Dimensions of self-concept in preschool children.

Keller, Ann; Ford, LeRoy H.; Meacham, John A.

doi:10.1037/0012-1649.14.5.483

Cited by 73 publications

(60 citation statements)

References 11 publications

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“…Prema analizama Kelera i saradnika (Keller et al, 1978) u savremenim teorijskim konceptima izdvajaju se dva pristupa. Na jednoj strani su autori poput Džejmsa, Simondsa, Sekorda, Žerarda, Stagnera koji smatraju da doživljaj vlastitog tela i motoričke spretnosti (body image) ima centralnu ulogu u proceni sebe kod male dece.…”

Section: Od Pionira Teorijske Analize Dečjeg Self-konceptaunclassified

The role of pre-school children motor behavior in developing their self-concept

Perić¹,

Tišma²

2014

TIMS. Acta

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SažetakNa uzorku od 42 dece predškolskog uzrasta (22 dečaka i 20 devojčica), uzrasta 6 godina (±3 meseca), procenjen je kvalitet motoričkog ponašanja i nivoa opštih intelektualnih sposobnosti, tè analiziran pojam o sebi. Motoričko ponašanje procenjeno je pomoću šest kretnih zadataka tehnikom skaliranja. Za analizu pojma o sebi korišćen je psihološki intervju tokom kojeg su deca opisivala doživljaj svojih sposobnosti u odnosu na: prošlost, sadašnjost i budućnost. Podaci o self-konceptu upotpunjeni su analizom dečjih crteža. Primenom Ravenovih progresivnih matrica u boji procenjene su intelektualne sposobnosti sa ciljem da se grupe homogenizuju i eliminišu potencijalni parazitarni faktori.Statističkom analizom prikupljenih podataka utvrđeno je da motorika ima značajnu ulogu u formiranju pojma o sebi, pre svega kod dečaka. Iako se ispitanici muškog i ženskog pola nisu statistički značajno razlikovali u pogledu kvaliteta motoričkog ponašanja, utvrđene su značajne razlike u pogledu pojmova koje koriste prilikom opisivanja sebe, naročito u sadašnjosti i budućnosti. Pokazalo se da prilikom opisivanja sebe, motoričke pojmove daleko više koriste dečaci, pogotovo oni sa višim nivoom motoričkog ponašanja. U odnosu na prošlost, i dečaci i devojčice sebe dominantano opisuju kroz nemoć. U sadašnjosti devojčice najviše koriste pojmove vezane za igru i samostalnost, dok u odnosu na budućnost najviše koriste pojmove vezane za profesije i polne uloge. Ovo pokazuje da je uticaj socijalnih faktora veoma prisutan već u najranijim periodima života. Utvrđeno je da simptomatične crteže prvenstveno imaju deca sa najslabije ocenjenom motorikom.Ključne reči: Deca predškolskog uzrasta, Motoričko ponašanje, Self-koncept THE ROLE OF PRE-SCHOOL CHILDREN MOTOR BEHAVIOR IN DEVELOPING THEIR SELF-CONCEPT AbstractThe assessment of motor behavior and general intellectual abilities were performed on a sample of 42 pre-school children (22 boys and 20 girls) aged 6 (±3 months); moreover, the self-concept of those children was analysed. For the assessment of their motor behavior six movement tasks were chosen and the Mary Gutrich scale was applied for the analysis of the results. The children's intellectual abilities were assessed by the means of Raven's colored progressive matrices so as to enable the groups to homogenise, as well as to eliminate potential parasite factors when drawing conclusions. The self-concept analysis was performed using the pshychological interview during the course of which the children described their impression of their own abilities with regard to the past, present and future.The data related to the self-concept were complemented with the analysis of the children's drawings.The statistical analysis of the data gathered showed that motor behavior plays a significant role in developing one's self-concept, which is especially true of boys. Even though there is no significant statistical difference between boys and girls with respect to the quality of their motor behavior, there are significant differences between them pertaini...

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Section: Od Pionira Teorijske Analize Dečjeg Self-konceptaunclassified

The role of pre-school children motor behavior in developing their self-concept

Perić¹,

Tišma²

2014

TIMS. Acta

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“…In vrije zelfbeschrijvingen van kinderen komen evaluatieve uitspraken nauwelijks voor (l 'Ecuyer, 1978;Keller, Ford & Meacham, 1978;Secord & Peevers, 1974). Wanneer evaluatieve uitspraken wel voorkomen in vrije zelfbeschrijvingen van kinderen en adolescenten, beslaan ze minder dan tien procent van het totaal aantal uitspraken (McGuire & Padawanger-Singer, 1976).…”

Section: Zelfwaarderingunclassified

Zelfbeeld en psychisch functioneren

Meulen¹

1993

Kind Adolesc.

