Foundations of children’s self-concepts about everyday activities: Identities and comparative contexts

Fisher, Laurel

doi:10.1007/s10212-014-0212-y

Cited by 3 publications

(2 citation statements)

References 51 publications

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“…Taken together, our findings suggest that opportunities for children's choice and conditions for children to participate in their everyday activities and decisions in the ECE classroom may positively impact their self-concept, leading to an increased sense of competence and acceptance, through children's perceived opportunities to participate. As such, this study supports the idea that children's participation rights can play an important role in the image children have of themselves (Honneth, 1995), which can be an important aspect of children's wellbeing (Fisher, 2014).…”

Section: Discussionsupporting

confidence: 82%

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

Correia,

Carvalho,

Aguiar

2023

Early Education and Development

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Participation, a fundamental right of all children, is described as an indicator of early childhood education (ECE) settings' quality, and as an investment in children's development and well-being. Teachers and children influence each other, within interactions that shape participatory processes. In this study, we examined associations between ECE teachers' participation practices (i.e., both self-reported and observed), observed teacher-child interactions, and children's socio-emotional outcomes (i.e., selfconcept and social skills), mediated by children's perceptions of their own participation.Participated in this study 336 children (163 boys), aged between 42 and 76 months (M = 60.14, SD = 7.86), from 58 ECE classrooms in the Lisbon area, Portugal, and their lead teachers. Our findings suggest positive associations between observed participation practices and children's self-concept, mediated by children's perceptions of participation.To our knowledge, this study represents the first empirical attempt to address the mechanisms by which participation practices are associated with children's developmental outcomes, valuing children's subjective experiences of participation, and accounting for different informants and levels of analysis. The main findings and study implications for research, practice, and policymaking are discussed.

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Section: Discussionsupporting

confidence: 82%

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

Correia,

Carvalho,

Aguiar

2023

Early Education and Development

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“…It is increasingly becoming evident how social comparison, as opposed to pure achievement, is being used to define personal accomplishments. The ‘little fish–big pond’ effect shows that even academically strong students can perceive themselves to be failing in a high achieving environment (Bakadorova & Raufelder, ; Fisher, ; Pinxten et al ., ). Students compare themselves with their classmates, siblings and friends, when deciding on their own worth.…”

Section: The Complexities Of Learning and Development During Pre‐adolmentioning

confidence: 99%

Positive psychology school‐based interventions: A reflection on current success and future directions

Chodkiewicz

Boyle

2016

Review of Education

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An increased focus on youth development has led to an understanding of the importance of the wellbeing, resilience and mental health of children and young people. As a result there is a growing body of research, especially over the last two decades, which increasingly recognises the complexities of learning and development across the years spent at school. Alongside this trend is the rise of positive psychology, which is changing our conceptions of youth, education and development. Support for a new era of student‐centric teaching practices dedicated to enhancing student wellbeing has come not only from researchers and psychologists, but also from school and education authorities, who are showing an increased appetite for integrating positive psychology‐based programs into the learning curriculum. While researchers are beginning to express cautious optimism about the effectiveness of such interventions, there is a large disparity between the initiatives being researched and what is being taught in classrooms. A set of key constraints relating to limited resources, an overcrowded curriculum, accessibility of information, teacher factors and quality training all play a role in shaping the effectiveness with which an intervention is implemented. This article reflects on the recent development of positive psychology school‐based programs and offers insights into how these initiatives can be enhanced to reach a wider range of young people and translated more effectively into classroom practice.

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Stay on or drop out? The role of identities in continued participation at technical college in Australia

Fisher¹

2014

International Journal of Training Research

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Foundations of children’s self-concepts about everyday activities: Identities and comparative contexts

Cited by 3 publications

References 51 publications

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

Does Participation Benefit Children’s Socio-Emotional Development? Positive Associations Between Children’s Participation and Self-Concept, Through Children’s Perceptions

Positive psychology school‐based interventions: A reflection on current success and future directions

Stay on or drop out? The role of identities in continued participation at technical college in Australia

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