During middle childhood, children also develop a more complex and nuanced understanding of their identities. They may explore and experiment with different roles, interests, and social groups, which can lead to shifts in their self-concept over time. As children better understand their own values, beliefs, and goals, they may also become more self-aware and reflective.

Overall, the development of self-concept during middle childhood is a complex and multifaceted process influenced by various social, cognitive, and emotional factors. Through social comparison, feedback from others, and exploration of their identities, children gradually form a more complete and nuanced understanding of themselves and their place in the world.

11.2.1 Cognitive influences on self-concept

Cognitive development plays an important role in shaping social and emotional development during middle childhood. As children enter middle childhood, they experience significant cognitive changes, including improvements in memory, attention, reasoning, and problem-solving skills (Harter, 2012). These cognitive changes can influence social and emotional development in several ways. One way cognitive development influences social and emotional development during middle childhood is by expanding children’s perspective-taking abilities. As children’s cognitive abilities improve, they become better able to take the perspective of others and to understand the thoughts and feelings of those around them. This can help children develop empathy and compassion for others, which is an important component of social and emotional development. Another way cognitive development influences social and emotional development during middle childhood is by improving children’s self-regulation abilities. As children become better at controlling their attention, thoughts, and emotions, they can better regulate their behavior in social situations. This can help children navigate social interactions more effectively and form positive relationships with their peers.

Another important role of cognitive development is the development of problem-solving skills during middle childhood. As children become better at thinking abstractly and reasoning logically, they become better able to solve complex social problems and negotiate conflicts with their peers. This can help children develop more effective communication and problem-solving skills essential for positive social and emotional development. Finally, cognitive development can influence social and emotional development by shaping children’s understanding of social norms and values. As children become better able to understand abstract concepts such as fairness, justice, and equality, they develop a more nuanced understanding of social norms and values. This can help children develop a sense of social responsibility and to form positive social identities.

Cognitive development plays a critical role in shaping social and emotional development during middle childhood. Improvements in perspective-taking abilities, self-regulation abilities, problem-solving skills, and understanding of social norms and values can help children navigate social interactions more effectively and develop positive relationships with their family as well as peers.

11.2.2 Cultural influences on self-concept

Cultural influences can play a significant role in shaping a child’s self-concept during this stage of development. One cultural influence on self-concept during middle childhood is family. Children often develop a sense of self through interactions with family members and cultural backgrounds. For example, in some cultures, collectivism is emphasized, and the needs of the group are prioritized over individual needs. This can result in children developing a more communal sense of self, in which their sense of identity is tied to their family and community.

Another cultural influence on self-concept during middle childhood is peers. Children may compare themselves to their peers and seek their approval and validation. In some cultures, social hierarchies may be more rigid, and social status may be more important. This can result in children developing a more competitive sense of self, in which their sense of identity is tied to their success and status among their peers.

Education and media can also influence a child’s self-concept during middle childhood. For example, exposure to positive role models who are from their cultural background can help children develop a sense of pride in their heritage and identity (Markus & Kitiyama, 2010). However, exposure to negative stereotypes and discrimination can also harm a child’s self-concept and lead to feelings of inferiority. By understanding these influences, parents, educators, and caregivers can help support children’s development of a positive and healthy sense of self.

11.2.3 Self-esteem

Self-esteem is a person’s overall evaluation of their own worth or value as a person. It is an important aspect of psychological well-being and can impact various areas of life, such as relationships, academic and work performance, and mental health. During middle childhood, children’s self-esteem can be influenced by various factors, including their interactions with others, their accomplishments, and their ability to meet the demands and challenges of their environment.

Self-concept and self-esteem are two related but distinct psychological concepts.

Self-concept refers to how individuals see themselves, including their beliefs, attitudes, and values about their abilities, personality traits, physical appearance, and social identity. It involves an overall perception of oneself and can be influenced by factors such as experiences, feedback from others, and social comparisons. Self-esteem, on the other hand, refers to an individual’s evaluation of their own self-worth or value. It reflects how positively or negatively an individual feels about themselves and can be influenced by various factors, including personal achievements, relationships, and societal standards. While self-concept refers to an individual’s beliefs and attitudes about themselves, self-esteem is more focused on the emotional and evaluative component of self-perception. In other words, self-esteem reflects how an individual feels about their self-concept.

11.2.3.1 Family influences on self-esteem

Families have a significant impact on a child’s self-esteem. The quality of the parent-child relationship and the parenting style can shape a child’s self-esteem in different ways (Steinberg, et. al, 1992). A warm and affectionate family environment, where children feel supported and loved, can contribute to higher self-esteem. Positive feedback, encouragement, and validation from family members are more likely to develop a positive self-image. Parents who model healthy self-esteem behaviors, such as self-acceptance, self-care, and positive self-talk, can help children learn healthy self-esteem habits. Fair and consistent discipline contributes to positive self-image because it reinforces a sense of security and stability. Parents who set realistic expectations for their children and provide opportunities for success can help children feel competent and confident. On the other hand, overly high expectations and critical feedback can lower self-esteem and create anxiety. Finally, open and supportive communication within families can help children feel heard and valued, which can contribute to a positive self-image.

