Young children's sense of identity reading answers

We have provided young children’s sense of identity reading answers along with the practice test. It contains 13 questions with 3 reading question types - IELTS Reading location information, IELTS Reading Matching  Questions, and IELTS Reading Summary Completion.

Table of Contents:

• Solution for young children's sense of identity
• Young Children's Sense of Identity IELTS Reading Practice Test
• Passage
• Questions
• Answers with Explanations

Solution for Young Children's Sense of Identity

Check out the given answer table for the young children’s sense of identity reading answers, it may help you to rectify your errors.

Answer Table

1. G	8. B
2. C	9. E
3. G	10. C
4. D	11. mirror
5. H	12. communication
6. E	13. ownership
7. D

Young Childrens Sense of Identity IELTS Reading Practice Test - Exam Review

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We have given the young children's sense of identity practice test to improve their reading skills. Read the following passage carefully and answer the questions. After you completed the practice test, check the Young children’s sense of identity with explanations.

Passage

We have given below a passage for our practice test, read the complete passage and highlight the important points.

Young children’s sense of identity

A
A sense of self-reliance in youngsters by degrees. The procedure can usefully be a notion of as regards to the gradual disclosure of two rather unconnected features: the self as a subject, and the self as an object. William James initiated the difference in 1892, and peers of his, such as Charles Cooley, added to the evolving discussion. Ever since then psychiatrists have continued building on the theory. 

B
In consonance with James, a child’s first step on the road to self-consciousness can be noticed as the identification that he or she  exists. This is a feature of the self that he tagged ‘self-as-subject’, and he gave it numerous components. These contained a consciousness of one’s own agency(i.e. One’s power to act), and a consciousness of one’s uniqueness from other people. These characteristics gradually appear as infants explore their global and  communication with caretakers. Cooley (1902) advised that a sense of the self-as-subject was firstly anxious with being able to exercise power. He suggests that the premature samples of this are an infant’s tries to control physiological things, such as toys or his or her own arms. This then tries to affect the attitude of other people. For illustration, infants grasp that when they cry or smile someone reacts to them.

C
One more influential origin of details for infants about the effects they can have on the world over them is offered when others imitate them. Many parents spend a lot of time, especially in the early months, replicating their infant’s voice and utterance. In addition, young children love looking in mirrors, where the motions they can see belong to their own motions.

This is not to say that infants accept the reflection as their own image (a later development). But, Lewis and Brooks- Gunn(1979) propose that infant’s growing understanding that the motions they see in the mirror are group on their own, effectuate a developing awareness that they are different from other people. This is since they, and only they, can swap the reflection in the mirror.

D
This understanding that children attain of themselves as energetic agents continues to increase their tries to unite with others in play. Dunn (1988) points out that it is in such habitual relationships and communication that the child’s understanding of his or herself appears. Observed researches of the self-as-subject in young children are, but, preferably scant because of adversity of interactions: even if young infants can reflect on their expertise, they surely show this feature of the self straightly.

E
Once children have obtained a specific level of self-awareness, they begin to place themselves in a whole array of groups, which jointly play such a major part in describing them specifically as ‘themselves’. This second step in the growth of a full sense of self is what James called the ‘self-as-object’. This has been seen by many to be the feature of the self which is greatly affected by social characteristics, since it consists of social roles (such as brother, colleague, student) and elements which obtain their definition from contrast or communication with other people (such as reliability, athletic, bashfulness).

F
Cooley and other analysts advised a close relationship between a person’s own understanding of their identification and other people’s understanding of it. Cooley trusted that people roll up their sense of identification from the response of others to them, and from the sight they trust others have of them. He called the self-as-object the ‘looking-glass self’,since people come to see themselves as they are reflected in others. Mead (1934) went much further, and saw the self and the social global as inseparably leap along: ‘The self is basically a social form, and it appears communal experience… it is not possible to devise a self rising outside of communal experience.’

G
Lewis and Brooks-Gunn contend that a major advancing milestone is reached when children become qualified to acknowledge themselves visibly without the bear of seeing fortuitous motion. This identification happens around their second birthday. In one analysis, Lewis and Brooks-Gunn(1979) pat some red powder on the noses of children who were playing ahead of a mirror, and then notice  how frequently they touched their noses. The psychologists are logical that if the children knew what they normally looked like, they would be amazed by the abnormal red mark and would start touching it. On the other hand, they found that children of 15 to 18 months are normally not able to accept themselves except other cues such as motion are present.

H
In the end, maybe the most pictorial utterance of self-awareness in general can be seen in the exhibit  of ranges which are most usual from 18 months to 3 years of age. In a lengthy study of a group of three or four children, Bronson (1975) found that the strength of the exasperation and anger in their dissent raised sharply between the age of 1 and 2 years. Frequently, the children’s dissent concerned a conflict over a toy that no one had played with before or after the tug-of-war: the children appeared to be disputing ownership instead of being inadequate to play with it. Despite it may be less marked in other societies, the connection between the sense of ‘self’ and of ‘ownership’ is a noteworthy characteristic of childhood in western civilization.

