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Self-evaluation in young children.

D Stipek1, S Recchia, S McClintic

  • 1University of California, Los Angeles.

Monographs of the Society for Research in Child Development
|January 1, 1992
PubMed
Summary

Children

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Area of Science:

  • Developmental Psychology
  • Child Psychology
  • Cognitive Development

Background:

  • Self-evaluation is a complex cognitive process crucial for social and emotional development.
  • Understanding the developmental trajectory of self-evaluation in early childhood is essential for identifying key milestones.

Purpose of the Study:

  • To examine the developmental progression of self-evaluation in children aged 1-5 years.
  • To identify distinct stages in the emergence of children's reactions to achievement outcomes.

Main Methods:

  • A series of studies involving children aged 1-5 years.
  • Utilized various tasks and criteria to assess reactions to achievement-related outcomes (success/failure).
  • Observed social orientation, affective responses, and understanding of competitive outcomes.

Main Results:

  • Increased social orientation observed after 21 months, with older children seeking attention for achievements.
  • Children aged 2-5 years displayed distinct affective responses to success (positive) and failure (avoidance).
  • Understanding of winning/losing and its impact on affect emerged around 33 months.

Conclusions:

  • Three developmental stages of self-evaluation are proposed, from experiencing causality to internalized evaluation.
  • Early self-evaluation is influenced by social orientation and anticipation of adult reactions.
  • The development of self-evaluation in achievement contexts may parallel moral development.

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