Journal
of Educational Psychology, 96, 97–109.
Lee, C-Y. S., & Doherty, W. J. (2007). Marital satisfaction and
father involvement during the transition to parenthood.
Fathering, 5, 75–96.
All graphics are public domain images or stock images from
123RF.
How does the development of se
lf
-
awareness and self
-
esteem factor into the

development of social problem solving skills? Based on what
you’ve learned, does the
media (social, video games, music, movies, etc.) help or hurt
the development of social
problem solving skills? Please give ex
amples to support your claim
.
a child, (any stage of
development), showing positive social problem solving skills
and an example with poor
or no social problem solving skills? Start your searc
h locally. If you can't find anything,
broaden your search to state and national news. If you still can't
find anything you may
use social media. Please post the results of your search. If you
found something, post
the link/s, a summary of what you found,
and your thoughts about it.
READING
CHFD215
|
LESSON
7
Social Understanding, Peers, Media, and
Schooling

how children come to understand
their multifaceted social world. We will also learn about the
importance of peer relations,
television, computers, and schooling in child development.
·
Stages in Social Understanding.
·
Impact of Peer Relations, Media, and Schooling in Child
Development
Development of Self
-
Awareness and Self
-
Concept
How do children come to understand their mul
tidimensional social world? How do they think
about and interpret their experiences with others? These
questions address the concept of social
cognition, thinking about characteristics of the self and other
people. The first step in this
development is sel
f
-
awareness.
self. The development of self

-
awareness occurs in stages, with the first stage commencing at
birth.
self
-
awareness inc
reases, as the
toddler is now able to express the self in a more defined
manner. Between 18 and 30 months,
perceptually distinct attributes
How does the development of self-awareness and self-esteem
factor into the
development of social problem solving skills? Based on what
you’ve learned, does the
media (social, video games, music, movies, etc.) help or hurt
the development of social
problem solving skills? Please give examples to support your
claim.
a child, (any stage of
development), showing positive social problem solving skills
and an example with poor
or no social problem solving skills? Start your search locally. If
you can't find anything,
broaden your search to state and national news. If you still can't
find anything you may
use social media. Please post the results of your search. If you
found something, post
the link/s, a summary of what you found, and your thoughts
about it.
READING
CHFD215 | LESSON 7

Social Understanding, Peers, Media, and
Schooling
how children come to understand
their multifaceted social world. We will also learn about the
importance of peer relations,
television, computers, and schooling in child development.
Development
Development of Self-Awareness and Self-
Concept
How do children come to understand their multidimensional
social world? How do they think
about and interpret their experiences with others? These
questions address the concept of social
cognition, thinking about characteristics of the self and other
people. The first step in this
development is self-awareness.
self. The development of self-
awareness occurs in stages, with the first stage commencing at
birth.
self-awareness increases, as the
toddler is now able to express the self in a more defined
manner. Between 18 and 30 months,
perceptually distinct attributes
Learning Resources
· Enter your MyWalden user name: ([email protected]) and
password (3#icldyoB1A+) at the prompt. (if necessary)
Readings
· Article: Cinar, A. (2010). Globalism as the product of

nationalism: Founding ideology and the erasure of the local in
Turkey. Theory, Culture & Society, 27(4), 90–118.
Use the Academic Search Complete database and search by the
article title. Cinar, A. (2010). Globalism as the product of
nationalism: Founding ideology and the erasure of the local in
Turkey. Theory, Culture & Society, 27(4), 90–118.
· Article: Frascina, F. (2003). The New York Times, Norman
Rockwell and the new patriotism. Journal of Visual Culture,
2(1), 99–130.
Use the Academic Search Complete database and search by the
article title. Frascina, F. (2003). The New York Times, Norman
Rockwell and the new patriotism. Journal of Visual Culture,
2(1), 99–130
· Article: Miscevic, N. (2010). Nationalism. The Stanford
Encyclopedia of Philosophy. Retrieved from
http://plato.stanford.edu/archives/sum2010/entries/nationalism/
· Article: Nathanson, S. (1989). In defense of "moderate
patriotism." Ethics,99(3), 535–552.
Reproduced with permission of University of Chicago Press -
Journals in the format electronic usage via Copyright Clearance
Center.
Media
· Interactive Map: Social Justice Issues
Transcripts of the Interactive Map, "Social Justice Issues," are
available at the following links:
IntroductionHuman Rights ViolationsCausesInterventionsSocial
Justice Outcomes

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