Blog Post

Self-esteem

Di Dawes • April 7, 2021

Self-esteem in children

A child stands in front of a yellow wall that says believe in yourself

While wanting your child to grow and develop into a happy, confident individual is normal for many parents, it is not always obvious how to help them achieve this goal. Every child is different, and even children within the same family may have varying needs and challenges. Self- esteem, however, is universally important for all children.


What Is Self-Esteeem?


Self-esteem is, in its simplest definition, the way you feel about yourself.

When children feel confident about themselves and their abilities, they have good self-esteem. Self-esteem is one of the measures of a child’s overall mental health.


Self-esteem develops throughout your child’s life and serves different purposes at different stages. For instance, babies develop persistence and perseverance and the belief that they can accomplish things through effort. They learn how to roll over, sit and stand on their own with repeated attempts. Toddlers develop self-esteem as they reach milestones like dressing themselves, feeding themselves or using the bathroom. The process of attempting things which at first seem difficult and not giving up is essential to the development of confidence. Effort should be praised and encouraged at all times.


Why Is Self-Esteem Important?


Self-esteem matters because it directly impacts the way children act every day. According to the National Network for Child Care your child’s self-esteem affects friendships with other children, ability to manage peer pressure, success in school and the ability to problem-solve.


Children with good self-esteem are also better able to deal with strong emotions, both good and bad, and to cope with challenges and frustrations when they arise.


Research is showing, categorically, that a child’s level of confidence and self-esteem is enhanced with age-appropriate responsibility and expectations. We, as parents, often want to do things for our children and don’t teach them to do things for themselves. Basic self-help skills such as dressing themselves, feeding themselves, packing away their toys and putting their belongings in specific places so that they are not misplaced are essential. There is a correlation between the level of independence and autonomy of the child and his/her self-esteem.


Confidence is developed through successfully doing things for ourselves. By helping our children rather than teaching them to do things for themselves (and standing by to assist if necessary) we rob them of the chance to develop self-confidence.


Ways You Help Your Child Build Self-Esteem


The question then is how can we help to ensure that our children learn the self-help skills and responsibility? Here are some ideas:


1. Give children tasks around the house when they are young


From about 2 years of age young children have a strong desire to help out. They can do much more than you think. Be patient and creative.


Allowing children to help builds confidence and enthusiasm and a sense of belonging. My 2 year-old grandson feeds the cats and the fish every day. I generally have to remind him but he knows exactly how to do it and loves the responsibility. In summer his job was to water the strawberries. We did get water all over the place and he became distracted by the stream but the strawberries were always watered.


2. Praise your children when they have managed a task independently


Specifically point out what you like about their behaviour. I am so proud of you for dressing yourself today. It gave me more time to get breakfast ready. Do this even if the child has the t-shirt on backwards or has paired odd colours. It is usually easier to start by asking your child to undress.


3. Talk about responsibility frequently


Make responsibility a family value; let them know it is important.

Describe the responsible behaviour that you see. For example: You took your plate and cup to the kitchen. Thank you for being so responsible.


4. Model responsible behaviour for your children


This is where they will learn it from. Take care of your own belongings.

Try to be punctual. Your children are watching you very closely! They learn more by watching you than they do from listening to what you say. Expect them to behave responsibly. Use the opportunity to teach them when they don’t.


5. Have a strong, unfailing belief that your child is capable


Children pick up on this belief and they tend to rise to the level of expectation. Keep believing in them, even when they make mistakes!


I love to do things for my grandchildren. It makes me feel as though I am caring for them but I need to rather make the effort to teach and stand back and watch them do things for themselves. It takes more patience and is time consuming but the reward is confident children who believe that they CAN.


