Frustration emerges sense of someone that can

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Frustration emerges Sense of someone that can accomplish things. b. Physical self-recognition (18-24 Months) Child recognizes their physical features in the mirror and respond accordingly. c. Categorical self (24-36 Months) Child’s self identification and beginning to categorizing themselves as others do. (Ex: Good boy) Begin to describe themselves to a category they belong to “Doing it myself” to show they can Major advancement in a child’s psychological self-awareness. d. Autobiographical self (3-4 Year) Provide us with explanation about the characteristics, life events that led us the particular point in our time. e. Psychological self (5-7 Year) Children describe themselves explicitly (Blue eyes, blond hair) Describe themselves in terms of their dominant mood (Happy all the time) f. Differentiated self (8-12 Year) Differentiate strength and weakness (good friend, bad student) Evaluate themselves with other g. Discovering the true self (Adolescence) Recognition of different roles ( different at home than with friends) Discovering the true self of who you are vs. who I want to be. 2
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7. Are your autobiographical memories necessarily accurate representations of the events that occurred when you were younger? Why or why not? We don’t remember everything happened when young. Our memory is selective for the stuff that is significant to us. As a result we may remember events if the adults share it with us. 8. How does self-esteem change as children proceed through the preschool years, the school years, and adolescence? Does it rise, fall, or stay the same? If it changes throughout childhood and adolescence, why? In preschool, children are optimistic about their views and capabilities. They have a sense of unrealistic optimism because they confuse ability tttand effort. They don’t have the fix limits and ability. They enjoy accomplishment by evaluating what they couldn’t do at a younger age. They are sensitive to how their parents evaluate them because it can either raise/ drop their self esteem. In Mid school, Self-esteem drops when they begin to see themselves more realistically and by social comparison. Downward movement of self-esteem continues in adolescence. Towards the end of high school the self-esteem rises. Performance evaluation becomes more exact and competition becomes more intense. Self esteem drops because of institutional transition- early childhood transition to adolescence. Moving from elementary middle high self esteem is challenged. 9. Describe how self-esteem is influenced by each of the following: Parent-child relationship (including the security of attachment) Parents help kid’s self esteem by having high expectations from the kids.
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  • Spring '08
  • LEHMAN
  • gender identity gender, Social Understanding and Self Awareness, Constructivist psychology Psychology of individual differences Psychology

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