Theory

Self – perceptions are influenced by participating in one or more ethnic groups. By the age a child reached kindergarten or first grade they can identify themselves into what ethnic group they fall into and they can describe some of the traditions from their ethnic background. In early adolescences, ages 10 – 14, the child considers how their life is affected by their background and by late adolescences, ages 14 – 16, they have a strong ethnic identity, awareness and pride in the ethnic heritage and are more willing to adapt to other ethnic behaviors. European Americans are not as strongly motivated to learn about their own ethnic backgrounds whereas children from other ethnicities are interested in learning about these origins. Ethnic minority children develop more positive self – perceptions than the children from majority groups.
Culture plays a huge role in the child’s life and even throughout adulthood, it tells them how to be a good person. There are two types of societies: individualistic and collectivist. Individualistic societies encourage the children to focus on themselves, their own wished, motivations, and emotions. Whereas, a collectivist society wants the children to focus more on their own group; taking pride in their families and community. Children from both a collectivist and individualistic society will focus on both personal qualities and interpersonal connections.
Enhancing children’s sense of self:
Communicate a genuine interest in children’s well – being: Think carefully what you say to children with a clear message so that they aren’t wondering what you actually meant by that. Greeting the children at the beginning of the day, compliment them, including everyone, ask how their day was and being a good li...

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... other people’s mental states. During middle childhood, ages 6 – 10, they can realize that people’s actions do not reflect their true feeling and thoughts. Theory of mind is really developing through adolescence years, ages 10 – 18.
Robert Selman’s five levels that characterize development of perspective thinking:
1. Energetic perspective talking: Children are not able to look at the situation from anyone else’s point of view.
2. Subjective perspective talking: Children realize that people have different thoughts and feelings.
3. Second – person, reciprocal perspective talking: Children realize that people may have mixed feelings about the event.
4. Third – person, multi perspective talking: Children taking on an outsider’s perspective.
5. Societal, symbolic perspective talking: Children realize that there are many factors that the other person may be affected by.