The emergence and development of self-awareness occurs in various types activities. At the same time, an adult, organizing early stages This activity helps the child master the means of self-awareness and self-esteem. Leading activity is considered the source of the development of self-awareness. In older preschool age, play is of decisive importance in the formation of self-esteem.

Studying the development of self-awareness in ontogenesis, domestic researchers pay primary attention to the self-esteem of school-age children (Borisevsky, L.M. Zapryagalova, A.I. Lipkina, L.G. Podolyak, E.I. Savonko, L.S. Sapozhnikova, G.A. . Sobieva, A.L. Shnirman and others).

Works devoted to the self-esteem of preschool children emphasize its dependence on the child’s level of mastery of the activity in which it manifests itself (N.E. Ankundinova, A.M. Bogush, V.A. Gorbacheva, K.A. Arkhipova, R. B. Sterkina, E.O. Smirnova, G.B. Tagieva).

According to M.I. Lisina, self-esteem is a mechanism for processing knowledge about oneself at the level of the affective process, that is, a mechanism for the “accumulation” of knowledge about oneself, a corresponding attitude towards oneself. The concept of self-esteem in the opinion of M.I. Lisina, is narrower than the concept of self-image. A clear self-esteem, just like self-awareness, arises in the later stages of a child’s self-knowledge.

Research by S.G. Yakobson, V.G. Shur, L.P. Pocherevina found that the image of “I” and the self-esteem associated with it play an important role in determining the moral behavior of preschool children.

Ya.L. Kolominsky, whose research is devoted to the problem children's group, discovered a number of common and age characteristics in the child’s awareness and experience of his relationships with other members of the group. It has been shown that children who are objectively in an unsatisfactory position in the group overestimate their position. Group members who are in a favorable position tend to underestimate their position in the group (the phenomenon of "inadequate awareness phenomenon").

The works show that self-esteem acts as a necessary prerequisite for the formation of a child’s moral feelings (E.I. Kulchitskaya, R.N. Ibragimova, R.H. Shakurov) and the development of his moral regulation (T.M. Titarenko).

Analysis of the literature indicates that the difficulties of a child of senior preschool age in play communication with peers are largely due to his high self-esteem and underestimation of play partners (T.V. Antonova, K.Ya. Boltsis, A.A. Royak, T.A. Repin).

According to the concept of V.S. Mukhina, there are “links in the structure of self-consciousness that first receive intensive development in preschool age or declare themselves for the first time”: orientation towards recognition of one’s inner mental essence and external physical data; recognition of one's name; social recognition; orientation towards physical, mental and social characteristics of a certain gender; on significant values ​​in the past, present and future; based on law in society; to duty to people. The structure of a preschooler's self-awareness is formed in collaboration with adults as a complete idea of ​​himself.

Self-awareness appears in V.S. Mukhina as a psychological structure, representing the unity of links developing according to certain patterns. Moreover, the content of this structure, in contrast to the universal structure of consciousness, is strictly individual for each person.

A.I. Lipkina believes that self-esteem integrates the child’s knowledge received from others and his own increasing activity aimed at understanding his actions and personal qualities.

A preschooler's assessment of himself largely depends on the adult's assessment. Low estimates have the most negative impact. And those who are inflated distort children’s ideas about their capabilities towards exaggerating the results. But at the same time, they play a positive role in organizing activities, mobilizing the child’s strength.

Therefore, the correctness of an older preschooler’s ideas about his actions largely depends on the evaluative influence of an adult. At the same time, a fully formed idea of ​​oneself allows the child to be critical of the assessments of others.

The own internal position of children of senior preschool age in relation to other people is characterized by awareness of their own self, their behavior and interest in the world of adults.

In older preschool age, the child separates himself from the assessment of others. A preschooler’s knowledge of the limits of his strength occurs not only on the basis of communication with adults or peers, but also on his own practical experience. Children with high or low self-image are more sensitive to the evaluative influences of adults and are easily influenced by them.

