Self-Concept

Just as attachment is the main psychosocial milestone of infancy, the primary psychosocial milestone of childhood is the development of a positive sense of self. Self-concept is a person’s understanding of who they are.

Self-concept refers to how we think about ourselves and the knowledge we have about our traits, values, memories, and experiences. It’s like a mental framework that helps us process information about ourselves. When we talk about self-concept, we can divide it into two parts: the things we know about ourselves (like our traits, physical characteristics, roles, values, and goals) and how we feel about ourselves (our self-esteem and overall evaluation of ourselves). How does self-awareness develop?

self-concept

Self-awareness develops through a gradual process of self-reflection, social interaction, and feedback from others. It starts in infancy with the recognition of one’s own body and gradually expands to encompass a deeper understanding of personal characteristics, emotions, and social roles as children grow and develop.

The Mirror Test

Infants don’t have a concept of self. If you place a baby in front of a mirror, they will reach out to touch their image, thinking it is another baby. However, by about 18 months a toddler will recognize that the person in the mirror is themselves. How do we know this? In a well-known experiment, a researcher placed a red dot of paint on the noses of children before putting them in front of a mirror (Amsterdam, 1972). Commonly known as the mirror test, this behavior is demonstrated by humans and a few other species and is considered evidence of self-recognition (Archer, 1992). At 18 months old they would touch their own noses when they saw the paint, surprised to see a spot on their faces. By 24–36 months old children can name and/or point to themselves in pictures, clearly indicating self-recognition.

Forming a Healthy Self-Concept

The development of a positive self-concept is important to healthy development. Children with a positive self-concept tend to be more confident, do better in school, act more independently, and are more willing to try new activities (Maccoby, 1980; Ferrer & Fugate, 2003). The formation of a positive self-concept begins in Erikson’s toddlerhood stage, when children establish autonomy and become confident in their abilities. Children from 2–4 years old display a great increase in social behavior once they have established a self-concept. They enjoy playing with other children, but they have difficulty sharing their possessions. Also, through play children explore and come to understand gender roles and can label themselves as a girl or boy (Chick, Heilman-Houser, & Hunter, 2002). By 4 years old, children can cooperate with other children, share when asked, and separate from parents with little anxiety. Children at this age also exhibit autonomy, initiate tasks, and carry out plans. Success in these areas contributes to a positive sense of self.

Development of self-concept continues in elementary school. Once children reach 6 years old, they can identify themselves in terms of group memberships: “I’m a first grader!” School-age children compare themselves to their peers and discover that they are competent in some areas and less so in others (recall Erikson’s task of industry versus inferiority). At this age, children recognize their own personality traits as well as some other traits they would like to have. For example, 10-year-old Layla says, “I’m kind of shy. I wish I could be more talkative like my friend Alexa.”

Self-concept is re-evaluated in Erikson’s adolescence stage, as teens form an identity. They internalize the messages they have received regarding their strengths and weaknesses, keeping some messages and rejecting others. Adolescents who have achieved identity formation are capable of contributing positively to society (Erikson, 1968).

Research Methods in Developmental Psychology

Mixed methods is a research approach that combines quantitative and qualitative methods to provide a comprehensive understanding of a research topic. It involves integrating numerical data analysis with the exploration of individuals’ experiences and perspectives to gain a more nuanced understanding of the phenomenon being studied.

Examining the Impact of Segregation on Black Children’s Development

In her dissertation in 1933, Inez Beverly Prosser employed a mixed-methods research approach to examine the impact of segregation on the development of Black children. She utilized quantitative methods by conducting standardized tests to assess cognitive abilities, such as intelligence and academic achievement, in both segregated and mixed schools. Through comparing test scores, Prosser aimed to identify disparities in academic performance attributable to segregation. Additionally, she employed qualitative methods including interviews, observations, and anecdotal evidence to explore the social, emotional, and psychological experiences of Black children. These qualitative insights provided a deeper understanding of their self-esteem, racial identity, and interactions with peers and teachers.

Prosser’s innovative research methodology combined quantitative test scores with qualitative narratives, allowing for a comprehensive understanding of the effects of segregation on educational and psychological development. Her use of diverse research methods contributed to a nuanced exploration of the complex factors at play in segregated educational environments. This study laid the foundation for future investigations into the effects of segregation and served as a model for utilizing mixed-methods approaches in examining educational and social issues.