This document discusses the development of self-concept across the lifespan. It covers: 1) How self-understanding develops from infancy through childhood as children learn to recognize themselves and differentiate between inner and outer characteristics. 2) How perspectives of self change through adolescence as identities become more abstract and individuals compare their real and ideal selves. 3) How self-esteem and self-concept evolve from childhood through adulthood as domains of competence are evaluated and contributors like relationships and accomplishments take on varying levels of importance. 4) Key aspects of self-regulation like the ability to control behavior independently, develop across childhood and strategies adjust through adulthood.

1. Development of self concept
Compiled by;
Sara Ismail
Mental Health Professional
Institute of Professional Psychology

2. Self-Understanding
Self — All characteristics of a person
◦ Self-understanding, self-esteem, self-concept
The Self

3. Self-Understanding
Cognitive representation of the self,
substance of self conceptions
Visual self-recognition tests infants
Young children perceive self as external
characteristics
Older children recognize difference between
inner and outer states
The Self

4. Self-Recognition in Infancy
Fig. 11.1

5. Early Childhood
Self-understanding
◦ Confusion of self, mind, and body
◦ Self-descriptions are physical, concrete, active, and unrealistic positive
overestimations
Understanding others
◦ Individual differences in social understanding linked to caregivers
The Self

6. Early and Late Childhood
Self-understanding: 5 key changes
◦ Internal characteristics emphasized
◦ More referencing in social descriptions
◦ More use of social comparisons
◦ Distinguish between real self and ideal self
◦ Realistic in self-evaluations
Understanding others
◦ Increased perspective taking
The Self

7. Self-Understanding in Adolescence
Abstract and idealistic
Self-conscious; preoccupied with self
Contradictions within the self – multiple roles in
different contexts realized
Fluctuating self over time and situations
Compare real and ideal selves
◦ Possible selves: what persons may be, would like to
be, and are afraid of becoming
Self-integration in sense of identity
The Self

8. Changes in Self-Understanding in
Adulthood
Self-Awareness
◦ Awareness of strengths and weaknesses
◦ Improves in young and middle adulthood
Possible Selves
◦ Get fewer and more concrete with age
◦ Some revise throughout adulthood
Life Review
◦ Some in middle age, common in older adults
◦ Evaluations of successes and failures
The Self

9. The Role of Perspective-Taking
Perspective-taking — ability to assume another’s
perspective and understand his or her thoughts and
feelings
Important in children developing prosocial and
antisocial attitudes and behaviors
Affects peer status and quality of friendships
The Self

10. (Selman, 1980)
Perspective Taking
◦ The ability to assume another person’s perspective and
understand his or her thoughts and feelings.
◦ Perspective taking develops through five stages, ranging
from 3 years of age (the egocentric viewpoint) through
adolescence (in-depth perspective taking)
◦ Perspective taking increases self-understanding and
improves peer group status and the quality of
friendships.

11. Self-Understanding
Selman’s Stages of
Perspective Taking

12. Self-Esteem and Self-Concept
Self-esteem
◦ Global evaluative dimension of the self
◦ Same as self-worth or image
Self-concept
◦ Domain-specific evaluations of the self
Distinct - not really interchangeable
The Self

13. Terms of “Self”
Self-esteem ~ how much we believe ourselves to be
competent, successful, significant, and worthy
Self-concept ~ perception of self
Self-worth ~ overall value that one places on oneself as
a person

14. Self-worth Evolves Developmentally
Early
Childhood
• Cannot make meaningful judgments about self-worth.
• Have difficulty discerning between cognitive, physical,
and social competence.
Mid-late
Childhood
• Begin to make meaningful judgments about self-worth.
• Better able to distinguish between constructs of scholastic
competence, athletic competence, peer social acceptance,
physical appearance, and behavioral conduct.
• Physical appearance and social acceptance are most
important constructs of global self-worth.
Harter, 1988

15. Self-worth Evolves DevelopmentallyAdolescenc
e
• Additional constructs emerge: friendship, romantic appeal,
job competence.
• Additional major contributors to global self-worth: Parent,
friend, classmate, and teacher support.
College Age • Global self-worth becomes a function of perceived self-worth
in areas most important to the individual.
• Additional constructs emerge: intellectual ability, creativity,
close friendships, relationships, sense of humor, morality.
• Additional major contributors to global self-worth: Intimate
relationships, adequacy as a provider.
Adulthood • Additional major contributors to global self-worth:
Nurturance, house-hold management.
Harter, 1988

16. Self-Esteem Across the Lifespan
Prenatal Development
Fig. 11.4

17. Self-Regulation
Ability to control one’s behavior without having to
rely on others for help
Includes self-generation and cognitive monitoring
of thoughts
Self-regulation linked to higher achievement and
satisfaction over the lifespan
The Self

18. Self-Regulation in
Infancy and Early Childhood
12-18
months
2-3 years
Preschool
Depend on caregivers for reminder
signals about acceptable behaviors
Begin to comply with the caregiver’s
expectations in the absence of
monitoring
Learn to resist temptation and give
themselves instructions that keep
them focused
The Self

19. Self-Regulation in Middle/Late
Childhood and Adolescence
Self-regulation increases from about 5 or 6
years up to 7 or 8 years of age
Across elementary school years, children increase
beliefs that behavior is result of own effort and
not luck
From 8 to 14 years of age, children increase
perception of self-responsibility for failure
The Self

20. Selective Optimization
with Compensation
Successful self-regulation in aging linked to
◦ Selection: reduction in performance
◦ Optimization: continue practice, use of technology
◦ Compensation: concealment; offsetting or
counterbalancing a deficiency
The Self

21. Personal Control
Primary control striving
◦ One’s efforts to change external world to fit needs
and desires
◦ Attain personal goals, overcome obstacles
Secondary control striving
◦ Targets one’s inner worlds: motivation, emotion,
and mental representation
The Self

22. Changes In Primary and Secondary Control
Strategies Across the Life Span
The Self
Fig. 11.6

23. Important findings
Teachers of young children play a vital role in helping
children develop foundational self-regulation skills.
Fortunately, young children’s everyday experiences offer
abundant opportunities for developing self-regulation.
Teachers can take advantage of these opportunities by
• identifying each child’s self-regulation zone of proximal
development and planning the kinds of modeling, hints, and
cues the child needs to continue his or her development,
• watching for opportunities in everyday classroom
experiences to scaffold self-regulation

24. • withdrawing direct support as children begin to
demonstrate new skills, and
• monitoring children’s activities to ensure they are
successful.

25. Conclusion
When teachers deliberately teach self-regulation as part of
everyday experiences, they help children become actively
engaged learners, laying the foundation for years of future
success in school and life.