Families are not the only factor influencing self-esteem. Children’s experiences outside the family, such as interactions with peers, teachers, and the broader community, can also play a role. However, the family environment can provide a foundation for healthy self-esteem development that can support children throughout their lives.

11.2.3.2 Peer influences on self-esteem

Peers play a significant role in shaping and influencing self-esteem during middle childhood. During this developmental stage, children become increasingly aware of their social interactions and seek acceptance and approval from their peers. Peers can provide social and emotional support through friendship, which contribute to a positive sense of self-worth. Having friends who value and support them can enhance self-esteem.

Children compare themselves to their peers to evaluate their own abilities, achievements, and social standing (Rubin, et. al, 2011). This process is called social comparison. If they perceive themselves as being less competent or less popular than their peers, it can negatively impact their self-esteem. Being accepted by peers and having a sense of belonging within a peer group is crucial for developing a positive self-image. In fact, the benefits of finding a peer group to which a youth can “belong” improves life outcomes even beyond the middle childhood years, into later adult life (Trzesniewski, et. al, 2006). Rejection or exclusion can significantly damage self-esteem. Social comparison may also include an increased awareness of physical appearance. As children become more aware of physical appearance, peers’ opinions and comparisons can affect self-esteem. Negative comments or comparisons related to physical attributes may lead to body image issues and lower self-esteem.

Middle childhood is also a critical period in social skills development. Interacting with peers allows children to develop and refine their social skills. If children struggle with making friends or face frequent social difficulties, it can lead to lower self-esteem (Parker & Asher, 1993). One important social skill that is still emerging during this developmental period is giving and receiving feedback. Peers provide feedback and validation through social interactions. Positive feedback and encouragement can boost self-esteem, while negative feedback or criticism can lower it. Constructive criticism can be helpful for growth, but constant negative feedback can erode self-esteem.

Peers can influence how children perceive themselves. If they are consistently praised or criticized for specific traits or behaviors, it can shape their self-concept. For example, if peers consistently compliment a child’s athletic abilities, they may develop a positive self-concept related to sports. However, if they receive negative feedback, that may also inform their self-concept and contribute to feelings of inferiority or inadequacy. Creating a supportive environment that encourages positive peer interactions, promoting self-acceptance, and teaching resilience can help children develop a healthy self-esteem during middle childhood.

11.2.3.3 Cultural and media influences on self-esteem

Cultural values and beliefs play a significant role in shaping a child’s self-esteem. Different cultures may emphasize certain qualities or attributes that are considered important for self-worth. For example, individualistic cultures may focus on personal achievements and independence, while collectivist cultures may emphasize social harmony and cooperation. Children growing up in different cultural contexts may internalize these values, affecting their perception of self-worth accordingly. Cultural experiences help children develop a sense of cultural identity and belonging. When children feel connected to their cultural heritage and experience positive aspects of their culture, it can contribute to a sense of pride and self-esteem. Cultural practices, traditions, and celebrations provide opportunities for children to feel valued and recognized within their cultural group, which can positively impact their self-worth.

Peers and social groups provide an important context for self-esteem development during middle childhood. Cultural diversity within peer groups can introduce children to different perspectives and norms, influencing their self-esteem. Peer acceptance and social comparisons can also affect how children perceive themselves in relation to others. Cultural diversity and inclusivity in peer groups can contribute to a broader understanding of self-worth and promote positive self-esteem.

Media and Popular Culture. The media and popular culture play a significant role in shaping children’s self-perception. Cultural representations in media, such as television shows, movies, and advertisements, can contribute to stereotyping, unrealistic beauty standards, and social comparisons. Exposure to these influences can impact a child’s self-esteem, particularly if they perceive themselves as not fitting the ideals presented (Leung & Kwan, 2019).

The development of self-esteem in children is impacted by several equity issues that revolve around fairness, justice, and equal opportunities. Socioeconomic disparities can hinder a child’s self-esteem, as limited access to resources and opportunities may create feelings of inferiority or inadequacy. Educational inequities, such as unequal access to quality education, can limit a child’s academic progress and personal growth, leading to diminished self-worth. Cultural and ethnic diversity can contribute to equity issues, as marginalized or minority children may face discrimination, prejudice, and exclusion, which negatively impact their self-esteem. Gender inequality perpetuates societal expectations and biases, affecting the self-perception and self-esteem of both girls and boys. Children with disabilities encounter barriers to accessibility, discrimination, and lack of accommodations, leading to feelings of exclusion and low self-worth (Myers & Vollmer, 2018). Intersectionality further compounds these equity issues, as children with multiple marginalized identities may face compounding challenges that affect their self-esteem and overall well-being. Addressing these equity issues requires creating inclusive environments, promoting equal access to resources and opportunities, challenging stereotypes and biases, and fostering a sense of belonging and acceptance for all children, regardless of their backgrounds.