What Factors Affect Self-Esteem in Childhood?

Child development difference refers to the difference in the development speed of infants and young children themselves or the development speed between infants and young children. The main factors affecting children's development are: intellectual factors, non-intelligent factors, and environmental factors, among which environmental factors include environmental factors such as family, school, and society.

Child development differences

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Child development difference refers to the difference in the development speed of infants and young children themselves or the development speed between infants and young children. The main factors affecting children's development are: intellectual factors, non-intelligent factors, and environmental factors, among which environmental factors include environmental factors such as family, school, and society.

First, intellectual factors. Intelligence, also called intelligence, refers to the knowledge that a person may have and the ability to solve problems in life, work, and study. Education can increase knowledge, but education can't be used to improve intelligence. An educated person is not necessarily more intelligent than an uneducated person. Intelligence is expressed in terms of computing power, comprehension, comprehensive analytical ability, abstract generalization ability and creativity. Intelligence is developed, and people of different ages have different intelligence levels. A person with normal brain development, as long as he lives in a social group and maintains normal contact with people, his normal intelligence level is similar to that of his peers. If a child who has reached the age of 10 in the group cannot count to 100, Teenagers who grew up in the city can't distinguish between cars and trains. The 20-year-old rural youth can't tell the difference between cattle and horses, and their intelligence level is obviously low. Psychologists can use designed questions and assignments to test people's intelligence level. French psychologist Binet believes that intelligence is an ability to judge, create, and adapt to the environment; Chinese psychologist Zhu Zhixian believes that intelligence is a cognitive characteristic of human personality, including three aspects: It is the individual's ability or ability to perceive memory, the second is the individual's abstract ability or ability, and the third is the ability or ability to creatively solve problems.

After observing, I have concluded that there is no obvious difference in IQ among children who are generally 7 years of age and can normally enter primary school. However, children's intelligence does exist, and intelligence levels can indeed be reflected in their learning. But children with high IQs don't get excellent results as expected. Well, there must be many other factors affecting their development.

Second, non-intelligent factors. The general consensus is that intelligence factors play a direct role in learning activities, while non-intellectual factors have a very close relationship with learning, so they have attracted increasing attention from domestic educators. So what exactly is a non-intellectual factor? At present, there is no unified view on it. Some scholars understand it in a broad sense, and believe that non-intelligence factors are all psychological factors that affect learning except intelligence. From the perspective of improving the learning effect, they believe that if they can correctly separate and describe the non-intelligent factors that are necessary for learning to be successful, they can study. There are also scholars who understand non-intelligence factors from a narrow perspective. They defined the scope of non-intellectual factors as five basic psychological factors that affect student learning, motivation, interest, emotion, will, and personality. In addition, in the field of educational practice, there are scholars who break down the non-intelligent factors in the narrow sense into more specific factors for research. Such as achievement motivation, desire for knowledge, enthusiasm for learning, self-confidence, self-esteem, goodwill and so on.

Third, the role of environmental factors. As mentioned earlier, there is an inherent reason for individual development, especially for children. Similarly, the impact of the environment cannot be ignored. Moreover, children's development is the result of the interaction of environmental conditions and internal factors. Different environments have different impacts on the development of primary school students, and their development is the result of a variety of environmental factors.

1. Family. The impact of family on children's psychological development is throughout life, but this effect is particularly obvious in the early stages of life. As children have just entered the gates of schools from kindergartens, especially those in the lower grades of primary schools, they also have the psychological characteristics of preschool children, which requires a psychological coordination and transition process. This requires the help and care of parents to make it through this transition period smoothly, so various influences from the family have a very important role in child development.

In the early stages of children's life, various psychological characteristics and plasticity are the strongest, and various influences are the most likely to be "burned in." The family is the main place for their early life. Therefore, the early education of parents or other family members in it is To a large extent, it directly restricts the speed and degree of their psychological development, and creates different "prehistoric" conditions for their personal development. The story of Mrs. Curie's godson, the growth course of the juvenile class students at the University of Science and Technology of China, and the fact that the Indian wolf child on the other side are indisputable: Good and reasonable early education is the basic premise for the normalization of children's psychology and healthy development. It is a solid foundation for the overall development of children.

Among my research subjects, I chose A (smart and parents pay attention to home education), B (naughty but parents pay attention to home education), C (poor self-control but parents pay attention to home education), D (smart but parents do not pay attention to (Family Education) Four students were compared. The results of the study were: A and D received new knowledge quickly in the classroom, but because A was better consolidated at home, he learned better and scored better. Although B and C are slow to accept in the classroom, their parents' tutoring results are relatively stable. In contrast, D's results are very erratic.

It can be seen from the above that the different educational concepts of parents directly affect their children's learning status and play a pivotal role in their future development. After researching the relevant literature, Lucy pointed out that the following four special parenting styles have great effects on child development. (a) explain the rules and restrictions, that is why you do this, allow your child to participate; (b) express your expectations of your child and make appropriate use of rewards and punishments when doing prescribed activities; (c) provide a wealth of Stimulating materials to allow children to actively and freely participate in activities; (d) Parents do related activities with their children, and provide practical guidance and help in the activities.

