Personality Development_jati Diri2
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Transcript of Personality Development_jati Diri2
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11 MEI 2013
UNIVERSITI PENDIDIKAN SULTAN IDRIS
SEMINAR PENDIDIKAN AWAL
KANAK-KANAK
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Pembentukan Jati Diri
Dalam Kalangan Kanak-Kanak
Prof. Madya Dr. Mariani Md Nor
Universiti Malaya
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Preschool Years
3
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Children Learn What They Live
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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
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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.
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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
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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
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Fear and Anxiety
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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?
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How Can We Help Children Cope
with Fear and Anxiety?
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Modeling by parents
Reduce unnecessary stress
Professional help
Participant modeling
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How Do Children Cope with Fear & Anxiety?
Defense Mechanisms
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Identification
Denial
Displacement RegressionRationalization Repression
Withdrawal
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Emotion Regulation
Claire Kopp (1989)
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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
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Developmental Conflicts (Autonomy vs.
Shame)
(Initiative vs. Guilt)
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Compliance
Autonomy
Mastery and Competence Guilt
Shame
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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
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Erik Erikson
Resolving the Conflicts
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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.
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Erik Erikson
Resolving the Conflicts
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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.
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II- Aggression and Prosocial
Behavior
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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
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Prosocial Behavior
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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)
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III- Peers, Play, and Development
of Social Skills
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Gender and Play
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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
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Five Developmental levels of SocialInteraction Through PlayParten (1932-33)
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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)
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Make-Belief Play
Imaginary Companions
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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.
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Popularity and Social Skills
Unpopular Children
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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.
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Why Do Some Children Lack the Social
Skills that make Others Popular?
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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
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Characteristics of Popular
Behavior in Kindergarten
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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
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VI- Understanding Self and Others
Self Concept
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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.
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Self-Concept
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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.
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Components of Self-esteem
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1- Self-awareness
Who Am I?
2- Self-worth
What Can I Do? 3-Socialization
Are They Going to Like Me?
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How Do You Enhance Self-
Esteem?
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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
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Self and Gender
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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
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Gender Roles and Expectancies
Boys Girls
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Are more apt to havetraits involving:
Competence
Independence
Forcefulness
competitiveness
Are viewed as morelikely to have traits
such as:
Warmth
Expressiveness
Nurturance
submissiveness
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Male Female
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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.
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How We Normally Bring Up Boys
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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?
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Yes, They Try Not to Get in Touch withTheir Feminine Side
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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
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Hetronomous morality is replaced by 2
later stages of morality
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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.
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V F il D i
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V- Family Dynamics
Parenting Styles
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1- Authoritative Parents
2- Authoritarian Parents
3- Permissive Parents4- Indifferent Parents
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Parenting Styles
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Permissive Parents
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Authoritarian parent
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Effects of Different Parenting
Styles
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AU
T
O
R
I
T
A
R
IA
N
Tend to producechildren who are:
Withdrawn
FearfulDependent
Moody
Unassertive
Irritable
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Effects of Different Parenting
Styles
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PE
R
M
S
S
I
V
Tend to producechildren who are:
Rebellious
AggressiveSelf-indulgent
Socially inept
Creative
Outgoing
Eff f Diff P i
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Effects of Different Parenting
Styles
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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
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Effects of Different Parenting
Styles
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IN
D
I
FF
E
R
EN
T
They produce childrenwho are:
The child feels free to
give rein to the mostdestructive impulses
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Child Abuse
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1- Physical Abuse
2- Psychological Abuse
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Forms of Psychological Abuse
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1- Rejection2- Denial of Emotional Responsiveness
3- Degradation
4- Terrorization5- Isolation
6- Exploitation
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Effects of Child Abuse
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Damaged self-esteemIsolationPsychological problemsAggression
Lack of trustFear of exploitationSchool-related problemsSuicide
DepressionFollowing the same pattern
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Discipline and Self-Regulation
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Discipline
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Rules
Following Through
Consequences
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Mild Social Disapproval
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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
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10 Things to Do Instead of
Spanking
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1- Ignore2- Suspend privileges3- Logical consequences4- Rearrange space or place
5- Redirect behavior6- Grandmas rule7- Fines8- Work detail
9- Model10-Time out
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Famil
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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)
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Peers
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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).
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educators!
http://localhost/var/www/apps/conversion/tmp/scratch_4/bakal%20guru.avihttp://localhost/var/www/apps/conversion/tmp/scratch_4/bakal%20guru.avi -
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mistrust, shame &doubt, feelingguilty, inferiority,frustation
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trust, authority,
confident, highinitiative, integrity
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Objektif
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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.
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In Reality: T & L_Human Resource
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In Reality: T & L_Infrastructure
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mistrust, shame &
doubt, feelingguilty, inferiority,frustation
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trust, authority,
confident, highinitiative, integrity
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SOMETHING TO BE SHARED WITH
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