ࡱ> Z\Y7 mBbjbjUU .`7|7|#8%l 8 4 ,N. Lz " n $.$1 Q@]B BB@ B  B " Y t0??Development of self-efficacy as a goal of parenting and education for the global world Simona Hoskovcov, Eva `rov (Bidlov), Ljubica Baki-Tomi PhDr. Simona Hoskovcov, PhD., Charles University, Faculty of Philosophy and Arts, Department of Psychology, Prague, Czech Republic, HYPERLINK "mailto:simona.hoskovcova@ff.cuni.cz" simona.hoskovcova@ff.cuni.cz PhDr.Eva rov (Bidlov), Ph.D., Charles University, Department of Psychology, Prague, Czech Republic,  HYPERLINK "mailto:bidlova@ff.cuni.cz" bidlova@ff.cuni.cz Ljubica Baki-Tomi, Ph.D.,Faculty of Teacher Education, University of Zagreb, Croatia,  HYPERLINK "mailto:lj.bakic-tomic@ufzg.hr" lj.bakic-tomic@ufzg.hr Abstract Children's functioning gradually progresses from external to personal control. Once children acquire a sense of personal agency that they can make things happen, they develop affective self-reactions that serve as guides and motivators for action. A body of research shows that perceived efficacy is a common mechanism through which psychosocial influences produce their effects. Self-efficacy seems to be a key competence in the global world. The lost of stable structures and cultural conditioned certainty must be substituted by a more stable self-efficacy, stress resistance and self-esteem. The concept of self-efficacy has proved as useful for studying preschool children. These children show high self-efficacy, optimism and will to acquire new experience. It is useful to support children in a positive way, because we build a good and steady base for resisting in various life events and situations. The manner, in which parents mediate different experiences to children and how they lead them through new and stressing situations, basically influences the style, how they will deal with new and stressing situations when they grow up. The present study examines by means of qualitative methods (part of the methods presented below). Key words: self-efficacy, preschool child, communication, cognitive style Context of the research Life in a culture and land, taking part on globalization, asks for new competences. Children reach these competencies in family and institutions. The change of educational goals reflects a big number of experts in psychology and pedagogy. For example in Germany is especially in connection to the PISA study in discuss, what goals the educational system should have (for example Edelstein, 2004). This September also in Czech Republic first classes started with a new educational system oriented on critical thinking, information management and personal competencies. In Czech Republic reflects the effect of social changes on social psychological research J. Janouek (2005). The former social-economical development, existing from the beginning of modern period and accelerate mainly in first half of 20th century, was characterized by a linear grow of market generalization, industrial revolution, division of labor, diversification of labor roles, institutionalized relations against natural relations, conception of progress as continuous to a better state, priority of production against ecological perspective and many other. A main change in these processes is reflected as a transition to a postindustrial society, eventually postmodern, informative and risky one. It brings as main problem confuse in causality, role diffusion of consumers and producers, mistrust to rational thinking, fear of ecological disasters, over-inflated urbanization and other. At the same time we reflect the new role of information, media and informational technologies, the sense of free time using, decentralization, proportionality that respects ecology, necessity of moral inspiration and others. Globalization makes this problems and the necessity to solve them bigger. Demands on efficiency in the society endure. In families ambitious parents expect best performance. Often there is a pressure from the media. From that view point we have to review, which so far examined psychological processes are still in effect, which are modified and which are no more valid. Except this we need to examine, if there are new psychological processes and if yes, what base they have. Generally we can say that the high self-efficacy is a key competence in the global world. A amount of research supports (Bandura, 1997, web pages Information on Self-Efficacy. A Community of Scholars), that self-efficacy is a general mechanism, thru which people make effect with psychosocial influence. The loss of stable structures in families, in daily rhythm and cultural conditioned certainty must be compensated with a much stronger stress resistance, more stable self-efficacy and self-esteem. Beginnings of the research We asked at the beginning of the presented study, how to educate children with the mentioned key competencies. From developmental view the preschool age seems to be the best for main intervention. The developmental task of the age 3-6 years is socialization. Hand in hand with individuation it builds a steady base of stress resistance. Erikson (1993) says, that preschool age is characteristic with a new developmental task, which is to find the balance between the initiative and guilt that starts to regulate childs behavior. If this task is successful finished, is the child able to start things even with the knowledge about past and possible future failures. For the description of these features the concept of self-efficacy is useful. The construct of self-efficacy, which was introduced by Bandura, represents one core aspect of his social-cognitive theory. Self-efficacy expectancies refer to personal action control or agency. A person who believes in being able to produce a desired effect can conduct a more active and self-determined life course. This can do- condition mirrors a sense of control over ones environment. It reflects the belief of being able to control challenging environmental demands by means of taking adaptive action. It can be regarded as a self-confident view of ones capability to deal with certain life stressors. The presented study examines the development of self-efficacy in pre-school children and concerns not only themes of social psychology and psychology of personality, but also includes developmental psychology. I focus to an examination of the level of self-efficacy and the influence of experience experted by the parents on self-efficacy in pre-school children. It concerns mainly a description of possibilities how to support the healthy development of the child, and which mistakes to avoid in order balancing protection and risk in favor of protection. The way we lead the child through various situations, in terms of the social cognitive theory (social modeling, observation, mastery experience), is important for supporting a healthy development, especially in stress situations. In principle, stress situations are not necessarily undesirable or hostile (as is sometimes understood because they affect homeostasis and may even cause psychical damage). Not only self-efficacy changes during