Definition of the topic
Self esteem is a stable “positive self-regard or attitude” (Cvncek et al., 2016, p. 50). It is
one of social psychology's most noteworthy observations; since the late 1800’s theorists were
documenting the importance of self-love (Cvncek et al., 2016). Self esteem is active in all of us
from a very young age, and recent study done with preschoolers revealed:
The present findings bear on the proposition that self-esteem serves an identity-
maintenance function, as described in balanced identity theory (BIT). BIT conceives self-
esteem as an association (of self with positive valence) that plays a central role in a
cognitive–affective configuration that also includes association of self with social
categories (e.g., gender identity) and associations of those social categories with valence
(e.g., gender attitude). (Cvncek et al., 2016, p. 55) These findings ring true for general societal
takes on self esteem and directly speak to the preschooler's experience. This study reveals the
contributing factors to self esteem are how we are connecting and categorizing ourselves.
These judgments are informed by social constructs and relationships or interactions.
I selected this topic because I remember the first time I was made to feel bad about my
self (specifically my body) in my preschool classroom. It is important to know these biases are
present as early as three years old and potentially hurting these children who deserve to feel like
they are a whole person, and worthy of respect and love. I went on to study accessible yoga
which places prevalence on the feel of the stretch and not the look. It also celebrates the infinite
number of ways a stretch can look because there is an infinite number of ways a body can look.
Affirming diverse abilities and appearances are tenants I feel are essential to the positive self
esteem preschoolers are establishing. This ideology is supported by Liechty et al. (2014), where
they emphasize “An important aspect of positive body image is attention to physical capability
and appreciation of body functionality over appearance alone” (para. 2). Their work also
specifies, “Body self-assessment that is based more on physical capability and less on external
appearance has been linked with better psychosocial outcomes among youth” (Liechty et al.,
2014, para. 2). The body is profoundly connected to the experience of self and the development of self
esteem, therefore, we must address this aspect directly. In my experience it is fundamental to
perceive the body’s sensorial value and capabilities in order to establish positive associations
with the self.
How this topic/concept/theory impacts preschool development
As per the previously cited study conducted with preschoolers, self esteem is connected
to identity maintenance and contributing factors are things like positive associations with social
categories. The Ontario Ministry of Education’s Excerpts from “ELECT” (2014), presents the
indicators of preschoolers developing the skill of self esteem as “judging themselves as worthy
individuals…seeing themselves as a valued member of the group…setting goals for themselves
and working towards them…acting responsibly towards others” (p. 40). These attributes are
clues into their inner processes because when we see them being considerate of others, they are
likely understanding themselves as worthy of consideration too. If a preschooler is willing to set
personal goals and work to achieve them, they are demonstrating a certain amount of positive
self regard. The Ontario Ministry of Education’s input highlights how educators can track the
experience of preschoolers developing positive self esteem. How educators respond to attributes
or help enhance them through conversations or learning experiences will affect the outcome.
How this knowledge will impact my future practice
Preschoolers are on the cusp of integrating their positive self beliefs and the associations
with things that they value into a solid, working self esteem. Having conversations and learning
experiences around forming judgements and categorizing ourselves and others to ensure the
messaging they are getting contributes to positive and caring beliefs. My future practice will
feature regular experiences that bring these abstract concepts into the tangible with activities in
the art centre or physical play. Nurturing a healthy self esteem allows them to share the notion
they are capable of great feats and worthy of love. These core tenants are what allow them to
navigate the world confidently, learn, and connect with others.
Example of a learning experience to support this area of development
Leading the children in an accessible yoga session where the core concept of “focus on
how you feel and not how you look” is communicated and brought into a tangible experience.
Selecting 20 different stretches to explore and identifying the different versions of each stretch,
that are all achieving the same results, as options for them. The overarching invitation is to
honour your unique inner experience and cultivate appreciation or love for yourself through this
lens. They are guided verbally and shown demonstrations for each stretch where the overarching
invitation is reinforced.
References
Cvencek, D., Greenwald, A. G., & Meltzoff, A. N. (2016). Implicit measures for preschool
children confirm self-esteem’s role in maintaining a balanced identity. Journal of
Experimental Social Psychology, 62, 50–57. https://doi.org/10.1016/j.jesp.2015.09.015
Liechty, J. M., Clarke, S., Birky, J. P., & Harrison, K. (2016). Perceptions of early body image
socialization in families: Exploring knowledge, beliefs, and strategies among mothers of
preschoolers. Body Image, 19, 68–78. https://doi.org/10.1016/j.bodyim.2016.08.010
Ontario Ministry of Education. (2014). Excerpts from “ELECT” foundational knowledge from
the 2007 publication of Early Learning for Every Child Today: A framework for Ontario
early childhood settings. https://www.dufferincounty.ca/sites/default/files/rtb/Excerpts-
from-Early-Learning-for-Every-Child-Today.pdf
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