At the same time, communication with peers plays a significant role in the development of self-esteem in children of senior preschool age. When exchanging evaluative influences, a certain attitude towards other children arises and at the same time the ability to see oneself through their eyes develops. A child’s ability to analyze the results of his own activities directly depends on his ability to analyze the results of other children. Thus, in communication with peers, the ability to evaluate another person develops, which stimulates the emergence of self-esteem.

For older preschoolers, rich experience of individual activity helps them critically evaluate the influence of peers. Among preschoolers, there is a value system that determines mutual assessments of children.

It is more difficult for older preschoolers to evaluate themselves than their peers. He is more demanding of his peers and evaluates them more objectively. The self-esteem of a preschooler is very emotional, often positive. Negative self-evaluations are observed very rarely.

Self-esteem in children of older preschool age is usually inadequate (usually overestimated); this occurs because it is difficult for the child to separate his skills from his own personality as a whole. For him to admit that he has done something or is doing something worse than other children means admitting that he is generally worse than his peers.

With age, the self-esteem of an older preschooler becomes more and more correct, more fully reflecting his capabilities. Initially, it occurs in productive activities and in games with rules, where you can clearly see and compare your result with the result of other children. Having real support: a drawing, a design, it is easier for preschoolers to give themselves a correct assessment.

The child’s playing a role in the game gives children of older preschool age the opportunity to coordinate their actions with their peers, develops the ability to empathize and develops collectivist qualities. In play, the child’s need for recognition is satisfied and self-knowledge is achieved. Game is school social relations, in which forms of behavior of a preschooler are modeled. .

It is during the process of play that the main neoplasms of preschool age develop.

IN different types activities, self-esteem is different. IN visual arts The child most often evaluates himself correctly, in literacy he overestimates, and in singing he may underestimate himself.

For the formation of self-esteem, the activities in which the child is involved and the assessment of his achievements by adults and peers are important.

As a result of research, it was revealed that children who strive to distinguish themselves through activities are more likely to inflate their self-esteem; if the allocation occurs through the sphere of relationships, self-esteem is usually underestimated.

It is important to note that self-esteem plays a special role in the regulation of behavior; it acts as the “core” of the entire process of self-regulation of behavior at all stages of its implementation... At the same time, in the process of self-regulation of behavior in various types of social interaction, self-esteem continuously develops, is adjusted, deepens and differentiates ".

At senior preschool age, the child has a good idea of ​​his physical capabilities, evaluates them correctly, and develops an idea of personal qualities and mental capabilities.

Positive self-esteem is based on self-esteem, a sense of self-worth and a positive attitude towards everything that is included in one’s self-image. Negative self-esteem expresses self-rejection, self-denial, and a negative attitude towards one’s personality.

In definition various types self-esteem of children of senior preschool age notes: children with inadequately high self-esteem, with adequate self-esteem and children with low self-esteem.

Children with inadequately high self-esteem are very mobile, unrestrained, quickly switch from one type of activity to another, and often do not finish the job they start. They are not inclined to analyze the results of their actions and actions. In most cases, they try to solve any, including very complex, problems quickly, without fully understanding them. Most often they are not aware of their failures. These children are prone to demonstrative behavior and dominance. They strive to always be visible, advertise their knowledge and skills, try to stand out from other guys, and attract attention.

If for some reason they cannot provide themselves with the full attention of an adult through success in activities, then they do this by violating the rules of behavior. During classes, they can shout out from their seats, comment out loud on the teacher’s actions, and play around. These are, as a rule, outwardly attractive children. They strive for leadership, but may not be accepted by their peers because they are self-centered and not inclined to cooperate.