the development of the child. From the beginning of the development, child and environment are interacting as reciprocal elements. Parents facilitating the childs activities increase its competence, and in return, the acquired abilities of the child stimulate increased sensitiveness and access to the parents. A child with broader experience has better understanding of itself and its usual environment. Through this knowledge it is able to more realistically judge its own efficacy in various areas of activity. Methodology The investigation of self-efficacy in small children is accompanied with various methodological problems. In the development of personality we are able to define certain developmental stages, but at the same time we can observe, that the self-concept of children of the same age group distinctly differs. Problematic are also the temporal stability of self-efficacy, the dependence of results on the methods applied and the language skills of the children. With regard to the character of the questions investigated the pilot study revealed the advantage of a qualitative approach of the study. This methodology works well and will be used. Rating of the self-efficacy of each child by three independent observers on base of the documentation and direct observing is done. The bigger sample from the further research makes also a quantitative analysis possible. Methods Used methods: questionnaire FPSS (questionnaire concerning practical and social independence) for the parents and one further person having educational influence on the child, but not belonging to the family, and the questionnaire Generalized Perceived Self-Efficacy Scale for the father, mother and the further person having educational influence on the child; a half-structured discussion over a set of photos was held we call it Test of safe distance it is also after a pilot study prepared in on-line version; aspiration test for the child jumping; joint task for parents and child construction with building bricks (video-recording, qualitative analysis, quantitative analysis by using a PC program Interact ); giving a reward to the child - and the child goes shopping by itself observation. Research Questions One of the research tasks aims is to precise measuring and describing self-efficacy in children in order to ascertain what influences its level. Among the influential factors we concentrate on the area of experience in coping with various situations (mastery experience), which in this phase of development, are mainly mediated by parents. Especially we focus on the verbal comments of the parents, while working together with the child on a task. The findings obtained can result in recommendations for parents, how to support self-efficacy of their child. These recommendations may be utilized also by further persons participating in the education of the child. The way, in which parents speak in situations of success/failure and how they lead the child thru problem solving, builds funds of the future cognitive style. The outcomes allow us, to give parents and other educators of the child suggestions, how to support self-efficacy. Most useful is the Test of safe distance, which is a good predictor of high self-efficacy. Summary of the study The concept of self-efficacy has proved useful for studying preschool children. The procedure in the examination of self-efficacy in preschool children is methodologically demanding and time-consuming, but possible when triangulation of methods and observers is used. The procedure in the further research was not reduced to have the full relevancy of the data. Children show high self-efficacy, optimism and will to get new experience. It is useful to support children in a positive way, because we build a good and steady base for resistance in various life-events and situations. The chance to cultivate self-efficacy in preschool age should not be missed. While following school age children, we see, that they become more realistic but less optimistic in assessment of their capabilities. Parents are the most important factor for cultivating self-efficacy of their children. The manner, how parents mediate different experiences to children and the way they conduct their children through new and stressing situations basically influences the style, how they will deal with new and stressing situations when they grow up. Parents are a model and also moderators who, in a positive case, transmit the experience of coping with and mastering new situations (mastery experience). For the child it is important to get experience with autonomy, but it should not experience frustration and lack of success for longer time. As far we mentioned the parents influence on childs development as the moderator of experience. The child has more models for his behavior, then parents. We know about the models, that the child is not just trying there behavior in games. We know that the child is also comparing himself with these models. The children observe their own behavior and their abilities and compare it with the model. They should learn that the best for comparing are similar models. Children sometimes compare with not realistic models and then they need direct instructions from the parent. Children often try things, which are far away from their abilities. These experiments must have not good ends. For minimizing this risks have parents to tell children, who are good models for comparison. Literature BANDURA, Albert. Self-Efficacy:The Exercise of Control. 1st edition. New York: Freeman, 1997. 604 s. ISBN0-7167-2850-8. EDELSTEIN, Wolfgang et al. Lernkonzepte fr eine zukunftsfhige Schule. Von Schlsselkompetenzen zum Curriculum, 2004, [1.9.2007, http://www.mpib-berlin.mpg.de/en/mitarbeiter/edelstein/pdf/fuenfte_empfehlung.pdf] ERIKSON, E.H. (1993): Childhood and society. W.W. Norton and Comp., New York-London. esky (2002): Dtstv a spole nost. Argo, Praha HOSKOVCOV, Simona. PYprava dtte na zt~ov situace (How to prepare children for stressing situations); In: Problmov dt a hra. 1. vyd. 2006. Praha: Raabe; s. 1-14. ISBN 80-86307-15-8. HOSKOVCOV, Simona. Psychick odolnost pYedakolnho dtte (Self-efficacy in preschool children); 1. vyd. 2006, Psych. Praha: Grada; 160 s. ISBN 80-247-1424-8. HOSKOVCOV, Simona. Self-efficacy in preschool children; In: Studia psychologica. 2006, ro . 48, . 2, s. 175-182. ISSN 0039-3320. JANOU`EK, Jaromr. Aspira n roveH, vkonov motiv a vnman sebeuplatnn jako psychologick faktory vkonnosti ve spole enskch podmnkch. 2005, ISSN 1801-5999, [1.9.2007; http://publication.fsv.cuni.cz/attachments/135_005_Janousek.pdf] PAJARES, Frank. Self-Efficacy During Childhood and Adolescence: Implications for Teachers and Parents, s. 339-367. in PAJARES, Frank, URDAN, Tom. Self-Efficacy Beliefs of Adolescents. 1st edition. Greenwich, CT: Information Age Publishing, 2006. ISBN-13: 978-1593113667 . ISBN1593113668. [1.9.2007; http://www.des.emory.edu/mfp/PajaresAdoed2006.pdf]. Web  HYPERLINK "http://www.des.emory.edu/mfp/believe2.html" Information on Self-Efficacy. 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