Ed209 Tma 04

Study of childrens development of a sense of self-importance-importance and how their ego- descriptions change with age ___________________________________________________________________________ Abstract This report analysed and compared answers given to questions regarding a sense of self by two children aged 8 and 16. The aim was to explore how children talk about themselves in congener to self-descriptions, self-evaluation, self and others, perfection self and locus of self-knowledge and explore how these may change with age. The depicted object was based on investigations by Rosenberg (1979) and Harter (1983), utilising their questions and categories of analyses in a semi-structured reference technique. The data was compared to Rosenbergs findings and the results be comparable. The participants were also questioned about their locus of self-knowledge believed by Rosenberg to change everywhere time. However, methodological problems were noted whilst collating the data. Introduction A sense of personal identity materialises from a knowledge that we exist. Maccoby (1980) suggests it develops in stages with age, with the issuing of the self, as a subject of start out, labelled I (James, 1892) and existential self (Lewis, 1990). Also, the self as an object of knowledge, labelled me (James, 1892) and unconditional self (Lewis, 1990). James, suggests the I comprises: cognisance of ones own government agency; awareness of the uniqueness of ones own experience; awareness of the continuity of ones identity and reflectiveness awareness of ones own awareness. Cooley (1902) believed the realization of agency in ones own surroundings is an important verbal expression of developing a sense of identity, commencing in infancy when a child learns to control objects, such as toys and the behaviour of others, by crying or smiling to enkindle a response. ! The categorical self (me),...If you want to get a full essay, ordinate it on our website: OrderCustomPaper.com

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