Identity Formation Of Children Research Articles

Pratiche mediali, social media e influencers nella formazione e nell’espressione identitaria dei bambini: una ricerca esplorativa

With the spread of social media, we witnessed the multiplication of web’s figures such as influencers and content creators. The pupils in the last years of primary schools (9-11 years old), engaged in a complex task of defining their own identity, are strongly exposed to entertainment contents conveyed by social networks and online video platforms. The present exploratory study, which involved 173 students from a primary school in Emilia-Romagna Region (Italy), aims to investigate the role of social media and influencers in the formation and expression of the identities of children, highlighting a universe little known and only superficially explored by teachers and adults with educational roles. The contribution has the twofold objective of: investigating children’s practices related to social networks (in particular those based on video content such as YouTube, Twitch, TikTok, Instagram and Snapchat) to offer an overview of the situation in an age group increasingly targeted by these social networks; making a reflection on how much the figures of content creators and influencers play a role in the identity formation of children in 4th and 5th year of primary school. The results lead to new research questions and educational path to make teachers and parents more aware of this issue.

Teachers’ Views on Citizenship Subjects within the Context of Social Studies Literacy Regarding Identity Formation and Acquisition of Citizenship Awareness of Immigrant Students

While immigrant students, who live in Turkey, have their own values at home, they encounter Turkish culture and values at school and in their social life. This situation brings along certain tensions in identity formation processes. Citizenship education aims to prepare students for social life by providing them with the necessary knowledge and skills to grow up as democratic citizens. Therefore, citizenship education has an important function in the identity formation of children. Therefore, citizenship education has an important function in the identity formation of children. The aim of this research is to determine teachers’ views about citizenship subjects regarding identity formation and citizenship awareness in the context of social studies literacy. Case study, which is one of the qualitative research methods, was used in this study. Data was gathered via a semi-structured teacher interview form. The data of the research was obtained via Social Studies teachers that work in Secondary Schools in Hatay, Turkey, during 2019-2020 academic year. For this purpose, semi-structured interviews were performed with 15 Social Studies teachers. Descriptive analysis technique was used to analyze the data obtained as a result of semi-structured interviews. The data obtained from the research was evaluated; the findings were defined and interpreted. Accordingly, it was concluded that citizenship issues have a unifying and integrating structure, both individually and socially, in identity formation and realizing citizenship awareness, and also influence the adoption of social rules and transforming them into behavior.

Культурно-языковые особенности формирования идентичности в условиях социальной коммуникации

The article discusses the problems of languages and cultures of indigenous peoples of the North in the aspect of social communication. The relevance of the three-stage model of identity formation in children of the peoples of the North, implemented in the framework of the academic subject (course) «Culture of the Peoples of the North», is based on the results of scientific research conducted at the Institute of National Schools of the Sakha Republic (Yakutia).

Identity Formation in Children and Young People in Open Adoptions from Out-of-home Care in New South Wales, Australia

ABSTRACTSemi-structured interviews were used to explore identity development for nine adoptees (aged 9–23 years) who were adopted by their foster carers in New South Wales, Australia. Adoptions were open, with court-ordered face-to-face contact with birth families. Findings suggest that participants had healthy adoptive identities, with coherent and meaningful narratives about their life histories. Adoption provided a sense of security and belonging. Openness provided information to build a self-narrative and encouraged discussion of adoption issues within adoptive families. Adoptive parents were critical in helping children understand their adoption and facilitating direct contact with birth families, thus laying foundations for positive identity development.

Art Making and Identity Formation in Children and Adolescents with Differing Social Behaviors

ABSTRACTNot everyone develops social behaviors and interaction skills in an expected manner. This study explored the relationship between art making and identity formation in children and adolescents who were identified as having differing social behaviors. In three small group settings, 17 participants created abstract self-portraits from modeling compound and responded to questions about their self, self-concept, and self-esteem. From this, a model was created to describe identity formation as it relates to the relationships between social environment, desired occupations and activities, and creativity. Practice guidelines are proposed for those who provide children and adolescents with opportunities to make art as part of sessions aimed to promote the development of a healthy self-concept.

