'Sticks and stones can break my bones and words can also harm me': 'exploring parents' understanding of self-esteem in their children aged three and younger'

Abstract

Research on parental perspectives of self-esteem in young children was found to have received little or no focussed attention. Therefore, this study explored the comprehension of a group of nine parents. Specific areas covered: the characteristics identified as the elements comprising self-esteem in their children; the parents' opinions as to whether it could be externally impacted, to what degree, and to what degree it may be 'pre-determined' as in-born temperament; and the specific behaviours or influences, parental and otherwise, they believe impact the development of self-esteem in their children. Research and perspectives from New Zealand and internationally, surrounding child self-esteem and related topics of brain development, emotional health, and parenting were presented. Some discussion was also included on complicating factors to the study and promotion of these issues, initiatives undertaken here to address these issues, and the New Zealand context. Parent participants were found through a sample method using networking; included were three sole parents and three couples in partnership; all were parents of a child/children aged three or younger. A couple and a sole parent comprised each of the three parent groups. These trios met twice as a group: for an explanatory and rapport building preliminary meeting, and within days, for a focus group interview. Due to the potential sensitivity of this topic projective techniques-carefully designed around predetermined information objectives -were used to approach topics in respectful and creative ways. Specific to these techniques, the paper also includes an exposition of the underlying rationale, design/execution/analysis and issues encountered. Group meetings were followed, usually within a week, by individual, in-depth and qualitative interviews. Semi-structured interview guides were tailored to each participant to allow for further probing and clarification of issues discussed or raised in the focus groups and feedback on the research experience was sought. Results indicated that updated and expanded understanding in some of the areas explored would have a positive impact on parental enjoyment, efficacy and confidence in the child rearing role and would therefore also benefit children's emotional and overall development. Recommendations were made to this end as were others specific to the wider systems which contain and inform parent-child relationships.