A way to separate these two ideas was to define them separately and in terms of Daniel Batson’s Eight Concepts of Empathy and how these two ideas have evolved from our developmental stages. Susan A. Miller Ed.D., Ellen Booth Church, and Carla Poole write on the topic of how children develop. Susan A. Miller and Ellen Booth Church specifically discuss concepts of how self-awareness and imagination become developed in a child’s mind, and what a parent should do to nurture their child’s learning skills. In this way, the child’s capacity to learn, have an imagination, and be able to take on other children’s perspectives will increase. First, the terms of self-reflection and role taking should be defined. Self-reflection is defined as meditation
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With this, you could refer to the early stage of social awareness and imagination at the age of 5 and 6 (Miller, Church, and Poole). This takes place after a child is able to recognize themselves, so that they may imagine others. It happens at the age of 5 and 6 because researcher Susan A. Miller Ed.D. stated children may have an imaginary friend with a “nurtured imagination” at the ages of 3 and 4, but when they can imagine other characters and other perspectives, is not until the ages of 5 and 6 (Miller, Church, and Poole). Self-awareness is followed by social awareness during the developmental stages. People are able to empathize when they are socially aware using their theory of mind. Theory mind comes after 1 year so, the rest that Rochat, Miller Ed.D, and Church suggests follows and is developed. It is possible that an individual needs self- reflection in order to role take; with self-awareness, self-reflection takes place. After a child is conscious of them self, they can distinguish them self and their environment from that of another individual’s …show more content…
An individual could reflect on them self and have similar traits with the character, but the individual may also easily put them self in the shoes of others. The curiosity lies between the ideas of self-reflection and role taking, and how gender could possibly be an effecting factor of these two ideas to refute any thought of similar traits not having any effect. The study uses gender as the tested similar trait because it is the biggest biological difference between people. Women may empathize better than men, but studies have shown that the difference isn’t very big. However, even if one does or does not have the similar gender of the character they identify with in imagination, could empathizing with women or men draw one to self-reflection or put themselves in the character’s shoes? It could be a possible factor that it is easier to understand a male character because they could possibly be portrayed with less complex traits, therefore, one could easily put them self in the character’s shoes compared to women. It may also be possible that we are more likely to reflect on ourselves than to put ourselves in the shoes of a female character because they tend to be more complex. Gender is the specific factor that could possibly help us determine when we self-reflect or put ourselves in the character’s shoes.
With this, you could refer to the early stage of social awareness and imagination at the age of 5 and 6 (Miller, Church, and Poole). This takes place after a child is able to recognize themselves, so that they may imagine others. It happens at the age of 5 and 6 because researcher Susan A. Miller Ed.D. stated children may have an imaginary friend with a “nurtured imagination” at the ages of 3 and 4, but when they can imagine other characters and other perspectives, is not until the ages of 5 and 6 (Miller, Church, and Poole). Self-awareness is followed by social awareness during the developmental stages. People are able to empathize when they are socially aware using their theory of mind. Theory mind comes after 1 year so, the rest that Rochat, Miller Ed.D, and Church suggests follows and is developed. It is possible that an individual needs self- reflection in order to role take; with self-awareness, self-reflection takes place. After a child is conscious of them self, they can distinguish them self and their environment from that of another individual’s …show more content…
An individual could reflect on them self and have similar traits with the character, but the individual may also easily put them self in the shoes of others. The curiosity lies between the ideas of self-reflection and role taking, and how gender could possibly be an effecting factor of these two ideas to refute any thought of similar traits not having any effect. The study uses gender as the tested similar trait because it is the biggest biological difference between people. Women may empathize better than men, but studies have shown that the difference isn’t very big. However, even if one does or does not have the similar gender of the character they identify with in imagination, could empathizing with women or men draw one to self-reflection or put themselves in the character’s shoes? It could be a possible factor that it is easier to understand a male character because they could possibly be portrayed with less complex traits, therefore, one could easily put them self in the character’s shoes compared to women. It may also be possible that we are more likely to reflect on ourselves than to put ourselves in the shoes of a female character because they tend to be more complex. Gender is the specific factor that could possibly help us determine when we self-reflect or put ourselves in the character’s shoes.