Authentic Self-Esteem: Positive, Healthy, Confident, And Bal

Authentic Self Esteem Positive Healthy Confident And Balanced Provi

Authentic self-esteem - positive, healthy, confident, and balanced - provides a secure foundation for [a young child's] further growth and development. —Marian C. Marion, Guidance of Young Children (Marion, 2015, p.185)

As you have been learning, important adults in a young child's life have a powerful influence on shaping the child's self-esteem. Negative messages from adults can have a negative impact on a child's self-esteem. However, helping a child develop authentic self-esteem requires more than an overload of positive feedback and interactions. Early childhood professionals working with preschool-age children and their families have a key role in helping parents and other significant adults understand how best to help a child develop authentic self-esteem.

By Day 3: Review "Practices That Help Children Develop Authentic Self-Esteem," pages in the course text. Then think about how you would apply the information and practices in each of the following scenarios: You are talking to a parent who thinks that, in order to have positive self-esteem, his child has to be good at everything. He never pushes his child to do anything that might be a challenge. You notice that a preschooler's grandmother who volunteers in your program responds to her own grandchild and other children with "That's great!" no matter what a child does. When you mention that she uses the phrase a lot, she responds enthusiastically that she knows praise is essential to give children positive self-esteem.

You are speaking to the parents of a preschooler who seems to be a natural athlete but who makes fun of other children who can't run as fast as she can. The parents explain that they want their child to know she is the best and better than other children in sports "so she'll grow up with a healthy self-esteem." Then, post a response based on the following: Choose one scenario and explain how you would respond to the adult(s). Describe two ideas or strategies that you would suggest for helping the child develop authentic self-esteem. Explain insights you have gained about authentic self-esteem and assumptions or misconceptions that were corrected. Please have this done in 12 hours and all original work with APA format.

Paper For Above instruction

In addressing the scenario where parents believe that their child's self-esteem depends on being superior to others in sports, it is essential to first challenge the misconception that self-esteem equates solely to being "the best" or better than peers. Authentic self-esteem is rooted in qualities such as confidence, competence, and resilience, cultivated through supportive and realistic feedback rather than constant comparison or superiority. Therefore, my response to the parents would focus on emphasizing the importance of fostering their child's inner qualities and social skills rather than competitive superiority.

One strategy I would suggest is encouraging the parents to promote a growth mindset in their child. This involves praising effort, persistence, and improvement rather than innate ability or winning accolades. For example, acknowledging the child's effort during a sports game—such as "You worked really hard today"—helps nurture resilience and a positive self-concept that is not dependent on winning or dominating others. Such praise reinforces the understanding that self-esteem is built on personal growth and perseverance, not just external validation. This approach aligns with Dweck's (2006) research on growth mindset, which emphasizes that children develop healthier self-esteem when they learn to value effort over innate ability.

Secondly, I would suggest helping the parents understand and model respectful attitudes towards all children, regardless of their athletic abilities. In the scenario where the child makes fun of less athletic peers, the parent's role as a model is vital. Encouraging the parents to discuss the importance of kindness, empathy, and humility can help their child develop a more authentic self-esteem rooted in social-emotional competence. Explaining that a genuine sense of self-worth incorporates qualities like compassion and respect will help the child see herself as a caring and confident individual—rather than someone who gains self-esteem through superiority or belittling others.

From this experience, I have gained the insight that authentic self-esteem is multidimensional and must be nurtured through realistic feedback, emotional support, and modeling positive behaviors. The common misconception that self-esteem solely hinges on external achievements or outperforming others is flawed; instead, it is rooted in internal qualities such as resilience, empathy, and personal growth. Correcting this misconception helps adults understand that fostering a supportive environment, emphasizing effort, and promoting respectful interactions are central to developing genuine self-esteem. This approach not only benefits the child's social and emotional well-being but also lays the foundation for lifelong confidence and adaptability.

References

• Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
• Marion, M. C. (2015). Guidance of young children (8th ed.). Pearson Education.
• Baumeister, R. F., & Vohs, K. D. (2016). Handbook of self-esteem. Guilford Publications.
• Harter, S. (2012). The development of self-perception. In M. E. Lamb & C. L. M. (Eds.), Child psychology: A handbook of contemporary issues (pp. 201-219). Routledge.
• Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53, 109-132.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227-268.
• Schunk, D. H. (2012). Self-efficacy and motivation. The Oxford Handbook of Motivation, 22-43.
• Cambria, J. M., & Sisson, R. W. (2000). Teaching children to accept themselves and others. Journal of Child and Family Studies, 9(2), 153-163.