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).