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CHILD GROWTH, DEVELOPMENT AND LEARNING* 1 HOUR * LEVEL 2


Supporting Self-Esteem in Young Children
High Self-Esteem

Page 8

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Course Glossary

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High self-esteem may also fluctuate depending upon experiences and interactions, but we can continue to believe good things about ourselves even when we may not have full confidence in ourselves.
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Some factors that influence self-esteem:
Social status. 
Different social roles carry different preconceived notions with them that can influence self-esteem. For example, a child that comes from a wealthy family may have higher self-esteem because of the prestige that is connected to their perceived status. 
Reaction from others. 
When we get positive reactions from others, it boosts our self-esteem. Likewise, negative reactions can lower our self-esteem. For example, if a child shows his or her drawing to a group of students and the students have a positive reaction, this may boost their self-esteem.
Comparison to others. 
Children often compare themselves to their peers. Children will notice the differences between appearance, social groups, and academic and athletic ability. This can lead to fluctuations in self-esteem.
Self-image. 
Self-image is what we see in ourselves. Though a child’s self-image may still be developing, older children have a well-developed self-image. This is affected by many factors including parental input, friends, and media sources. Typically children will describe themselves in terms of their personalities and opinions, versus their social circles.

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  • Child Care Training
    • A-B >
      • 123 Dance with Me
      • A Directors Guide
      • A Teachers Guide to Pinterest
      • A Vaccination Conversation
      • All Aboard: Creating an Inclusive Classroom
      • Art and Sensory Experiences for Infants and Toddlers
      • Art Integration
      • Back to School Transition Tools
      • Basic Sign Language in the Classroom
      • Basic Signs for Babies and Toddlers
      • Beyond the Classroom: Engaging Families
      • Block Play for Infants and Toddlers
      • Bright Minds ​STEM Play for ​Infants and Toddlers
      • Building Community Through Circle Time
    • C-D >
      • Chicka Chicka Boom Boom in the Classroom
      • Child Abuse and Mandated Reporting in Washington
      • Children and Nature
      • Classifying and Sorting
      • Cooking Up Fun
      • Developing Minds and Bodies Tummy Time for Infants
      • Dream Team Successful Teambuilding
    • E-I >
      • Easing Separation Anxiety
      • Executive Function
      • Exploring the Magic of Harry Potter
      • Fantastic Mr. Dahl
      • Guide to Goosebumps
      • Infant and Toddler Temperament
      • Introduction to Planning Activities
    • K-M >
      • Keeping Children Safe and Healthy
      • Managing Your Time
      • Math Exploration
      • Mildred D. Taylor and Cultural Awareness​
      • Mindful Leadership
      • ​Motivating Morale Keeping Staff Around
      • Music and Movement for Infants and Toddlers
      • My Brain Craves Action
    • N-P >
      • Nap Time
      • Operation Military Families
      • Ouch Infant and Toddler Biting
      • Picture This
      • Positive Strategies for Classroom Management
    • R-U >
      • Reinforcement and Redirection
      • Simple Science
      • Spanish in the Early Childhood Classroom
      • Speech and Language Milestones
      • Supporting Families with Special Needs
      • Supporting Self-Esteem
      • Teaching with Tolkien
      • The Child's Developing Brain
      • The Infant and Toddler Classroom
      • The Infant and Toddler Teachers Role
      • The Wonderful Author of Oz
      • Theories of Child Development
      • Understanding Autism
    • V-Z >
      • Where the Wild Things Are
      • Worldwide Art
      • Yoga with Children
  • Need Help
    • About Us
    • Certificates
    • Lesson Plans for Young Learners
    • Terms of Use