Learning Goal: I’m working on a psychology discussion question and need an explanation and answer to help me learn.How can a positive sense of self be encouraged among all children, in ways that discourage some children from basing their positive identity on social discrimination and the exclusion of others?What strategies are needed in order to promote the development of positive identities among children growing up in minority, excluded or dominated groups?Respond to at least one of your classmates (below)classmates post that needs response:A positive sense of self is encouraged among children, positive identities are created from self-concept, self-esteem, and self-belief which allow children to achieve a sense of individuality and belonging. According to Jean Piaget’s theory of cognitive development, it suggests there are four stages of mental development that occur during the growth of a young child. Our Sensorimotor Stage (birth to 2 years old) tells us that babies are aware of their surroundings, they can’t explain it or make it make sense, they are only aware of what’s in front of them. Our Preoperational Stage (2 to 7 years) tells us that children during these ages are identifying objects, recognizing names, shapes, and colors. Our Concrete Operational Stage (7 to 11 years) tells us that children during these ages are comparing objects, comparing numbers, mass and weight, and sizes. Our Formal Operational Stage (12 years and up) tells us that children of these ages are finding out that there is so much more than just what they see in front of them. For example, a glass of water isn’t just a glass of water; it could be half full or half empty. Without realizing, telling yourself it’s half full or half empty is supposed to judge you based on whether you are a optimistic person or a pessimistic one. Besides the water glass example, these stages of mental development fall in line with young children who are identifying themselves and understanding their version of “normal”. Their family, caretakers, home, routines, and community are their main source of finding information on belongingness. We need to promote a positive sense of self for children that does not involve basing that on social discrimination, gender roles, or the exclusion of others. This means that we have options to create better and cohesive communities for our future youth that include togetherness, family, and a positive environment to grow up in. These environments don’t need to include specific gender roles, for example a child learns from experience that the father should come home late from work and drink while the mother cooks and cleans all day. Another example is a child will questions themselves constantly, asking themselves if it’s okay to be who they are despite appearing, sounding, or thinking differently from the other children around them. We teach equality, we teach equity, and finding positivity within community. If we teach racism, sexism, a “traditional” home life, history is bound to repeat itself and our children will not thrive in open-mindedness.Children’s awareness of gender, age and ethnicity don’t develop until early in life, a young child’s developing sense of personal identity is structured by their social, cultural and political environment. Young children are often born into minority families, excluded or dominated groups. These adverse circumstances may provide a challenge later in a child’s life while they are identifying who they are, their sense of right and wrong, family values, and/or religious values may or may not make sense to them. Supporting the identity and stability of their families may be the optimal means of supporting children’s positive personal development. Children growing up as members of excluded or dominated groups may have difficulty achieving a positive sense of self.
Requirements: 200 word minimum for initial post and 150 word minimum for response to other student
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