The Social Child
When children move into the middle childhood and adolescent stages, their sense of self changes. Because of developing cognitive skills, such as comparison, children (ages 7-12) begin to think of themselves in relation to others. This comparison is based on factual characteristics and abilities. In school settings, they begin to compare themselves to others based grades, sports, physical characteristics, etc. Research credits this comparison to the increased time children spend with peers, in school and out (Lightfoot, 2013). This sense of self is directly related to a child’s self-esteem.
By adolescence (ages 13-18), children’s sense of self is based on how they think others see them based on their own characteristics and abilities. This new level of integration of the components of self can either be a source of motivation for self-improvement or a source of distress and discouragement, depending the perceived images of themselves (Harter, 2006).
Therefore, the ideal setting for children during this time, is a small classroom setting. This allows the child to develop a positive sense of self. When a child has a positive sense of self, they develop positive relationships with others. Having supportive teachers, who can help a child identify their strengths and what they are good at, is at the core of this development.
My City School, which offers a small classroom setting, provides a safe, rich environment for children to explore and develop a positive sense of self. They develop confidence in their abilities, thus allowing them to go out and build positive relationships with peers in out-of-school settings.
By adolescence (ages 13-18), children’s sense of self is based on how they think others see them based on their own characteristics and abilities. This new level of integration of the components of self can either be a source of motivation for self-improvement or a source of distress and discouragement, depending the perceived images of themselves (Harter, 2006).
Therefore, the ideal setting for children during this time, is a small classroom setting. This allows the child to develop a positive sense of self. When a child has a positive sense of self, they develop positive relationships with others. Having supportive teachers, who can help a child identify their strengths and what they are good at, is at the core of this development.
My City School, which offers a small classroom setting, provides a safe, rich environment for children to explore and develop a positive sense of self. They develop confidence in their abilities, thus allowing them to go out and build positive relationships with peers in out-of-school settings.
Benefits of Peer Mentoring
The peer mentoring process is widely believed to be related to positive outcomes for both the mentor and mentee. According to psychosocial theorist, Erik Erikson (1980), when children start school, one of the most important ways children learn is by watching others, including children (1980).
The age of the partner influences the involvement of the novice (mentee), which in turn affects the extent of learning. Duran & Gauvain (1993) found that novices learn from their same age peers because: they tend to be more involved in the task; they feel more comfortable collaborating with experts of the same age and perceive the partner’s skills as attainable; and they allow for novices to be part of the problem solving process.
While peer mentoring can provide valuable support for students at critical points in their student life, it offers a host of other benefits for both mentor and mentee. Peer mentoring is a mutual way of learning and allowing both participants to develop confidence as well as the following skills necessary to be successful in life.
Benefits of being a Mentee and a Mentor
The age of the partner influences the involvement of the novice (mentee), which in turn affects the extent of learning. Duran & Gauvain (1993) found that novices learn from their same age peers because: they tend to be more involved in the task; they feel more comfortable collaborating with experts of the same age and perceive the partner’s skills as attainable; and they allow for novices to be part of the problem solving process.
While peer mentoring can provide valuable support for students at critical points in their student life, it offers a host of other benefits for both mentor and mentee. Peer mentoring is a mutual way of learning and allowing both participants to develop confidence as well as the following skills necessary to be successful in life.
Benefits of being a Mentee and a Mentor
- Gain practical advice, encouragement and support
- Learn from the experiences of others
- Increase your social and academic confidence
- Become more empowered to make decisions
- Develop your communication, study and personal skills
- Develop strategies for dealing with both personal and academic issues