personality development_jati diri2

7/29/2019 Personality Development_jati Diri2

1/81

11 MEI 2013

UNIVERSITI PENDIDIKAN SULTAN IDRIS

SEMINAR PENDIDIKAN AWAL

KANAK-KANAK


2/81

Pembentukan Jati Diri

Dalam Kalangan Kanak-Kanak

Prof. Madya Dr. Mariani Md Nor

Universiti Malaya


3/81

Preschool Years

3


4/81

Children Learn What They Live

4

If a child lives with criticism,He learns to condemn.

If a child lives with hostility,

He learns to fight.If a child lives with ridicule,

He learns to be shy.

If a child lives with shame,

He lives to feel guilty.

If a child lives with tolerance,

He learns to be patient


5/81

5

If a child lives with encouragement,

He learns confidence.

If a child lives with praise,

He learns to appreciate.

If a child lives with fairness,

He livesjustice.If a child lives with security,

He learns to have faith.

If a child lives with approval,

He learns to like himself.


6/81

The Preschool Years

6

Developmental Issues and Coping Patterns

Aggression and Personal Behavior

Peers Play and Development of Social Skills

Understanding Self and Others Family Dynamics


7/81

I- Developmental Issues and

Coping Patterns

7

Children Ages 2-6 must learn to manage awide range of feelings and emotions:

Positive Feelings NegativeFeelings

Joy Anger

Affection Fear

Pride Anxiety

JealousyFrustration

Pain


8/81

Fear and Anxiety

8

Fearis a response to a specific situation.A child may fear the dark or the sound of thunder.

Anxiety is a generalized emotional state.

A child may experience regular and continuousfeelings of unease, often without knowing why.

What are the Causes of Fear and Anxiety?


9/81

How Can We Help Children Cope

with Fear and Anxiety?

9

Modeling by parents

Reduce unnecessary stress

Professional help

Participant modeling


10/81

How Do Children Cope with Fear & Anxiety?

Defense Mechanisms

10

Identification

Denial

Displacement RegressionRationalization Repression

Withdrawal


11/81

Emotion Regulation

Claire Kopp (1989)

11

Dealing with emotions in a socially acceptable ways

Western societies expect children to inhibit the display

of some emotions such as:

anger and distress affection and joy

sensuality and sexual curiosity


12/81

Developmental Conflicts (Autonomy vs.

Shame)

(Initiative vs. Guilt)

12

Compliance

Autonomy

Mastery and Competence Guilt

Shame


13/81

13

Guilt

Involves the desire toundo certain

behaviors.

It is distinct from the

self.It shouldnt affect the

persons core identity

Guilt may lead to the

feeling of remorse.

Shame

Associated with thedesire to undo

aspects of the self

Shame leads the feeling

of helplessness


14/81

Erik Erikson

Resolving the Conflicts

14

Autonomy-vs.-Shame

Early Part of Preschool Years

(18 months 3 years)

Children either become more independent andautonomous if their parents encourage exploration

and freedom.

They can experience shame and self-doubt if they

are restricted and overprotected.


15/81

Erik Erikson

Resolving the Conflicts

15

Initiative- vs.-Guilt

(age 3-age 6)

Children view of themselves undergoes major

change as they face conflicts between thedesire to act independently of their parents

and the guilt that comes from the unintended

consequences of their actions.

Parents who react positively can help theirchildren avoid experiencing guilt.


16/81

II- Aggression and Prosocial

Behavior

16

Hostile Aggression is behavior that is intendedto harm another person

Instrumental Aggression is behavior that is not

intended to harm, but instead is incidental to

gaining something from another person

Assertiveness refers to standing up and

defending ones rights


17/81

Prosocial Behavior

17

Reward and Punishment

Role Playing (acting out roles to see things from

the other persons point of view)

Induction (children are given reasons for

behaving in a positive way)


18/81

III- Peers, Play, and Development

of Social Skills

18


19/81

Gender and Play

19

Girls

Organized games and

role-playing

Verbal Interaction with

peers

Having conversations

with dolls

Boys

Rough-and tumble play

Produce a lot of noise

Five Developmental levels of Social


20/81

Five Developmental levels of SocialInteraction Through PlayParten (1932-33)

20

1- Solitary Play2- Onlooker Play (child observes other children)

3- Parallel Play (play alongside each other, but notdirectly interact)

4- Associative Play (share materials and interact,but dont coordinate activities)

5- Cooperative Play (engage in a single activitytogether such as building blocks)


21/81

Make-Belief Play

Imaginary Companions

21

They help children deal with fears , providecompanionship during periods of loneliness,and provide reassurance.