Children with inadequately high self-esteem treat the teacher’s praise as something taken for granted. Its absence can cause them bewilderment, anxiety, resentment, sometimes irritation and tears. They react to reproach in different ways. Some children ignore critical remarks addressed to them, others respond to them with increased emotionality. Some children are equally attracted to both praise and blame, the main thing for them is to be the center of attention of an adult. Children with inadequately high self-esteem are insensitive to failures, they are characterized by a desire for success and high level claims.

Children with adequate self-esteem in most cases tend to analyze the results of their activities and try to find out the reasons for their mistakes. They are self-confident, active, balanced, quickly switch from one type of activity to another, and persistent in achieving their goals. They strive to cooperate and help others, they are quite sociable and friendly. When faced with a situation of failure, they try to find out the reason and choose tasks of somewhat less complexity. Success in an activity stimulates their desire to attempt a more difficult task. Children with adequate self-esteem tend to strive for success.

Children with low self-esteem in behavior are most often indecisive, uncommunicative, distrustful of other people, silent, and constrained in their movements. They are very sensitive, ready to cry at any moment, do not strive to cooperate and are not able to stand up for themselves. Children with low self-esteem are anxious, unsure of themselves, and find it difficult to engage in activities. They refuse in advance to solve problems that seem difficult to them, but with the emotional support of an adult they easily cope with them. A child with low self-esteem appears slow. He does not begin the task for a long time, fearing that he did not understand what needs to be done and will do everything incorrectly; tries to guess whether the adult is happy with him.

The more significant the activity is for him, the more difficult it is for him to cope with it. Children with low self-esteem tend to avoid failures, so they have little initiative and choose obviously simple tasks. Failure in an activity most often leads to abandonment.

Such children, as a rule, have a low social status in their peer group, fall into the category of outcasts, and no one wants to be friends with them. Outwardly, these are most often unattractive children.

When working with preschoolers with low self-esteem, it is necessary to remember that the teacher’s assessment is very significant for them. Emotional support and praise can partially relieve self-doubt and anxiety.

On the contrary, reproach and shouting aggravate the child’s negative state and lead to withdrawal from activities. He becomes passive, inhibited, and ceases to understand what is required of him. Such a child should not be rushed to answer; he should be given the opportunity to collect his thoughts. The task of adults in working with such children is to ensure the success of the activity and to enable the child to believe in himself.

Features of the manifestation of self-esteem in children of senior preschool age depend on many reasons. The reasons for individual characteristics of self-esteem in older preschool age are due to the unique combination of developmental conditions for each child.

In some cases, inadequately inflated self-esteem in older preschool age is due to an uncritical attitude towards children on the part of adults, poverty of individual experience and experience of communicating with peers, insufficient development of the ability to understand oneself and the results of one’s activities, and a low level of affective generalization and reflection.

In others, it is formed as a result of excessively high demands on the part of adults, when the child receives only negative assessments of his actions. Here, high self-esteem will serve more of a protective function. The child’s consciousness seems to “turn off”: he does not hear critical remarks addressed to him that are traumatic, does not notice failures that are unpleasant for him, and is not inclined to analyze their causes.

Somewhat inflated self-esteem is most characteristic of children who are on the verge of a crisis at 6-7 years of age. They are already inclined to analyze their experience and listen to adults’ assessments. In the conditions of habitual activity - in a game, in sports activities - they can already realistically assess their capabilities, their self-esteem becomes adequate.

In an unfamiliar situation, namely, in educational activities Children cannot yet correctly evaluate themselves; self-esteem in this case is overestimated.

It is believed that the inflated self-esteem of a preschooler in the presence of attempts to analyze himself and his activities carries a positive aspect: the child strives for success, actively acts and, therefore, has the opportunity to clarify his idea of ​​himself in the process of activity.

Low self-esteem in older preschool age is much less common; it is based not on a critical attitude towards oneself, but on a lack of confidence in one’s abilities. Parents of such children, as a rule, place excessive demands on them, use only negative assessments, and do not take into account their individual characteristics and capabilities.

The manifestation of low self-esteem in the activities and behavior of children in the seventh year of life is an alarming symptom and may indicate deviations in personal development.

