Self: The combination of physical and psychological attributes that is unique to each individual Self-Concept: One’s perceptions of one’s unique combination of attributes

Development of Self-Concept in Infancy and Toddlerhood –Early sense of self believed to emerge between 2-6 months: Awareness that physical self is separate from others Awareness that self can control events

Evidence of “Self-Awareness”: 2- to 4-month-olds can learn to move their limbs to make a mobile move; may show distress when no longer have control of mobile –Suggests awareness that the self can control events (and awareness of own body)

Testing Emerging Self-Awareness

3- to 5- month old infants look longer when shown a video of their leg movements from a perspective other than their own –Suggests awareness of own body

Onset of separation distress around 8 months –Suggests awareness of self as physically separate from caregiver

Evidence of Self-Recognition: –Rouge test Pass between 15 and 24 months –Photo selection Pass between 20 and 30 months

Two- and three-year-old children do not seem to have a sense of self that extends over time –When shown a video of themselves with a sticker on their forehead shortly after the event occurred, they do not attempt to remove the sticker Four- and five-year-olds seem to have a sense of the self as stable over time –Retrieve the sticker after a brief delay (but not if shown the video a week later)

Developments After Self-Recognition: Self-conscious emotions Self-assertion and increased possessiveness (“Terrible Twos”) –“No!”; “I do it”; “Mine!” Increased social skills –Imitation of peers –Cooperation (resolving conflicts, playing games, problem solving)

Development of the categorical self –Classification of the self along socially significant dimensions Ex: age, sex, physical characteristics, behaviors/abilities, etc. –e.g., “baby”, “boy/girl”, “big/little”, “good/bad girl”, “Did it!” –Emerges between 18 and 30 months

Self-Concept in Preschoolers (3-5 years) Preschoolers’ self-descriptions focus on concrete, observable characteristics such as: –Physical attributes (“I have blue eyes”) –Physical activities/abilities (“I can run real fast”) –Social relationships (“I have a sister”) –Possessions (“I have a kitty”) –Preferences (“I like pizza”)

Preschoolers’ self-descriptions tend to be unrealistically positive Fail to distinguish between “ideal” and “actual” selves

Why? –Do not generally compare their performance with that of others (social comparison)