Di Dawes


April 4, 2025
One-to-One Correspondence At Crawford International, our commitment to providing an education that nurtures not only academic excellence but also holistic development begins with foundational concepts that will serve students throughout their lives. One such concept is one-to-one correspondence, an essential building block in early mathematics education. This skill is fundamental to numeracy and mathematical understanding, yet it often remains underappreciated despite its pivotal role in a student’s cognitive and mathematical development. In this blog, we will explore what one-to-one correspondence is, why it is crucial in early childhood education, and how Crawford’s innovative approach fosters this skill in our students from the moment they step into our classrooms. What is One-to-One Correspondence? One-to-one correspondence is the ability to match one object with one number and vice versa. It’s a seemingly simple yet profound concept, where students learn to match numbers to quantities, such as counting the number of blocks and assigning a number to each block, ensuring each number corresponds to one object. This skill forms the foundation of all mathematical operations, from basic counting to more complex concepts like addition and subtraction. According to educational theorist Jean Piaget, students’ cognitive development unfolds in stages, and the mastery of basic skills like one-to-one correspondence represents an early achievement in a student’s understanding of the world (Piaget, 1952). At Crawford International, we recognise that the development of this skill is not just a numerical exercise but a crucial step in shaping the logical reasoning and problem-solving abilities of our students. The Role of One-to-One Correspondence in Mathematics One-to-one correspondence goes far beyond simple counting; it enables students to understand the very essence of numbers and their relationships to quantities. In early childhood education, this concept forms the foundation of numeracy, providing students with the tools to solve problems, understand patterns, and engage in mathematical thinking. By mastering one-to-one correspondence, students gain the ability to recognise that numbers are not just abstract symbols but have tangible value and meaning in relation to objects. Crawford International’s approach to mathematics ensures that these foundational skills are developed from an early age through purposeful learning experiences. As students master one-to-one correspondence, they gain the necessary skills to progress to more complex mathematical concepts such as addition, subtraction, and even the beginning stages of multiplication and division. As Piaget’s theory suggests, students must first grasp basic concepts like number conservation and one-to-one correspondence before progressing to more advanced ideas (Piaget, 1952). Activities to Reinforce One-to-One Correspondence At Crawford International, we understand that mastery of one-to-one correspondence cannot be achieved through rote learning alone. Instead, we create engaging, hands-on activities that allow students to experience the concept in a tangible and meaningful way. Our teachers use a blend of traditional and innovative methods to reinforce this skill. Some of the key activities that students engage with include: Counting Objects : Using concrete materials such as blocks or counting beads, students practice assigning one number to each object, reinforcing the direct link between numbers and quantities. Sorting and Grouping Games : By sorting objects by size, colour, or shape and counting each group, students apply one-to-one correspondence in real-life scenarios. This helps solidify their understanding of quantity and number. Interactive Digital Tools : Crawford classrooms incorporate technology, using educational apps and games that reinforce counting and number recognition. These tools add an interactive element that enhances the learning experience. Number Line Exploration : Through physical number lines, students can physically move objects along a sequence, deepening their understanding of numerical order and relationships. These activities are designed not just to teach counting, but to instil a deeper understanding of how numbers relate to the world around them. This is central to Crawford’s philosophy of learning, where every student’s personalised mathematical journey is guided by an environment that encourages exploration, discovery, and mastery. Signs a Student Understands One-to-One Correspondence Mastery of one-to-one correspondence is crucial for a student’s mathematical development, but how can we tell if they truly understand the concept? At Crawford, we use careful observation and targeted assessments to track our students’ progress. Some signs that indicate a student has mastered one-to-one correspondence include: Accurate Counting : A student can count objects without skipping or doubling up on numbers. They are able to move through the counting process fluidly, assigning one number to each object. Recognition of Quantities : Students understand that a number represents a fixed quantity and can connect numbers to sets of objects, ensuring that no object is left uncounted or counted twice. Problem-Solving Abilities : A student begins to use one-to-one correspondence to solve simple mathematical problems, such as grouping objects or counting the number of items in a set. This skill forms the bedrock of more complex problem-solving. At Crawford, we believe in a personalised approach to education, where every student’s developmental milestones are celebrated. By observing these key indicators, we are able to provide tailored support to help students advance from mastering basic counting to exploring more sophisticated mathematical concepts. The Benefits of Mastering One-to-One Correspondence in Early Education Mastering one-to-one correspondence in early education is not just a milestone in a student’s mathematical development, it is a stepping stone to a wide range of cognitive, social, and academic benefits. Some of the key advantages include: Building a Strong Mathematical Foundation : By mastering one-to-one correspondence, students are equipped with the tools to understand more complex mathematical operations, giving them a head start in their academic journey. Developing Cognitive Skills : The ability to count and match numbers to quantities strengthens students’ cognitive skills, including memory, focus, and problem-solving. Enhancing Confidence and Independence : As students develop their mathematical skills, they gain confidence in their abilities, which encourages independent learning and self-motivation. Real-World Application : One-to-one correspondence extends beyond the classroom. Students use this skill daily in activities such as setting the table, sharing toys, and organising their belongings, preparing them for future tasks and responsibilities. The journey from understanding one-to-one correspondence to mastering advanced mathematical concepts is an essential part of our curriculum. Through thoughtful, engaging, and innovative approaches, Crawford International is preparing the next generation of students to thrive in an increasingly complex world.
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ALUMNI SPOTLIGHT: DYLAN BIZJAK Crawford International Sandton From the classrooms of Crawford International Sandton to the forefront of aeronautical engineering in the Netherlands, Dylan Bizjak’s journey is one of ambition, resilience and innovation . Pursuing a Passion for Engineering After matriculating in 2019, Dylan initially pursued Aeronautical Engineering at Wits University. However, six months into his studies, a new opportunity emerged, one that would take him beyond South Africa’s borders. He secured a place at Inholland University of Applied Sciences in Delft, Netherlands, where he embraced the challenge of international study, even navigating his first year remotely due to the pandemic. Now a graduate with a BSc in Aeronautical Engineering (2024), Dylan has stepped into the professional world, joining Eve Reverse, a pioneering start-up dedicated to climate-positive innovation. What began as an internship in his final year evolved into a full-time role as a Research and Development Engineer, where he contributes to the creation of sustainable, carbon-negative materials. His proudest achievement? Playing a key role in the development of the Eve Dry Tile, an innovative flax fibre material designed to reduce emissions and waste in manufacturing. Achievements at Crawford International Sandton Gareth Beach Award (2019) – Recognised for bravery, dedication, self-development and outstanding achievement in swimming. Sportsman of the Year (2019) – Acknowledged for excellence in swimming, basketball and boxing.  Reflections on Crawford Dylan credits his time at Crawford for preparing him for both academic and personal success on the global stage. “Crawford’s approach equips you for university and beyond, whether in South Africa or internationally. It’s not just about academics but about becoming a well-rounded critical thinker and team player. Exposure to diverse cultures, teamwork, individuality and taking responsibility for my outcomes were invaluable lessons I carried with me.” Words of Wisdom To his younger self, Dylan would say: “Step out of your comfort zone sooner. Growth happens when you challenge yourself. Leaving home was tough, but the personal and professional growth was worth every stumble along the way.” Dylan’s story is a testament to courage, hard work and the power of embracing the unknown. From South Africa to the Netherlands, he is proving that the sky isn’t the limit, it is just the beginning.
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