Building Self-Concept Skills (E2.2.22)

This video defines self-concept and shows how teachers can use structured activities and interactions to support children’s self-concept skills.

This video shows a teacher using a variety of planned activities and discussions to support children’s self-concept skills.

This video captures a variety of ways teachers can provide intentional activities to support children’s self-concept skills.

In this exemplar video, a teacher praises children’s scissor use and asks what they like to cut. Notice how the teacher encourages conversation and choice—an example of using guidance strategies that help children solve their own problems rather than relying on overly directive approaches.

In this exemplar video, a teacher talks with children about what they are cutting and the scissors they are using. Notice how the teacher encourages them to share what they like—an example of using discussions to support children’s self-concept skills.

In this exemplar video, a teacher encourages a child who says they can’t draw and supports them through the process. Notice how the teacher uses praise and questions to build on the child’s interest—an example of boosting confidence and abilities through intentional interaction.

In this video, a teacher talks to a baby by asking, “What do you see?” and gives them toys like blocks and a ball. Notice how the teacher supports the child’s learning by encouraging them to explore and make choices, helping them learn what they like and can do– an example of using intentional activities and discussions to support children’s self-concept skills.

In this exemplar video, a teacher uses intentional discussion to support a child’s self-concept skills. Notice how the teacher says, “We got good pinchers. Our pinchers work well” and “Let’s make sure your pinchers can do it too,” highlighting the child’s physical abilities.

In this exemplar video, a teacher uses intentional discussions to support children’s self-concept skills. Notice how she initiated conversations with the two children about whether or not they liked tomato soup and sweet potatoes. She asked questions like “Do you eat tomato soup at home?” “Do you like it?” “What do you like about it?” Planning for intentional activities and discussions to support self-concept skills is important because it helps children begin to understand who they are and be able to describe themselves as individuals.