The Self- Who Am I?: Children’s Identity and Development through Early Childhood Education

Pamela A Raburu

doi:10.5901/jesr.2015.v5n1p95

Abstract

Children develop self-identity, who they believe themselves to be, and begin to form relationships through play and peer relations which contribute to their emotional, social and cognitive development. Theories of self generally agree that an early childhood program can foster children’s self- esteem and build the foundation for future relationships with others. From interviews and observations, 4 to 6 year olds portray their internal lives of self, construct their personal identity, and how these may affect the learning process. The sample was drawn from 3 pre-school classes in Kenya, consisting of 35 boys and 23 girls (N=58) Sampled expressions of self through children’s writings, drawings, dialogues and scaffolding tasks are discussed. The study makes reference to Vygotsky’s theoretical framework of social learning theory, highlighting the links between children’s learning, play, language, peer relationships and identity. The challenges for early childhood Education and Care are explored while trying to answer questions of identity facing young children such as, ‘Who am I?’ ‘What will I be when I grow up?’ Data from children’s expressions show that identity differs from one child to another, and that children’s self can be modified. The notion of ‘identities’ rather than an ‘identity’ emerged. The study indicates that children’s selves are shaped by local the environment, values, and each child’s unique development. DOI: 10.5901/jesr.2015.v5n1p95

Highlights

Identity is a legal concept within the UN Convention on the Rights of the Child
What is the implication of young children’s relationships with their teachers in relation to their identity and learning? Children want to associate or identify with their teachers, as they seem to admire the teachers who act as their role models
While the search for identities continue in early childhood stage, this paper highlighted the importance of friendship, peers and play in the formation of identities among young learners

Summary

Introduction

Identity is a legal concept within the UN Convention on the Rights of the Child. It is every child’s entitlement from birth. Childhood is a significant period for the mental functions of children, and the developments include the emerging of the abilities and skills in areas such as language, motor skills, psychosocial and learning. These can be greatly influenced by the nature of the educational environment which the child is exposed in the first years of life (Bowman, Donovan and Burns, 2001).Young children’s earliest years are the foundations for their physical and mental health, emotional security, cultural and personal identity, and developing competencies (United Nations Committee on the Rights of the Child, 2005, paragraph 6 (e))

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