A utilização da leitura na pré-escola

A leitura na pré-escola é um momento de despertar o gosto e o prazer em ler, é também uma fonte de reflexão, descobertas e de aprender a ouvir. É necessário então que o contato com a leitura comece desde a pré-escola, com uma diversidade de textos e que o professor também tenha o hábito da leitura em seu cotidiano. Sendo assim, o presente estudo teve como objetivo investigar os benefícios da leitura cotidiana em sala de aula na vida pré-escolar de um aluno, quais as características de um professor leitor e a leitura como formação de identidade da criança. A metodologia utilizada foi uma pesquisa bibliográfica seguida de uma análise realizada através de leitura, comparação de dados e fala de autores. Através das análises bibliográficas percebemos a importância do papel do professor em incentivar o desenvolvimento de uma prática de leitura, que a torne presente no ambiente escolar, a fim de que se promova o hábito e gosto de ler na criança, concluindo que a leitura é a principal influência na formação pessoal e acadêmica, contribuindo com uma diversidade de fatores para a construção da identidade do aluno.

Specific Features of Gender Identity Formation in Children from Single-parent and Nuclear Families in Ontogenesis

Abstract This article is devoted to the problem of gender identity formation in children from single-parent and nuclear families in the process of socialization. In contemporary Russia such phenomena as blurred gender roles, destruction of the value of the traditional family, common mastering of professions traditionally associated with the opposite sex have caused distortion of children's understanding of the masculinity – femininity concept. Children from single-parent families find it especially difficult understand the formation of the ideas of masculinity, femininity, female and male roles and the behavioural patterns in society. Children raised in single-parent households can often be characterized by an emotional alienation from the male parent and the formation of a symbiotic relationship with the female parent. The results of our empirical research have shown that teenagers must have close emotionally stable relationships with both the male and female parents in order to develop a harmonious adaptive functional gender identity. However, single parenting does not necessarily cause destructive consequences for a child's identity, and dysfunctional relationships may emerge in a nuclear family, too.

The Impact of Iranian House Architecture on Identity and Behavior of Children

From birth, children begin to interact with the surrounding environment including humans and the space in which they live. In fact, in these early stages of life, along with the growth of body and mind, their identity and behavior are shaped and a sense of “I-ness” arises in them. Home is the first space where man face on his arrival to the world. What finds importance in association with the home is not that it is a list of functions or includes several rooms, but it is importance is related to the fact that it is a spatial model controlled by a complex covenant. Such an attitude causes a higher position to be considered for the home in shaping human personality; also, it is believed that exploring and searching the environment (to understand it) plays essential role in the identity formation of children and understanding the world around them. The root of environmental perception goes back to childhood and according to the empirical findings of psychology, it also extends to other periods of human growth. The environment as one of the constituent elements of human perception is affected by the physical and semantic conditions of space architecture and has an effect on human growth. On the other hand, traditional Iranian architects gave particular attention to the man and his needs and provided a good platform for his spiritual and material growth. The present study is aimed at showing that the architecture of Iranian traditional houses influences the identity and behavior of children. The research is an applied study conducted using the descriptive-analytical method. The literature available about children and the influential factors in shaping their identities as well as the impact of the built environment on human life shows that Iranian traditional houses, to an acceptable level, would be able to meet the spiritual needs of the children who grew in such spaces and provide the qualitative features required to give identity to them; and if modern housing possesses these features, it can give identity to today’s children, namely the future parents.

Television and the Self: Knowledge, Identity, and Media Representation Kathleen M.Ryan and Deborah A.Macey, Editors. Lanham, MD: Lexington Books, 2013.