The formation of adequate self-esteem, the ability to see one’s mistakes and correctly evaluate one’s actions is the basis for the formation of self-control and self-esteem. This is of great importance for the further development of the individual, the conscious assimilation of norms of behavior, and the following of positive models.

Chapter 1 Summary

Based on the theoretical analysis carried out in the first chapter, we consider it necessary to draw general conclusions.

The first attempts to study self-esteem were made in foreign psychology by W. James. He derived a formula for self-esteem, which he designated as “self-esteem.”

Summarizing the considered ideas about the essence of self-esteem in foreign and domestic psychology, we can highlight the main directions in determining the understanding of self-esteem. The study of self-esteem is possible in the structure of personality, in the structure of self-awareness, in the structure of activity.

Self-esteem is one of the forms of manifestation of self-awareness, the evaluative component of the “Self-concept”, an affective assessment of an individual’s idea of ​​himself, which can have varying intensity, since specific features of the “Image of Self” can cause more or less strong emotions associated with their acceptance or condemnation.

The older preschooler develops the most complex component of self-awareness - self-esteem, and arises on the basis of knowledge and thoughts about himself.

The development of self-esteem occurs throughout a person’s life.

In play, as a preschooler’s leading activity, self-esteem and its characteristics are revealed.

In older preschool age, the child separates himself from the assessment of others. A preschooler’s knowledge of the limits of his strength occurs on the basis of communication with adults, peers and his own practical experience.

1.3 Features of the development of self-esteem in children of senior preschool age

A child cannot live in chaos. Everything that he sees, the child tries to put in order, to see the natural relationships into which such an unstable person fits. the world. J. Piaget showed that a child in preschool age develops an artificialistic worldview of everything that surrounds the child, including natural phenomena - the result of human activity. This worldview is linked to the entire structure of preschool age, in the center of which is a person.

The emergence of personal inquiry is the emergence of awareness of one’s limited place in the system of relationships with adults. The desire to carry out socially significant and socially valued activities. If you ask a three-year-old child: “What are you?” He will answer - “I’m big.” If you ask the same thing to a six-year-old child, he will answer: “I’m small.”

A child of senior preschool age becomes aware of the possibilities of his actions, he begins to understand that he cannot do everything (the beginning of self-esteem). When talking about self-awareness, they often mean awareness of one’s personal qualities (good, kind, etc.). IN in this case it's about understanding your place in the system public relations. At three years old - external “I myself”, at six years old - personal self-awareness. And here the external turns into the internal. .

Based on the emergence of personal consciousness, a crisis of 6-7 years arises. The main symptoms of the crisis consist of three elements:

1. Loss of spontaneity - between desire and action, the experience of what significance this action will have for the child himself is wedged.

2. Maneuvering - the child pretends to be something, hides something.

3. Symptom of “bitter candy” - the child feels bad, but he tries not to show it.

These symptoms are based on a generalization of experiences. The child develops an inner life, a life of experiences that does not directly and directly overlap with his outer life. But this inner life is not indifferent to the outer life, it influences it. The emergence of the inner life is an extremely important factor, because from that moment on the orientation of behavior is carried out within this inner life. .

The crisis requires a transition to a new social situation and requires a new content of relationships. The child must enter into a relationship with society as a set of people carrying out mandatory, socially necessary and useful activity. The tendency towards it is expressed in the desire to go to school as soon as possible.

In general, the time between major childhood crises occupies almost the entire preschool childhood. If we try to highlight the most common thing in this significant and varied period of life, we can say that this is the most fruitful and calm period of a child’s socialization. He becomes controllable, gradually learns to be guided by the rules of social interaction, to voluntarily concentrate and study in a directed manner. .