Questions

Questions 1-6

• Reading Passage has eight paragraphs, A-H.
• Which paragraph contains the following information?
• Write the correct letter, A-H, in boxes 1-6 on your answer sheet.
• NB You may use any letter more than once.

1 An account of the method used by researchers in a particular study
2     The role of imitation in developing a sense of identity
3     The age at which children can usually identify a static image of themselves
4     A reason for the limitations of scientific research into ‘self-as-subject’
5     Reference to a possible link between culture and a particular form of behavior
6 Examples of the wide range of features that contribute to the sense of ‘self-as-object’

Questions 7-10

• Look at the following findings (Questions 7-10) and the list of researchers below.
• Match each finding with the correct researcher or researchers, A-E.
• Write the correct letter, A-E, in boxes 7-10 on your answer sheet

List of researchers

1. James
2. Cooley
3. Lewis and Brooks-Gunn
4. Mead E Bronson

7     A sense of identity can never be formed without relationships with other people.
8     A child’s awareness of self is related to a sense of mastery over things and people.
9     At a certain age, children’s sense of identity leads to aggressive behavior.
10   Observing their own reflection contributes to children’s self awareness.
 
Questions 11-13

• Complete the summary below.
• Choose ONE WORD ONLY from the passage for each answer.
• Write your answers in boxes 11-13 on your answer sheet.

How children acquire a sense of identity
First, children come to realize that they can have an effect on the world around them, for example by handling objects or causing the image to move when they face an 11_________ . This aspect of self-awareness is difficult to research directly, because of 12_________  problems.
Secondly, children start to become aware of how they are viewed by others. One important stage in this process is the visual recognition of themselves which usually occurs when they reach the age of two. In Western societies at least, the development of self-awareness is often linked to a sense of 13_________ and can lead to disputes.

Answers for Young Children’s Sense of Identity Reading Answers with Explanation

Below we have given young children’s sense of identity reading answers with explanations, go through it to evaluate your answers.

1. Answer: G

Explanation: In one analysis, Lewis and Brooks-Gunn(1979) pat some red powder on the noses of children who were playing ahead of a mirror, and then notice how frequently they touched their noses. The given answer is located in paragraph G in the  3-6 lines.

2. Answer: C

Explanation: One more influential origin of details for infants about the effects they can have on the world over them is offered when others imitate them. The given answer is located in the first line of paragraph C. 

3. Answer: G

Explanation: children of 15 to 18 months are normally not able to accept themselves except other cues such as motion are present. The given answer is located in the last 2 lines of paragraph G.

4. Answer: D

Explanation: Observed researches of the self-as-subject in young children are, but preferably scant because of adversity.The given answer is located in paragraph D in the 4-5 lines. l

5. Answer: H

Explanation: Despite it may be less marked in other societies, the connection between the sense of ‘self’ and of ‘ownership’ is a noteworthy characteristic of childhood in western civilization. The given answer is located in the last 3 lines of paragraph H.

6. Answer: E

Explanation: This has been seen by many to be the feature of the self which is greatly affected by social characteristics, since it consists of social roles (such as brother, colleague, student) and elements which obtain their definition from contrast or communication with other people (such as reliability, athletic, bashfulness).The given answer is located in the last 4 lines of paragraph E.

7. Answer: D

Explanation: it is not possible to devise a self rising outside of communal experience.’ The given answer is located in the last line of paragraph F.

8. Answer: B

Explanation: Cooley (1902) advised that a sense of the self-as-subject was firstly anxious with being able to exercise power.The given answer is located in paragraph B in the 6-7 lines.
 
9. Answer: E

Explanation: Bronson (1975) found that the strength of the exasperation and anger in their dissent raised sharply between the age of 1 and 2 years. The given answer is located in paragraph H in the 3-5 lines.

10. Answer: C

Explanation:Lewis and Brooks- Gunn(1979) propose that infant’s growing understanding that the motions they see in the mirror are group on their own, effectuate a developing awareness that they are different from other people. The given answer is located in paragraph C in the 7-9 lines.

11. Answer: Mirror

Explanation: mirror.The given answer is located in the last line of paragraph C.

12. Answer: Communication

Explanation: interactions. The given answer is located in paragraph D in the 5th line.

13. Answer: Ownership
Explanation: ownership.The given answer is located in paragraph H in the 7th line.

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Conclusion

The given article for the IELTS reading answer is about the topic of  ‘young children’s sense of identity’ along with the key answers and explanations. Also we have given an altered version of the practice test for the given topic. Examine the given article of the young children’s sense of identity reading answers, it may help you to enhance your knowledge about reading and answering skills.