Chapter 6:
Self-Concept, Identity, and
Motivation
PED 392
CHILD GROWTH AND DEVELOPMENT
Erik Erickson
 Development is a lifelong process
 Stages of Psychosocial Development
 8 stages that progress from birth through adulthood
Stages of Psychosocial development
 Trust vs Mistrust
 Birth to 1 year
 Autonomy vs Shame and Doubt
 1 to 3 years
 Initiative vs Guilt
 3 to 5 years
 Industry vs Inferiority
 6 to 10 years
Stages of Psychosocial development
 Identity vs Role Confusion
 10-20 years
 Intimacy vs Isolation
 Early Adulthood
 Generativity vs Stagnation
 Middle Adulthood
 Integrity vs Despair
 Late Adulthood
Forming an Identity
 Forming an identity involves committing oneself to a
set of beliefs values and adult roles.
 Children progress through Erickson’s stages to help
form their identity.
Definitions
 Temperament
 The ability to inhibit responses, shift attention and manage
emotions
 Attachment
 A close, affective relationship formed between a child and
caregiver(s).
Basic Emotions (pg 344)
 Disgust
 Active rejection
 Fear
 Active withdrawal
 Anger
 Forward movements to eliminate obstacles
 Sadness
 Passive withdrawl
Basic Emotions (pg 344)
 Shame
 Avoiding others, hiding self
 Guilt
 Punish self, make things right with others
 Pride
 Outwardly showing ones accomplishments
Emotional Development (pg 346)
 Infancy
 Basic emotion

happiness, fear, sadness, interest, surprise, anger, disgust
 Early Childhood (2-8 years)
 Understands others have emotions
 Self conscious emotions

shame, embarrassment, guilt, envy, pride
Emotional Development (pg 346)
 Middle Childhood (8-14 years old)
 Understands multiple emotions occur at same time
 Understands rules for displaying emotions
 Middle and late Adolescence (14 years & up)
 Reflects on emotions
 Increased moodiness
 Ability to hide emotions
Emotional disorders
 Hyperactivity

Short attention span, impulsiveness
 Aggressive / self injury

Acting out, fighting
 Withdrawl

Retreat, failure to engage, fear and anxiety
 Immaturity

Temper tantrums, crying, poor coping
 Learning difficulty

Performing below grade level
Definitions
 Self-concept
 Beliefs, attitudes, knowledge, and ideas people have about
themselves
 Self-esteem
 An evaluation of our traits, abilities, and characteristics.
Developmental changes in self representation in
childhood
 Toddler and early childhood
 Observable characteristics focused on abilities, activities and
possessions (I go to school)
 Early and middle childhood
 Simple traits, positive representations (I am nice)
 Middle and late childhood
 Comparisons, positive and negative, focus on abilities and
interpersonal skills (I am good at X, but struggle with Y).
Developmental changes in self representation in
childhood
 Early Adolescence
 Simple, focused on skills related to interactions with others (I
am cheerful, especially with friends)
 Late adolescence
 Reflect personal beliefs, values and morals (I am X, but I value
Y)
Identity formation
 Ethnic identity
 Backgrounds and beliefs
 Gender
 Female and male traits (pg 375)
 Gender role Socialization

Attitudes and behaviors appropriate for genders, according to
society
 Racial
 Backgrounds and beliefs
Stereotypes
 General beliefs made about people based on
common understandings or societal beliefs
 Can be true, but often are not, always have
exceptions.


Women are more flexible than men
Men are stronger than women
Definitions
 Intrinsic motivation

Internal sources such as curiosity, interest, enjoyment and striving
for mastery and growth.
 Extrinsic motivation

Needs external pressures or incentives to accomplish the task.
 Self Efficacy

People’s own assessment of their ability to perform a given task given
the current circumstances.