SELF DEVELOPMENT ACROSS THE LIFE SPAN

Self-Development across the Life Span

A.      Developmental Changes in Self-Descriptions

 In this sense, we have been reviewing evidence applicable to the development of the I . We have yet to consider, however, the development of the ME. A focus on the ME would lead us to ask:

How do people’s thoughts about themselves change with age?

 For example, do 6-year olds think of themselves differently than 16-year olds? Research in this area suggests the following developmental trends.

1.       Early childhood (ages 2-6)

Gender and age appear to be the first characteristics applied to the self. By age two, most children correctly identify themselves as a boy or a girl, although they may not be fully aware that gender is constant until several years later. At this age, children also tend to describe themselves in terms of concrete, observable characteristics (e.g., I have brown hair; I have an older brother) and typical behaviors and activities (e.g., I play games; I like soccer). In short, young children tend to think of themselves in terms of their observable, verifiable characteristics.

2.       Middle childhood (ages 7-11)

Several changes in self-descriptions occur during middle childhood. First, self-descriptions become more general.

 For example, instead of thinking of themselves in terms of specific activities (I like soccer; I like skating), children start applying broader labels to themselves (I like sports).

 Children at this age also begin defining themselves (and others) in psychological terms, such as traits and abilities. Many of these qualities refer to important social characteristics (e.g., nice, likable, or friendly).

Children at this age also become more adept at taking the perspective of the generalized other (in the manner specified by Mead) and to see themselves from other people’s point of view. Social comparison processes also become more influential at this stage of life (Ruble, 1983).

Children compare themselves with others and draw inferences about themselves on the basis of what these comparisons show (“Jimmy has more trouble solving problems than I do, so I must be smart”).

3.       Adolescence (ages 12-18)

 Adolescence brings another shift in self-understanding. Adolescents define themselves in abstract qualities that emphasize their perceived emotions and psychological characteristics. For example, an adolescent might be inclined to say he is moody or insecure.

These assessments reflect a more sophisticated, analytical approach to self-definition, one that emphasizes private qualities are not necessarily known to others. Adolescents’ ability to think of themselves in abstract terms may help them achieve psychologically unity.

Harter and Monsour (1992) asked 7th, 9th, and 11th graders to describe themselves in various situations (e.g., in the classroom, with friends), and then indicate which traits created conflict. 

That the percentage of traits that created conflict rose steeply from 7th to 9th grade, but declined from 9th to 11th grade. Harter and Monsour speculated that the rise in conflict experienced between 7th and 9th grade reflected young adolescents’ increased participation in multiple roles, and the decline in conflict experienced between 9th and 11th grade represented the older adolescents’ ability to come to terms with conflicting identities in different situations.

To illustrate, whereas a 9th grader might be puzzled by the fact that he’s carefree with friends but sullen with his parents, an 11th grader would reconcile this inconsistency by saying “I’m just a moody person” .