At this time, one’s own experience of interaction with the environment and people is organized with the help of generalized human knowledge, moral rules and laws establish cause-and-effect relationships, and the ability for independent emotional control develops. During this period, fears of not meeting expectations and being rejected by others arise and are recorded. Exactly similar type vulnerability may indicate the development of a child’s individual mechanisms of emotional control, including self-esteem.

As you know, L.S. Vygotsky associates with this age (crisis of 7 years) the differentiation of internal and external, the child’s discovery of the very existence of his experiences, the emergence of the opportunity to meaningfully navigate them, the emergence of self-esteem as certain “requests to oneself,” the struggle of experiences, internal conflict and choice. The emergence of a hierarchical structure of experiences, on the one hand, becomes the affective basis for the development of the ability to symbolize, on the other hand, it inevitably makes the child feel the separateness of his inner world, the ambiguity of his relationship with moral rules. Analyzing this situation, Vygotsky L.S. notes that “a 7-year-old child is distinguished, first of all, by the loss of childish spontaneity.” .

It should be noted that in preschool age the child develops new independent capabilities in this area. They are associated with joining a group of peers, the development of forms of their affective interaction and, above all, role-playing play. It is joint play with peers that stimulates experiences at all levels and allows you to choose from the whole wealth of impressions of general movement, the comfort of a familiar way of life, novelty, playful fear and risk, emotional contagion, empathy, taking on a highly significant social role most necessary for yourself. All of the above undoubtedly affects the basic construction of self-esteem of a child of senior preschool age. .

The affective life of a child’s company begins to provide for the needs of his self-regulation, new forms of relationships with the world are tested in the company: individual attachments and emotional empathy are formed, both relatively innocent and quite serious pranks are organized, which make it possible to receive vivid sensory impressions and experience acute impressions. Children tease adults, make real risky forays in which, on the one hand, they develop an affective exploration of the environment, and on the other, they determine their own qualities and capabilities.

All this vibrant affective life, which is normally, perhaps, the main individual value of a child of a given age, does not pretend to be called “serious.” Real, serious life at home and in society is now more ordinary, familiar to a child. He fulfills the demands of adults to the best of his ability, but treats them more calmly and tries to comply general rules, while finding a compromise to preserve their individual values. We can say that during this period adults also begin to interact with the child in the most “economical” and formal way. .

All this indicates that in this age period there is a disconnection between the systems of affective organization of behavior of the child and his loved ones. In addition to the individual affective stereotype formed before the seven-year crisis, the child independently masters the mechanisms of emotional control. He himself is now looking for a compromise between doing what he should do and what he wants, i.e. own affective attitudes. Within the framework of the development of means of affective self-regulation, a significant place is occupied by the development of expansion mechanisms that determine the level of the child’s aspirations, from which self-esteem is formed. .

Summarizing all of the above, let’s summarize: what exactly influences the formation of self-esteem and ideas of a child of senior preschool age about himself.

There are four conditions that determine the development of self-awareness in older preschool age:

The child’s experience of communication with parents;

Experience communicating with peers;

Individual communication experience;

His mental development.

By older preschool age, the knowledge acquired in the process of activity acquires a more conscious and stable character. During this period, the opinions and assessments of others are refracted through the prism of the child’s individual experience and are accepted by him only if there are no significant discrepancies with his own ideas about himself and his capabilities. However, an older preschooler's judgments about himself are very often erroneous, because... individual experience is not yet rich enough and the possibilities for self-analysis are unlimited.

We can definitely say that parents have the most significant influence on the formation of children's self-esteem. Ideas about what a child should be like (parental image of a child) are formed even before the baby is born and determine the style of upbringing in the family. Guided by their own ideas about what a child should be, parents evaluate his actual activities and behavior. The grades learned from parents become the child’s own grades. The child evaluates himself the way those around him, and above all his parents, evaluate him. Parents also form in the child certain personal values, ideals, standards that should be followed, outline plans that need to be fulfilled, and determine standards for performing certain actions. If they are realistic and correspond to the child’s capabilities, then achieving goals and implementing plans contribute to the formation of a positive self-image and positive self-esteem. If goals and plans are unrealistic, standards and requirements are too high, then failure leads to a loss of self-confidence, the formation of low self-esteem and a negative self-image. .