Research indicates that 65% of young

children have imaginary companions. They seem to help children social skills and

practice conversations.

Children who are adept at imagination may bebetter at mastering symbolic representation inthe real world.


22/81

Popularity and Social Skills

Unpopular Children

22

Children who are rejected by their peers in earlychildhood are likely to be rejected in middlechildhood as well.

They are also more likely to have adjusting

problems in adolescence and adulthood. Rejected children may be aggressive or

withdrawn.

They may be out of sync with their peers

activities and social interaction.


23/81

Why Do Some Children Lack the Social

Skills that make Others Popular?

23

Abuse and neglect during the early years

Being sheltered

Allowed little interaction with peers

Being singled out as different by peers Simply getting off a bad start when first entering a

group


24/81

Characteristics of Popular

Behavior in Kindergarten

24

Initiate activity Sensitive to the needs of others

Dont force themselves on other children

Content to play alongside other children

Possess strategies for maintaining friendships Show helpful behavior

Are Good at maintaining communication

Are good at sharing information

Are responsive to suggestions Possess strategies for conflict resolution

They are less likely to use aggression


25/81

VI- Understanding Self and Others

Self Concept

25

Children develop a self-concept, their identity, ortheir set of beliefs.

These are like dispositions- ways of being- that

are consistent through time.

Their view of the future is quite rosy.

Their positive thoughts and feelings about the self

are referred to as self-esteem.


26/81

Self-Concept

26

Young children tend to describe themselves interms of their physical characteristics,possessions, or activities.

The tendency to describe themselves in terms of

social connections increases. If a child is called Bad Buster, he is going to

make a conscious effort to maintain his reputation(fitting into the label)

Children tend to imitate their parents.


27/81

Components of Self-esteem

27

1- Self-awareness

Who Am I?

2- Self-worth

What Can I Do? 3-Socialization

Are They Going to Like Me?


28/81

How Do You Enhance Self-

Esteem?

28

Praise Encouragement

Give responsibility

Allow them to explore their potential freely. Dont

inhibit their creativity.

Show them unconditional love (firm but kind)

Dont set very high expectations


29/81

Self and Gender

29

Gender, the sense of being a male or female, iswell established by the time children reach the

preschool years.

Sex is genetically determined and biological

Genetics and culture may each set limits on

gender roles-what is appropriate for a male or a

female to be and do


30/81

Gender Roles and Expectancies

Boys Girls

30

Are more apt to havetraits involving:

Competence

Independence

Forcefulness

competitiveness

Are viewed as morelikely to have traits

such as:

Warmth

Expressiveness

Nurturance

submissiveness


31/81

Male Female

31

Are born slightly longerand heavier

As toddlers, boys aremore aggressive

There are no consistentdifference insociability, self-esteem, analyticalskill, or motivation to

achieve

Newborn girls haveslightly more matureskeletons

They are a bit moreresponsive to touch

Have a single edge inverbal abilities

Actual differencesbetween boys and

girls are actuallysmall, and there isconsiderable overlapbetween the sexes.


32/81


33/81

How We Normally Bring Up Boys

33

Dont be a cry baby! Dont be soft. You have to be tough.

Dont be a sissy!

Dont play with dolls.

How does that affect boys in their

relationship with girls when they grow up?

Are there any drawbacks to this

upbringing?


34/81

Yes, They Try Not to Get in Touch withTheir Feminine Side

34

They suppress their feelings

They avoid being nurturing

They avoid showing warmth and affection

They become poor listeners

Getting angry for them is easier than saying, I

am hurt.

They get angry and fall into the pattern of abuse


35/81

Hetronomous morality is replaced by 2

later stages of morality

35

1- Incipient cooperation Stage lasts from 7 to 10.Childrens games become more clearly social.Children play according to the formal rules ofthe game.

2- Autonomous cooperation stage begins aboutage 10. Children become fully aware that formalgame rules can be modified if the people whoplay them agree.