2. School. As children grow older, children enter school for systematic knowledge learning. At this time, the development of school education for children mainly comes from the environment and atmosphere of teachers, peers, and schools. Teachers' teaching styles, their own characteristics and expectations all have an impact on school education. Lippet et al., Based on Lewin s theory of management methods, divided teachers into four different types according to the characteristics of teachers in school situations: hard-line autocracy, benevolent autocracy, laissez-faire and democratic, and pointed out democracy Teachers are more conducive to the development of children, and benevolent and authoritarian teachers tend to develop the habit of student dependence, which is not conducive to the development of students and should be resolutely discarded.

Through my observations, I have found that teaching attitude is democratic, respecting students' opinions, allowing bold thinking, encouraging students to ask questions, paying attention to teaching according to their aptitude, and funny and humorous teachers can train more creative students, and their development potential is greatly improved. This "democracy" gives students full experience and freedom of expression, freeing their thinking from the constraints of many established "standards" and gaining the confidence and courage to explore. It is conducive to child development. Teachers' expectations can affect children's self-expectations, which in turn affects their development. Rosenthal discovered in his research that the "Pigmalion effect" is that teachers' expectations can affect student development. On the basis of fully realizing that every student has potential, teachers will play a positive role in promoting student development when they realize that their qualifications will be manifested in different ways in different aspects.

Peer relations in schools are also one of the important factors affecting the development of primary school students. Good peer interaction can enable students to learn from each other and form an atmosphere of competition, motivation and mutual progress. If this group is a small group that is motivated and innovative, this convergence may promote children's development; but if it is a small group that does not study or negatively protects, it is very easy to curb the development of children.

So, what should primary school teachers in Shanghai do to meet the needs of education and benefit the development of students?

According to the spirit of the second course reform and the implementation of the new textbooks, attention is paid to inspiring students to actively explore knowledge in their studies, emphasizing the process of student learning as the focus, and the teacher's main starting point is the guiding role. Develop students' self-learning and interpersonal skills in schools. And in teaching, highlight the characteristics of combining education and practice. By actively participating in learning activities and experiencing it personally, we focus on the formation, accumulation, and construction of student learning experiences. The majority of teachers have injected newer and more complete teaching concepts behind the beautiful teaching materials in their hands.

Of course, it is also because of the implementation of the second phase of curriculum reform. After the use of new teaching materials, child development has widened the gap. How to deal with such development differences or "imbalances" is a realistic educational issue. Acknowledging the differences in the level of development of students in different fields of activity requires that the old and rich educational principle be taught again-teaching by aptitude.

3. The role of social and environmental factors. General education is always carried out in a certain social environment. On the one hand, the social environment can directly provide a place for children to grow up, and on the other hand, it can provide a social and cultural basis for family and school education. People live in human society and have never been an isolated individual. As a social person, children cannot be affected by all aspects of society. All the psychological qualities and structures of children are gradually developed in this social environment. Forming.

Therefore, the society should provide students with a wide variety of educational facilities, such as youth activity centers, science and technology museums, natural science museums, libraries, etc. This is conducive to expanding students' awareness and is of great help in developing children's observation skills.

Differences are ubiquitous and ubiquitous. Therefore, "the things in the world" are "the one without the same", "the heart of the world" and the one without the same. In the development of children, of course, there are differences, but as teachers, we don't want to see the differences between students become wider and wider. We should take the responsibility to shorten the gap.

First of all, we advocate teaching by aptitude. Teaching according to aptitude is an educational principle based on the differences in student development. Er Cheng said: "Sages teach people according to their aptitude." Zhu Xi Yiyun: "Sages teach people according to their aptitude." It can be seen that Confucius had proposed teaching according to aptitude as early as Confucius. It is both a teaching principle and an educational principle. Generally speaking, as a teaching principle, teaching students according to their aptitude is based on individual differences in student intelligence. As a principle of education, teaching students according to their aptitude is based on individual differences in students' personality. For example, the question about "Wen Si Xing Zhu". Ran asked, and Confucius replied, "Do it." When Zi Lu asked, he replied, "There is a father and brother, so how can it be heard." Gong Xihua, who was present at the time, had some doubts, so I asked the teacher why. There are two answers. Confucius explained: "Zi Lu is so brave and reckless in case of accidents, so he should be poured with cold water so that he can retreat early; Ran is timid and retreats in case of accidents, so he cheers him up and encourages him to act immediately. "

In addition, some less qualified students can be encouraged to practice more and believe that diligence can make up for it. Maybe some people who are struggling but haven't succeeded will say, "A farming doesn't get a harvest." Then, I want to say that if you don't farm, there will be no gain. As long as you redouble your efforts and practice, you will surely succeed!

Finally, I want to say to the children who have succeeded: "I hope you continue to work hard and make persistent efforts. You can take it to the next level." I also want to say to the children who are temporarily behind: "Success is always beckoning to those who are prepared. It s time for gold to shine. "