To help nurture a child's self-concept, parents must cultivate a culture of good language, especially as it relates to how they describe their kids. Being mindful of the words one uses to describe a child goes a long way in informing the child's thoughts about themselves and could either build or break their self-esteem. Cultivating a sense of responsibility is equally critical ( Pesu, Viljaranta, & Aunola, 2016). Parents should create age-appropriate tasks that children can complete on their won, and then establish a reward system for the child. By doing so, the child will become more confident in their abilities, and be motivated to take on more significant challenges as they progress. It is essential to have a stable self-concept since it goes a long way in not only influencing how we perceive ourselves but also dictates our interaction with other people. A confident person interacts positively with those around them and believes in them as much as they believe in themselves.
It is important to match our inner feelings with our self-concept since what we believe on the inside is what we project through our concepts. A doubtful person will project low self-esteem on the outside, and no matter how tough or confident they may try to act, they will still feel intimidated and inferior. To align our inner feelings with our self-belief, it is essential to be in environments that promote the growth and expression of what we believe on the inside. For instance, a person who feels conflicted in picking friends due to the values they believe in could change their cycle of friends to match the qualities they believe in. In the same way, one can change their careers or field of work to one that closely aligns with their values. Conflicts between the inner and outer self come when we find ourselves in environments that do not promote the values and ethics we ascribe to.
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References
Pesu, L., Viljaranta, J., & Aunola, K. (2016). The role of parents' and teachers' beliefs in children's self-concept development. Journal of Applied Developmental Psychology , 44 , 63-71.
