Developed by: W. Huitt
Last revised: May 2004
Return to: | Character Education | Moral and Character Development |
To have respect for self means to show regard for or to have an appreciation of one's self (i.e, have self-esteem). Respect for self helps elevate the students’ awareness of who they are and encourages them to appreciate themselves more. In kindergarten, respect for self is defined as: feeling good about yourself and who you are. There are different activities that go along with this definition to help the young children gain an understanding of the concept. As the students get older, the definition and activities change so they may continue to strengthen their knowledge of the meaning. In high school, the word is defined as: thinking enough of yourself to make decisions that will be good for your long-term emotional, physical, spiritual and mental health. As adults, the dictionary says that self-respect is having respect for one’s self or regard for one’s character.
Although the kindergarteners are young children, their vocabulary skills are enhanced through character education. Their cognitive thinking skills are developed and through different activities, their writing and reading skills are developed. When the students are involved in activities together, and are engaging in play, their cognitive development is being enhanced. When the students are learning about respect, there are many activities they can be introduced to that will help their understanding. The activities that the kindergarteners learn from are usually through some form of group play and hands-on activity. Through this type of group play, Jean Piaget and Lev Vygotsky agree that children move up to higher levels of understanding and development (Frost, Wortham & Reifel, 2001). With young children, learning has to be fun as well as informative. Learning through fun is how young children stay engaged. Vygotsky believed that through learning and social interaction, a child would develop more quickly and successfully (learning precedes development) (Bodrova & Leong, 1996). As the students are interacting with one another and learning about the term respect, they are developing quickly and successfully.
Monitoring and Assessment
Bodrova, E., & Leong, D. (1996). Play: A Vygotskian Approach. Retrieved on March 20, 2004, from The Davidson Films Website (Notes taken from movie clip): http://www.davidsonfilms.com/play.htm
Frost, J. L., Wortham, S.C. & Reifel, S. (2001). Play and Child Development. Columbus, Oh: Merrill Prentice Hall.