
Contents
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Key Points Key Points
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Ongoing Philosophical Debate Ongoing Philosophical Debate
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Gaining from the Developmental Approach to Selfhood Gaining from the Developmental Approach to Selfhood
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Defining Self-Concept in Development Defining Self-Concept in Development
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Three Constitutive Categories of Selfhood in Development Three Constitutive Categories of Selfhood in Development
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Minimal Self Minimal Self
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Subjectivity and Body Schema at Birth Subjectivity and Body Schema at Birth
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Differentiated “Ecological” Self at Birth Differentiated “Ecological” Self at Birth
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Bounded and Substantial Embodied Self Bounded and Substantial Embodied Self
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Objectified Self Objectified Self
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First Signs of Self-Objectification First Signs of Self-Objectification
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Personified Self Personified Self
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The Self as a Person The Self as a Person
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Becoming a Personified Self Becoming a Personified Self
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Self-Conception in Space and Time Self-Conception in Space and Time
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Emerging Self-Conception with Others in Mind Emerging Self-Conception with Others in Mind
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Self-Categorizing and Description in Children Self-Categorizing and Description in Children
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Assertion of the Personified Self in Development Assertion of the Personified Self in Development
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Summary and Conclusion Summary and Conclusion
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Questions for Future Research Questions for Future Research
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References References
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15 Self-Conceptualizing in Development
Get accessPhilippe Rochat is Professor of Psychology at Emory University.
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Published:16 December 2013
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Abstract
What constitutes self-concept? Current developmental literature suggests that there are different layers of meaning attached to self-concept and self-experience. Three distinct basic layers are discussed: the minimal self, the objectified self, and the personified self. These layers emerge and accumulate successively in child development. Each corresponds to specific levels of representational complexities that accumulate “like onion layers” in an orderly fashion between birth and approximately 10 to12 years of age, the developmental span considered here. This development is part of a general meaning-making construction of what constitutes selfhood (what it is made of). It illuminates the representational content and what the notion of self is referring to in development, from birth and in the course of infancy, when children start to recognize themselves in mirrors by their second birthday, show embarrassment, refer to themselves by using personal pronouns and adjectives such as I, me, or mine!, but also start to express righteousness and prejudice toward others.
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