‘a Qualitative Analysis of Children’s Self Statements to Identify Developmental Progression in Sense of Self’

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‘A qualitative analysis of children’s self statements to identify developmental progression in sense of self’ Abstract This study looks at the progression of self awareness in children and young people, showing the change from physical to inner characteristics while the locus of self-knowledge changes from others to self. This study’s findings are supported by previous studies and research using similar methods which concluded with similar outcomes of the progression of the self as an object and the self as knowledge. The study undertaken in this report has been conducted with different categories to previous research. The results from this study showed a pattern in the locus of self-knowledge. The older participant portrayed more reflective responses which supported the idea of a sense of self-awareness. Identity cannot be looked at as a single entity as identity is made up of many attributes, such as; gender, ethnic background and social environment to name a few, nor is it something that can be achieved overnight. Introduction Developing a sense of self is not accomplished quickly. Instead this self awareness develops incrementally and is produced by understandings which become more and more complex (Maccoby, 1980, as cited in: Ding and Littleton, 2005, p130). Maccoby (1980 as cited in: Ding and Littleton 2005, p131) pointed out that a sense of self development by degrees. This process can usefully be thought of in terms of the gradual emergence and elaboration of two somewhat separate features; the self as a subject of experience and the self as an object of knowledge. Through gaining knowledge of one’s self and how we are perceived by our peers, we build up a sense of who we are and how we fit into our social surroundings. Cooley and Mead (ref) theorised that there may be a close connection between how a person understands their own identity

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