Four-year-old Simone always seems willing to go along with what other children want to do but is usually timid about suggesting ideas or helping to solve problems in play scenarios. Her teacher notices that the other children let her join in, but give her the least interesting roles in dramatic play or “jobs” to do in projects that call for group effort. In turn, Simone often tires of the play quickly and wanders off by herself. During the day, Simone looks for frequent reassurance from adults in the room. Whether she’s painting a picture or working on a block building, she wants to know if she is “doing it right” and gets anxious when her efforts aren’t praised. In the mornings when Simone’s mother brings her to school, she is busy with Simone’s infant sister and so doesn’t have time to stay. A neighbor who picks up her own child in the afternoon, picks up Simone as well. Simone’s father, who works at a local “big-box” store has yet to bring Simone to school or visit. Developmentally, Simone seems in the normal range, but her teacher is concerned about how she will do next year in kindergarten, when she will be in a much larger class than her preschool group and there will be added demands on Simone.
With this scenario in mind and drawing on the expert information in the readings, post responses to at least TWO of the following:
- Provide any insight you have regarding Simone’s self-esteem and explain your reasoning.
- Explain your views on the role of self-esteem in a child’s healthy development.
- Suggest two ideas that you would use as an early childhood professional to promote the development of Simone’s self-esteem and explain your reasoning.