36/81

V F il D i


37/81

V- Family Dynamics

Parenting Styles

37

1- Authoritative Parents

2- Authoritarian Parents

3- Permissive Parents4- Indifferent Parents


38/81

Parenting Styles

38


39/81

Permissive Parents

39


40/81

Authoritarian parent

40


41/81

Effects of Different Parenting

Styles

41

AU

T

O

R

I

T

A

R

IA

N

Tend to producechildren who are:

Withdrawn

FearfulDependent

Moody

Unassertive

Irritable


42/81


Styles

42

PE

R

M

S

S

I

V

Tend to producechildren who are:

Rebellious

AggressiveSelf-indulgent

Socially inept

Creative

Outgoing

Eff f Diff P i


43/81


Styles

43

AU

T

H

O

RI

T

A

T

IV

E

Tend to producechildren who are

:

Self-reliantSelf-controlled

Socially

competentWith high self-esteem

Do better in

school

Eff t f Diff t P ti


44/81


Styles

44

IN

D

I

FF

E

R

EN

T

They produce childrenwho are:

The child feels free to

give rein to the mostdestructive impulses


45/81

Child Abuse

45

1- Physical Abuse

2- Psychological Abuse


46/81

Forms of Psychological Abuse

46

1- Rejection2- Denial of Emotional Responsiveness

3- Degradation

4- Terrorization5- Isolation

6- Exploitation


47/81

Effects of Child Abuse

47

Damaged self-esteemIsolationPsychological problemsAggression

Lack of trustFear of exploitationSchool-related problemsSuicide

DepressionFollowing the same pattern


48/81

Discipline and Self-Regulation

48


49/81

Discipline

49

Rules

Following Through

Consequences


50/81

Mild Social Disapproval

50

1- look at child2- move close to child

3- serious facial expression

4- Brief negative verbalization about thebehavior

5- calm and serious voice

6- nonverbal gesture consistent with

disapproval

7-Immediate delivery

10 Thi t D I t d f


51/81

10 Things to Do Instead of

Spanking

51

1- Ignore2- Suspend privileges3- Logical consequences4- Rearrange space or place

5- Redirect behavior6- Grandmas rule7- Fines8- Work detail

9- Model10-Time out


52/81

Famil


53/81

Family

Be aware that different children are comingfrom different styles of parenting.

Authoritative (high warmth, high control)

Authoritarian (low warmth, high control)

Permissive (high warmth, low control)

Rejecting/Neglecting/Uninvolved (low warmth,low control)


54/81

Peers


55/81

PeersFriends are important to childs' development and can even

affect them later in life. Good friendships can have a lasting

positive impact. In contrast, problems with peers can harmchildren in the short and long term.

Group loyalties lead to rejection (cliques).

children might step over each other when they want something

(instrumental peer aggression).

children might intend to inflict harm (hostile peer

aggression).

Girls are more likely to use relational aggression (harming

social relationships) and boys are more likely to use overt

aggression (harming physically or overt threats).


56/81

educators!
http://localhost/var/www/apps/conversion/tmp/scratch_4/bakal%20guru.avihttp://localhost/var/www/apps/conversion/tmp/scratch_4/bakal%20guru.avi


57/81

mistrust, shame &doubt, feelingguilty, inferiority,frustation


58/81

trust, authority,

confident, highinitiative, integrity


59/81

Objektif


60/81

Objektif

Kurikulum Standard Prasekolah Kebangsaan menyediakanpeluang kepada kanak-kanak berumur empat hingga enam

tahun untuk mencapai objektif dalam aspek jasmani, emosi,sosial,intelek dan rohani seperti berikut :

Membina kecergasan badan.

Mempunyai tubuh yang kuat.

Mempraktikkan amalan kesihatan yang baik.

Mempraktikkan langkah-langkah menjaga keselamatan diri.

Menguasai kemahiran motor halus dan asas motor kasar.

Mempunyai kematangan emosi.

Mempunyai konsep kendiri yang positif dan jati diri.

Berani menyuarakan pandangan dan perasaan.

Berkebolehan berinteraksi dengan orang lain.

Boleh bekerja secara bersendirian dan juga bekerja secaraberkumpulan.


61/81

In Reality: T & L_Human Resource


62/81


63/81


64/81


65/81


66/81


67/81


68/81

In Reality: T & L_Infrastructure


69/81


70/81


71/81


72/81

mistrust, shame &

doubt, feelingguilty, inferiority,frustation


73/81

trust, authority,

confident, highinitiative, integrity


74/81


75/81

SOMETHING TO BE SHARED WITH


76/81


77/81


78/81


79/81


80/81


81/81

personality development_jati diri2

Documents