Symposium: The Development of Children's Values

Abstract

1.-A theoretical analysis of the concept of the Self shows it to be a learned structure, growing mainly from comments made by other people and from inferences drawn by children out of their experience in home, school and other social groups. Amongst the people likely to be most influential in determining the Self-picture are teachers. Two hypotheses were formulated : that i t is possible to distinguish reliably between teachers in normal class-rooms in respect of the frequency and kind of comments they make with reference to the Self ; and that it is possible to teach so that, while aiming a t the normal results of teaching, specific changes can be made in the Self-picture.2.-The results of the investigation indicated that : (a) The first hypothesis was supported. Marked differences occurred between teachers in the frequency of Self-reference in their comments, particularly in their positive or negative comments on the child's performance, status and Self-confidence or potency.The second hypothesis was also supported. One teacher studied the Self-ratings of his class and tried to teach so that certain Self-ratings were changed. A small number of changes occurred in Self-traits, b u t statistically significant changes were found in two dimensions of the Self, certainty and differentiation. Both changes were interpreted as indicating greater psychological security.A control class taught by a teacher regarded as typically ' sound ' and having no awareness of the Self-picture as an outcome of education showed significant decreases in certainty about the Self and in differentiation. The uncertainty spread throughout the Self and was significantly greater than that of the experimental group. Both changes were interpreted as leading to a marked psychological insecurity. These changes, usually indicative of poor adjustment, were the unsought and unnoticed concomitant outcomes of normal methods aimed at securing the usual academic results.( d ) Standardised tests showed that both classes made about the same gains in some aspects of English and Arithmetic over the experimental period.(e) The analysis of the Self into categories and dimensions and the use of a Self-rating scale appear t o provide a useful method of discriminating between teachers according to the Self-reference of their words and of their methods of managing situations in the class-room. ~.-INTRODUCTION : THE EMPIRICAL AND THEORECTICAL IMPORTANCE OF THETHE importance of the Self in psychological thinking has both empirical and theoretical foundations. Self-reference is frequent in the conversation of adults, and class-room data show that this is also true of children. Clinical records stress the importance of the Self-picture and of Self-acceptance and rejection. From such evidence it appears that the Self is empirically a matter of prime SELF-PICTURE.

Възможности За Развитието На Висшите Творчески Способности При Децата В Условията На Специално Организирана Образователна Среда

“…Като използва позитивните подкрепления, той е в състо-яние да съдейства на децата да почувстват по-голяма увереност в себе си и в своите способности (Staines, 1958).…”