13.4: Development of the Self
- Page ID
- 232996
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- Describe the early development of self-awareness.
- Explain the significance of mirror self-recognition and its cultural variability.
- Identify how toddlers demonstrate emerging self-concept through language use and perspective-taking.
- Discuss the role of possessiveness and autonomy in toddler self-development.
The Self
The development of self-awareness begins early in infancy, first emerging as a sense of agency—the understanding that one's actions can produce effects in the environment. Research suggests that by two to three months of age, infants demonstrate intentional actions, such as kicking to move a mobile or reaching for objects (Rochat, 2003). This early awareness of control over their surroundings lays the foundation for later self-recognition and emotional regulation. As infants grow, their increasing ability to coordinate their movements and recognize patterns in caregivers' responses contributes to the development of a sense of self. By around 18 to 24 months, many toddlers show clear signs of self-recognition, such as identifying themselves in mirrors and photographs (Lewis & Brooks-Gunn, 1979). This growing self-awareness influences how they express emotions, assert independence, and engage in social interactions.
Mirror Self-Recognition
Infants begin to show signs of self-awareness around 18 months, with mirror self-recognition being a major indicator. When babies first look into a mirror, they may show little to no recognition of themselves. However, between 18 and 24 months, many infants start to understand that the reflection in the mirror is "me." This cognitive shift marks a significant developmental milestone and is closely tied to the child’s growing sense of individuality (Amsterdam, 1972). Mirror self-recognition is closely tied to other aspects of self-awareness, including the ability to understand that one's body is distinct from others and the environment around them (Lewis & Brooks-Gunn, 1979).
Figure \(\PageIndex{1}\). A young girl interacts with her reflection in the mirror. Image by Melbin Jacob is licensed by Pexels.
As toddlers approach their second birthday, their sense of bodily self-awareness deepens. However, this development is not universal. Cultural factors play a significant role in shaping how children recognize and interact with their own bodies. For instance, in individualistic societies, where independence is highly valued, children may exhibit self-recognition and a desire for autonomy at an earlier age. In contrast, in collectivist societies, where interdependence is emphasized, children may take longer to develop these self-focused behaviors (Rothbaum et. al, 2000). Cultural differences, then, influence not only the timing of self-recognition but also how it is expressed.
Use of Pronouns
In the toddler years, children also begin using pronouns like "I" and "me" to refer to themselves. This linguistic milestone is another sign of their developing self-concept. The use of pronouns is closely linked to the child’s growing understanding that they are a separate entity, capable of having their own thoughts and feelings (Nelson, 1996). This language development signals a significant shift in the toddler’s sense of self.
Perspective Taking
Another developmental milestone in toddlerhood is the ability to understand that others can see things from different viewpoints, known as visual perspective-taking. By around two years old, toddlers begin to grasp that others may have different thoughts, feelings, and perceptions from their own. This skill is crucial for empathy and social interaction (Flavell, 1999). Perspective-taking is foundational to understanding social dynamics, which will continue to evolve as children grow.
Possessiveness
A common and sometimes challenging behavior in toddlers is possessiveness. At this age, children begin to understand the concept of ownership, often saying things like "mine" to assert their rights over toys or other objects. This behavior is a normal part of development, though it can sometimes create conflict in group settings. Possessiveness is also linked to Erik Erikson’s theory of psychosocial development, specifically the stage of autonomy versus shame and doubt. As toddlers explore their world and begin asserting their independence, they can experience feelings of pride when their desires and needs are met, or feelings of shame and doubt when they are thwarted. This dynamic is crucial for building self-esteem and confidence (Erikson, 1963).
References, Contributors and Attributions
Amsterdam, B. (1972). The mirror self-image in human development. Journal of the American Academy of Child Psychiatry, 11(2), 266-279.
Erikson, E. H. (1963). Childhood and society. W.W. Norton & Company.
Flavell, J. H. (1999). Cognitive development: Children’s knowledge about the mind. Annual Review of Psychology, 50(1), 21-45.
Lewis, M., & Brooks-Gunn, J. (1979). Social cognition and the acquisition of self-awareness. Plenum Press.
Rochat, P. (2003). The self in infancy: Theory and research. In S. D. Goldstein & D. S. M. & H. P. P. (Eds.), Handbook of self and identity (pp. 197-214). Psychology Press.
Rothbaum, F., Weisz, J. R., Pott, M., Miyake, K., & Morelli, G. (2000). Attachment and culture: The interplay of child and family influences. Developmental Psychology, 36(5), 530-539.