Part of Unit: Self Concept in Children
Lesson Plan Overview / Details
This is a lesson designed to focus students on building positive self concepts in children. The lesson defines self concept as well as self esteem. The students will work in cooperative groups and develop scenarios which will enable the students to foster positive self concept in children.
- Single Class Period
- 55 Minutes
California Career and Technical Education Standards
Consumer and Family (CFS) Standards Detail
Describe and compare various approaches to child guidance and
effect on self-worth. (ECDFS – F10.4.1)
Objectives and Goals
The student will be able to apply the principles of positive interactions, guidance, and discipline.The student will be able to interact with others in ways that demonstrate respect for individual and cultural differences and for the attitudes and feelings of others.
Activities in this Lesson
- IALAC - Hooks / Set
The teacher will stand at the front of the class holding a plain sheet of paper. The teacher will then call the students to attention and tell the following story:
This paper represents Johnny. Johnny is 4 years old and in preschool. Johnny’s mom works and takes Johnny to preschool on her way to work. Over the past month, Johnny’s mom has been late for work 3 times for various reasons. This morning Johnny is having a difficult time getting going. Johnny’s mom calls up the stairs, “Johnny, get up! Are you in the bathroom?” [As you do this, rip a small piece of paper off the sheet, symbolizing a rip off of Johnny’s self esteem.] Johnny can’t find one of his shoes, and runs down the stairs with only one shoe on. “Mom, I can’t find my shoe” Johnny says [rip another piece off of the paper]. “Johnny, if I am late one more time, I will be fired!” [Rip off another piece of paper.] “Get in here and eat breakfast!” “Moooom, I need a shoe.” [Rip off another piece of paper.] “Eat your cereal and don’t spill anything on your clothes!” [Rip off another piece of paper.] While Johnny sits down to eat breakfast, his mom finds his shoe and puts it on his foot. “Now, get everything together and get out the door.” Johnny drinks the rest of his juice as he walks to the sink with his bowl. He races out the door and gets in the car. As his mom backs out of the driveway, Johnny remembers his back pack. “Mom, my backpack.” [Rip off another piece of paper.] “Johnny! What did I tell you? If I am late to work, I’ll will be fired!” [Rip off another piece of paper.] She pulls back into the driveway and Johnny runs back in the house and gets his backpack. They head off to preschool.
At this point there is only a small piece of paper left. Explain that this is what is left of Johnny’s self esteem and he is just now arriving at school. It is our job to build his self esteem back up throughout the day.
- Class Interaction - Check Understanding
Ask the students why Johnny’s mom calling up the stairs [“Johnny, get up! Are you in the bathroom?”] was damaging to his self esteem. The reason is beginning the day yelling and that being the very first communication between mother and child. Discuss ways to change this behavior: physically going up the stairs, etc. to find out where Johnny is in his morning routine.
- Self-Concept vs Self-Esteem - Lecture
Teacher says: Now, we have an example of adult/child interactions affecting a child's self-concept. Or would you say that the interaction affects Johnny's self-esteem? What is the difference between the two? [Allow time for student response.] Think of it this way: We each carry a picture of what we think the world sees when they look at us. This is called our self-concept. Now, HOW we feel about that picture we carry, is our self-esteem.
The challenge is to interact with children in a way that will foster a positive self-esteem.
- Talking Points - Group Work
Divide the class into groups of 3 students. Provide each group with a 11" x 17" piece of paper and markers. Their assignment: Each group is to write down 5 positive statements that an adult can say to a child that will foster a positive self-esteem.
Allow 15 minutes for the students to complete the task.
- Assessment Types:
- Group Reports
Call the class to attention and explain that each group is now going to share what they've written down. Then call on one member from each group, one at a time, to report one of the things their group wrote down. Proceed through each group until all groups have reported at least one unique thing their group wrote down. If time permits, proceed through the groups one more time. Collect the pieces of paper at the end of the class to check for completion of the task.
While listening to the reports, be sure that each one is actually a positive interaction. If you hear something that needs clarification, be sure to ask the group to explain their rationale in selecting that statement as a positive interaction.
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