Murphy

& Bello, Development of Upper Elementary Children D. S ELF - CONCEPT , I DENTITY , Self Concept
AND

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M OTIVATION

The importance of a childs psychosocial development comes as no surprise

to experienced educators. Still, many studies have found that young people who are socially and emotionally competent have a better chance succeeding in school and later in life (Meece & Daniels, 2010). Starting in Upper Elementary, children begin to define their education and its role in their lives. This is apparent in the framework for healthy psychosocial development laid down by Erik Erikson. Hinging on the

idea that children face specific dilemmas during different stages in life, Erikson suggested that children from the ages 6-
A flow chart by Karen Prager showing the new environments associated with each developmental stage. http://www.utdallas.edu/~kprager/erik_erikson%202002.htm

10 develop a sense of either industry or inferiority. During this time, students associate their abilities and creations (including academic abilities) with a sense of pride or doubt. As the chart suggests, this is when children associate themselves with school, meaning educators should, help them to find their special competencies (Meece & Daniels, 2010). Yet, studies have found that the stability of a parent-child relationship can greatly impact school performance. If parental attachment is not secure, children may be disruptive or have a hard time adjusting.

Murphy & Bello, Development of Upper Elementary Children This reinforces the idea that teachers must provide positive, nurturing Students perception of their abilities affects their performance in school. environments in the classroom.

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One way of nurturing a positive self-concept is by

developing positive emotional competencies. By the upper elementary years, students emotional understanding has become relatively sophisticated. Most understand complex emotions (e.g. bitter-sweet), perceive the causes of emotions and recognize societal rules for displaying emotions. They should also have strategies for managing and regulating emotions. For instance, they may seek out alternative solutions to problems or seek out a friend for solace.
In Walter Mischels classic experiment, children must delay the gratification of eating a marshmallow in order to receive more. Above, a child uses self-regulating methods to deal with the stress. Older children use more sophisticated methods.

Yet, as many educators know, this is not always the case and positive emotional maintenance should be supported in others ways. This can range from explicit instruction (i.e. using self-talk to calm down) to careful language use. Regardless, teachers have a responsibility to create positive emotional environments and model pro-social behaviors Numerous studies show the critical importance of cultivating a caring

environment and having positive relationships (Mantzicopoulos, 2005; Phelan, Davidson & Yu, 1998). In fact, one study pinpointed three main ways students believed teachers could show they cared, 1) they cared about their own teaching; 2) they recognized students individual strengths and weaknesses 3) they listened and showed interest (Wentzel, 1997). As this list suggests, building relationships is not

Murphy & Bello, Development of Upper Elementary Children divorced from the curriculum. Because students are defining their own competencies, teachers can build relationships by encouraging exploration and exposing children to a variety of careers in the classroom. By supporting individual investigation and creation, educators can reinforce positive self- concepts and increase a students social and emotional stability for the upper grades. While self-concept refers to the beliefs, attitudes, knowledge and ideas

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people have about themselves, self-esteem is an evaluation of worth (Meece & Daniels, 2010). By late childhood, most children focus on ability traits in comparison to other peers. They also incorporate positive and negative characteristics, making judgments such as, I am good at math, but bad at reading, to evaluate their worth (Meece & Daniels, 2010). Importantly, self-esteem stabilizes around age 8, so evaluations of self worth by upper elementary students will likely remain. It is heartening, then, that teachers and parents can implement interventions to bolster self- esteem. Going beyond simple praise, researchers
Recent studies have shown that boosting self-esteem requires more than just praise.

indicate practical interventions, such as support students as individuals and providing developmentally

appropriate cognitive challenges.

Murphy & Bello, Development of Upper Elementary Children Identity The process of identity forming, as noted in Eriksons model, happens as

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children become more involved with their peers. As children develop, what Erikson called their identity status is determined by the extent to which they (1) make commitments and (2) explore different options and alternatives. Yet, as the chart shows, most students have not achieved a solid identity choice until age 16 or beyond. Having said that, awareness of ethnic identity happens much sooner, even as

early as age 3. Around upper elementary age, children understand the permanence of racial categorization, although they have difficulty understanding prejudice and the social consequences of racial or ethnic status at this age (Meece and Daniels, 2010). Similarly, the development of gender-role conceptions can have a strong impact on self-esteem.
Children are accepting of ethnic and racial differences until they are taught discrimination.

Although gender identity begins with fairly rigid stereotypes, by 3rd grade students have more flexible

conceptions of gender roles. Still, both gender and ethnic stereotypes persist, behooving teachers to provide positive models for diversity inside the classroom. Motivation