Television and the Self: Knowledge, Identity, and Media Representation Kathleen M. Ryan and Deborah A. Macey, Editors. Lanham, MD: Lexington Books, 2013.In 2013, when television can be accessed anywhere, any time, on demand and on a device that is often times not a television, it may seem bizarre to think of TV as a hearth-the center of the home, a place around which families gather, a place beside which we grow up. Yet editors Kathleen Ryan and Deborah Macey and the authors of the fourteen essays that comprise their book, Television and the Self: Knowledge, Identity, and Media Representation don't find such a comparison odd at all; in fact, their research points to the ways in which television continues to serve as a central site of engagement in our increasingly mediated world.Less sweeping in scope than some edited collections (The Television Studies Book, 1997; Television Studies After TV: Understanding Television in the Post-Broadcast Era, 2009), Television and the Self nevertheless brings a critical eye to a variety of topics that have been discussed in similar volumes, such as the impact of TV on children (The Children's Television Community, 2006), the role of gendered identity in audience experience (Feminist Television Criticism: A Reader, 1997), and the ongoing influence of reality television (Reality TV: Remaking Television Culture, 2004), combining these areas of inquiry in a way that draws unexpected connections. Each of the book's five sections examines one aspect of the relationship between television and audience's experience of everyday life, ranging from family relations, to gender roles, to race and aging. But while these sections are a helpful guide, the essays here resist their boundaries; the authors' words speak across and through this book in diverse and multiple ways.To begin, Leah Rosenberg's essay on ritual and memory explores the role that television plays in audiences' individual histories and collective memories. Here, we see how television can be a way of dispelling the demands of the everyday, a ritualistic engagement, a nostalgic window into our pasts. We are also introduced to a theme that resounds throughout the book-the idea that television both reflects and informs our ideas about the world. Many of the author's findings echo this, from Johnson Jr.'s analysis of the invisibility of aging gay men of color, to Macey and Redmon Wright's deconstructions of televised femininity, to Kahlenberg and Miller/Van Riper's essays on the impact that television has on children's identity formation. …

Changes in children's nature-based experiences near home: from spontaneous play to adult-controlled, planned and organised activities

A qualitative case study from Brumunddalen, Norway, indicates that children's use of nature areas near their homes have changed substantially from being spontaneous and self-initiated to being part of planned, organised and adult-controlled activities. This study explores the association between changes in outdoor play and wider patterns of change in childhood today, as increasing amounts of play time is spent in institutions and organised activities, or occupied by computer and internet usage. The paper discusses these effects in terms of social relations as well as children's identity formation. The subject was investigated through adults' memories of their own childhood and their observations of children's practices.

Identity Agents: Parents as Active and Reflective Participants in Their Children's Identity Formation

The paper introduces the concept ofidentity agents. This concept refers to those individuals who actively interact with children and youth with the intention of participating in their identity formation, and who reflectively mediate larger social influences on identity formation. This contrasts with the focus of mainstream research in the identity field that tends to portray adolescents as the sole reflective agents involved in mature identity development. The paper presents a theoretical analysis presenting the importance of the concept for the formulation of a comprehensive contextual theory of identity formation. The particulars of this concept are illustrated through the presentation of a qualitative report of religious parents actively encouraging their children's processes of identification, co‐participating in their children's identity's formation, and reflectively deliberating their parental roles and goals in regards to this process.

Navigating in an unknown land: Post adoption contexts of children adopted from China

This qualitative/ethnographic study investigated how children adopted from China construct their identities. The authors describe the subtle interaction of home, school, and community cultures that influenced these children's identity formation. Focusing on the children, the researchers followed 13 adoptive families over the course of 16 months. The setting for the study was in several metropolitan areas of the American Midwest. Children's post adoption experiences, family life, schooling, and Adopted Children from China (ACC) activities became a window for viewing many of the core issues in constructing cultural identity. Children in this study actively negotiated their identities in various social contexts.

Racial Identity Theory and Peace Education: Tools for the Teacher In All of Us

As people develop a meaningful understanding of racism, they also experience shifts in their appraisals of self and others as members of an unfairly stratified society. Consistent with the premises of Helms' (1995) racial identity theory, these shifts can be explained as transformational processes that have relevance to matters of morality and peace advancement. Individuals who operate at advanced levels of racial identity development overcome the confinements inherent in a racism Zeitgeist and in so doing, learn to accept themselves and others more authentically. This theory can prove crucial to peace promotion in children because it espouses to nurture the integration of self within the broader spectrum of humanity. Educators who transform their selves can also transform their educational practices by disrupting cycles of socialization that adversely influence children's identity formation. They can also contribute to the creation of new structures of socialization. In this paper, I describe this theory and how it applies to peace education.