Lack of criticism from parents and excessive severity when parental comments are exclusively negative are equally harmful for a child. In the first case, children of senior preschool age develop inappropriately high self-esteem, and in the second case, low self-esteem. In both cases, the ability to analyze, evaluate and control one’s actions and actions does not develop.

One of the conditions for the development of self-awareness and self-esteem in older preschool age is the expansion and enrichment of the child’s individual experience. By individual experience, in this case, we mean the total result of those mental and practical actions, which the child himself undertakes in the objective world around him.

Individual experience gained in a specific activity is the real basis for a child’s determination of the presence or absence of certain qualities, skills, and capabilities. He may hear every day from those around him that he has certain abilities, or that he does not have them, but this is not the basis for forming a correct idea of ​​his capabilities. The criterion for the presence or absence of any abilities is, ultimately, success or failure in the relevant activity. By directly testing one's strengths in real conditions Throughout life, the child gradually comes to understand the limits of his capabilities.

At the initial stages of development, individual experience appears in an unconscious form and accumulates as a result Everyday life, as a by-product of childhood activity. Even among older preschoolers, experience can only be partially recognized and regulates behavior at an involuntary level. The knowledge acquired by a child through individual experience is more specific and less emotionally charged than knowledge acquired in the process of communicating with other people. Individual experience is the main source of specific knowledge about oneself, which forms the basis of the content component of self-esteem. .

An important condition for the formation of self-esteem and self-awareness is the mental development of the child. This is, first of all, the ability to be aware of the facts of your internal and external life, to generalize your experiences.

At the age of 6-7, a meaningful orientation in one’s own experiences arises, when the child begins to realize his experiences and understand what “I am happy,” “I am upset,” “I am angry,” etc. means. Moreover, the older preschooler not only becomes aware of his emotional states in a specific situation, a generalization of experiences arises. This means that if a child experiences failure in some situation several times in a row, he develops a negative assessment of his capabilities in this type of activity.

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Annotation: Self-esteem of preschool children in ontogenesis. Nurturing adequate self-esteem in children of senior preschool age. Types and levels of personality self-esteem, their features. Factors influencing the development of self-esteem in older preschoolers.

In the domestic psychological literature, self-esteem is given great attention. The concept, structure, functions, as well as the problem of the development of self-esteem are discussed in the works of L. I. Bozhovich, I.S. Kona, A. I. Lipkina, M. I. Lisina.

Self-esteem is the presence of an individual's critical position in relation to what he possesses. Among the researchers involved in the development of the subjective sphere of personality - the problem of self-esteem - representatives of different psychological schools consider self-esteem in accordance with the context of self-awareness, personality or category "I", or depending on its components (regulatory, emotional, cognitive). The subject of an objective assessment is the individual’s potentials and capabilities, which are assessed by experts according to various indicators.

Scientists A.I. studied the development of self-esteem in preschool children. Lipkina, E.I. Savonko, G.A. Sobieva. E.O. Smirnova, G.B. Tagieva in her works studied the dependence of the child’s level of mastery of activities and self-esteem.

A child in preschool childhood goes through the path from “I myself,” from separating himself from an adult to self-awareness. Older preschoolers, for the most part, are probably aware of their strengths and weaknesses, taking into account the attitude of others towards them. That is, the development of self-esteem and self-awareness is one of the main new formations of preschool age.

In preschool age, self-esteem, as a rule, is inflated - the child highly evaluates his achievements, regardless of the actual results of his actions. This happens because general positive self-esteem extends to individual actions - a preschooler cannot yet separate a positive attitude towards himself in general from an assessment of his specific actions. Therefore, private negative assessments and comments do not have the desired educational effect.

