Ed209 Tma 04

Study of childrens development of a sense of ego and how their ego-
descriptions change with age
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Abstract

This report analysed and compared answers given to questions regarding a sense of

self by two children aged 8 and 16. The aim was to explore how children talk about

themselves in relation to self-descriptions, self-evaluation, self and others, perfection self

and locus of self-knowledge and explore how these may change with age. The

depicted object was based on investigations by Rosenberg (1979) and Harter (1983), utilising

their questions and categories of analyses in a semi-structured reference technique.

The data was compared to Rosenbergs findings and the results proved comparable.

The participants were also questioned about their locus of self-knowledge believed

by Rosenberg to change over time. However, methodological problems were noted

whilst collating the data.








Introduction

A sense of identity materialises from a knowledge that we exist. Maccoby (1980)

suggests it develops in stages with age, with the issuing of the self, as a subject

of experience, labelled I (James, 1892) and existential self (Lewis, 1990).



Also,

the self as an object of knowledge, labelled me (James, 1892) and categorical

self (Lewis, 1990).



James, suggests the I comprises: awareness of ones own agency; awareness of the

uniqueness of ones own experience; awareness of the continuity of ones identity and

reflectiveness awareness of ones own awareness. Cooley (1902) believed the

realization of agency in ones own surroundings is an important aspect of developing

a sense of identity, commencing in infancy when a child learns to control objects,

such as toys and the behaviour of others, by crying or smiling to enkindle a response.










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