Importance of Personality in Gifted Children's Identity Formation

This study examines the importance of personality characteristics to identity formation in Terman's gifted sample. Four identity statuses of Identity Achievement, Moratorium, Foreclosure, and Diffusion, as well as two subgroups that followed progressive and regressive pathways in identity development, are compared in their personality characteristics. Results indicate that positive traits such as perseverance, purposiveness, desire to excel, and self-confidence are conducive to a successful identity formation and to the adoption of the progressive pathway in identity development.

Reading in Color: Children's Book Illustrations and Identity Formation for Black Children in the United States

In her Coretta Scott King Award acceptance speech, Virginia Hamilton said, Literature gives us images with which to (684). This is literally true for illustrations which accompany much of children's literature. In these post-modem times, lies with readers, or, in case of illustrations, with viewers, who bring their experiential past, including literary experience, to bear upon their understanding of present circumstance. The late Israeli scholar Joseph Schwarcz has proposed that illustrations have a psychological effect upon children, that illustrations which children encounter in literature teach them how to deal with problems in their lives, how to model their lives, how to become adults. Though Schwarcz couches his arguments in terms of psychological development, he assumes some principles of visual literacy, a term which Richard Sinatra defines as the active reconstruction of past visual experience with incoming information to obtain meaning (57). Visual literacy takes as one of its concepts idea of schemata, which Piaget defines as mental image[s] or ... pattern[s] of action [which] become a way of representing and organizing all of child's previous sensory-motor experience. (Sinatra 9). The illustrations children encounter in their early literature, as sensory experience, can become important parts of this schemata, part of building blocks of their thinking, something to which they will refer in their actions as they grow up, fulfilling role Schwarcz assigns them in formation of identity. Schwarcz, however, did not deal with effect of illustrations upon identity formation in children of minority cultures. In this essay, I shall apply some of Schwarcz's ideas, as well as some ideas from visual literacy school, to possible effect of illustrations on black(1) children in America. Schwarcz begins his chapter on emergence of identity in The Picture Book Comes of Age by observing that, throughout childhood, individual's personality grows and expands. Slowly, yet forcefully, biopsychological processes, genetic inheritance, physical constitution, and life experiences lead child toward a larger measure of consciousness of his or her own self and of independence.... The search for individuality includes many interrelated aspects.... contemporary picture-book story attempts to entertain child and to aid him or her by offering plots, relationships, and metaphors for various facets of search. (84) The formation of identity is a crisis each of us must go through on our journey to adulthood. The separation from parents and development of a code by which to rule our adult lives are very serious undertakings. Difficult as these processes are for all children, they are especially difficult for those of African descent in United States. In addition to defining their adult character, they must define themselves in terms of their cultural heritage as well as their national heritage - African American as well as American - what W. E. B. Du Bois called their double-consciousness (45). One of ways in which black children in America create their schemata is through illustrations they encounter in literature to which they are exposed as children. Children, especially young children, are sensitive to illustrations. They concentrate on illustrations while another person reads to them, and they are subject to impressions illustrations create. The images these children soak up remain with them for rest of their lives. The importance of children's illustrations has long been recognized, but recognition of their importance as a force in psychological growth of child is a fairly new phenomenon. Bruno Bettelheim's The Uses of Enchantment (1977) changed way some scholars came to think about children's literature. Stories were no longer perceived as gentle things to while away hours, as innocuous children's amusements, or as harmless vehicles for formal education of children, as were chapbooks of eighteenth-century England and America Though Bettelheim may have been haphazard in his application of Freudian principles and though Freudian concepts seem outdated in 1990s, Bettelheim spurred application of theories of psychological development to interpretation of children's literature. …