Distinctions between Self-Esteem and Narcissism: Implications for Practice. Perspectives from ERIC/EECE: A Monograph Series, No. 5.

The purpose of this essay is to explore contemporary early childhood educational practices related to self-esteem and to distinguish self-esteem from narcissism. After discussing practices and mate:ials that are intended to foster self-esteem but may contribute to self-preoccupation, the essay examines some of the distinctions between self-esteem and narcissism and their relationship to child development, and discusses several factors to consider when developing appropriate practices to foster genuine self-esteem in children. Self-esteem cannot be achieved through direct instruction or exhortations to "feel good " about oneself. Teachers are more likely to foster healthy self-esteem when they help children cope with occasional negative feedback, frustration, and reverses. Children are likely to enhance their sense of self-confidence and self-worth when the learning environment provides a wide variety of activities and tasks, when they have opportunities to make meaningful decisions and choices, and when optimum challenge rather than quick and easy success is available. Contains 37 references, as well as an annotated bibliography of 47 documents and 40 journal articles available through the ERIC database that address self-esteem in children, adolescents, and young adults. General information about the ERIC system and the ERIC Clearinghouse on Elementary and Early Childhood Education is also included. (MDM