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Zelfbeeld en psychisch functioneren Een introductie M. van der MeulenSamenvatting De eenvoudige omschrijving van het zelfbeeld als het beeld dat het individu van zichzelf heeft, betekent niet dat het om een enkelvoudig begrip gaat. Het zelfbeeld kan vanuit verschillende invalshoeken worden bestudeerd: de inhoud of structuur van het zelfbeeld, de verschillende perspectieven op het zelfbeeld of de evaluatie van de eigen persoon. Als men het heeft over het zelfbeeld van kinderen en adolescenten moet daarom nader gespecificeerd worden welk aspect van het zelfbeeld men bedoelt, want elk van de genoemde invalshoeken kent een eigen ontwikkelingsverloop. In het onderzoek naar de relatie met psychisch functioneren lijken op dit ogenblik twee benaderingen vruchtbaar te zijn: de mogelijke discrepanties in het zelfbeeld en de multidimensionaliteit van de zelfwaardering. In de artikelen die volgen in dit themanummer kan men voorbeelden van onderzoek vinden vanuit elk van deze twee benaderingswijzen.

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“…In the kindergarten, only 13 % of the psychological characteristics givenby the children and 74% ofthe physical ones were judged essential for the sense of self. Keller, Ford and Meacham (1978) showed that childrenbetween 3-5 years old, think of the selfmore in terms ofactivities than as of body parts and contributions eg; "I play baseball." Children were asked to complete sentences like"I am a girl who••••" and say up to ten things about themselves spontaneously.…”

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Affective education in greece: The self understanding of pre-school children, as projected with puppets. A qualitative research

Kondoyianni

1997

IJEC

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Cette etude entre dans Ie cadre d'un programme de recherche portant sur Ie theme de I'ooucation socioaffective des enfants d'age prescolaire et dont I'objectif essentiel est I'etude de la perception et de Ia comprehension de soi-meme. Elle a ete realisee sur un echantillonnage forme de 30 enfants, 16 mles et 14 gareons ages de 4 a6 ans reerutes parmi trois des jardins d'enfants de la ville d'Athenes durant l'annee academique 1995-96. Au lieu d'etre Interroges par les educateurs, les enfants ont reeu des marionnettes sur lesquelles ils ont projete leurs perception et comprehension d'eux-memes. Les enfants ont pu, a la fois, s'identifier aux marionnettes et prendre de la distance avec eux-memes. De cette fa~on, i1leur a ete facile d'exprimer Ia comprehension qu'ib ont d'eux-memes en tant que sujets et objets. Cela leur a egalement permis, apres avoir disceme les similarites et les difl'erences, de se dissocier de leurs semblables et de prendre conscience des caracteristiques partieulieres de leur identite. Par la suite, chaque enfant a realise un autoportrait. Enfin, Ia responsable de recherche a debattu avec les ooucateurs respectifs des divers aspects de la perception que ees enfants ont d'eux-memes.La presente investigacion es parte de un programa de investigacion, cuyo tema es la educacion sociosentimental de los nioos de edad preescolar que se centra en la autopercepeiea y la autoeotaprensien de los niiios de haja edad. La muestra Ia formaron 30 Dioos( 16 nioas y 14 nioos ) de 4 a 6 anon de edad, que asistian a tres diferentes jardines de nioos publicos de la ciudad de Atenas durante el aoo escolar 1995-96. Los maestros de jardines de infantes, con el fin de poder tomarles las entre vistas a los niiios, usa ron munecas y, a la vee, se distanciaron de si mismos. En esta forma, pudieron facilmente expresar su autocomprension tanto como sujetos como en calidad de objetos. Tambien, distanciaron sus personas de las demas, reconociendo semejanzas, y diferencias, y rindieron las caracteristicas generales y especiales de la idetidad. Ademas, cada niiio dibujo su retrato. Finalmente, la investigatora entrevisto a los maestros cuyos parvulos participaron en la tnvestigaelen, con referencia a las multiples facetas de la autopereepelon de los niiios.

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Dimensions of self-concept in preschool children.

Cited by 73 publications

References 11 publications

The role of pre-school children motor behavior in developing their self-concept

The role of pre-school children motor behavior in developing their self-concept

Zelfbeeld en psychisch functioneren

Affective education in greece: The self understanding of pre-school children, as projected with puppets. A qualitative research

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