In the works of B.S. Volkova and N.V. Volkova, D.B. Elkonin notes that the self-esteem of preschool children gradually becomes more adequate as they get older, especially in productive activities and in games with rules, where there is real support. B.G. Ananyev, P.M. Yakobson and others note that by older preschool age the ability for adequate self-esteem in specific activities, as well as in a specially given situation, is formed. G.B. Tagieva notes that in older preschool age, many children begin to give themselves an adequate assessment in relation to any specific types of activity.

To develop adequate self-esteem in children, it is necessary to create a variety of conditions, such as:

1. Creating a positive emotional background.
2. Teach children to recognize and evaluate their emotions and the emotions of other people, to be attentive to the expression of the feelings and desires of other people.
3. To form in children the concept of “friend”, “friendship”. Teach children to see, understand, evaluate the feelings and actions of others. Uniting the children's team, increasing self-esteem.
4. Teach children to talk about themselves, to value themselves. Relieving emotional stress, creating an emotionally positive background. Development of self-control and voluntary movements.

To determine the level of development of self-esteem in preschoolers, the following methods were used: “Ladder” (V.G. Shchur) and the “What I Am” method (R.S. Nemova).

During the study, the following features of self-esteem were identified in children aged 5-6 years:

• In the study groups, low self-esteem prevails; in the experimental group, this level was detected in 9 children (45%), and in the control group in 8 children (40%). During diagnostics in the EG, an adequate level of self-esteem was detected in 20% of children (20%) in the control group in 25%. Inflated self-esteem was detected in 7 children (35%) in both the experimental and control groups.
• Data analysis shows that children with low self-esteem are most often indecisive, uncommunicative, distrustful of other people, silent, and constrained in their movements. They are very sensitive, ready to cry at any moment, do not strive to cooperate and are not able to stand up for themselves. Children with low self-esteem are anxious, unsure of themselves, and find it difficult to engage in activities.

After the formative stage, positive changes occurred: in the experimental group, 45% of children rose to an adequate level; in the control group, changes occurred in 5% of the subjects. Children have become more independent, self-confident, their cognitive activity has increased. They express their emotional states more freely, share their personal problems, experiences and needs. Their communication skills have significantly improved.

The implemented system of work has proven its effectiveness under the following conditions: creating a positive emotional background, teaching children to recognize and evaluate their emotions and the emotions of other people, uniting the children's team and relieving emotional stress, creating an emotionally positive background, and developing self-control.

Literature.

1. Ananyev, B. G. Selected works on psychology. T. 2: Development and education of personality / B. G. Ananyev; edited by N. A. Loginova; resp. ed. and comp. L. A. Korostyleva, G. S. Nikiforov. – St. Petersburg: St. Petersburg Publishing House. Univ., 2007. – 548 p.
2. Bozhovich, L. I. Stages of personality formation in ontogenesis / L. I. Bozhovich // Questions of psychology. (1998. (No. 4. – P. 47.
3. Smirnova, E. O. Child psychology / E. O. Smirnova. – 3rd ed., revised. – St. Petersburg: Peter, 2016. – 304 p.
4. Elkonin, D. B. Psychology of play / D. B. Elkonin. – 2nd ed. – M.: Vlados, 2008. – 360 p.
5. Yakobson, S. G. Adequate self-esteem as a condition moral education preschoolers / S. G. Yakobson, G. I. Moreva // Questions of psychology. – 1993. – No. 8. – P. 55-61.

As the child develops, he learns to understand himself, his Self, to evaluate his own qualities, that is, the formation of the evaluative component of self-awareness - self-esteem.

The most optimal option for the development of self-esteem is the development of adequate self-esteem. Also, in older preschool age, it is possible to allow a child to have slightly inflated self-esteem. The more adequate self-esteem is, the better a preschooler can evaluate himself and count on his capabilities.

Adequate self-esteem has a great influence on the emotional well-being, success in various activities and behavior of an older preschooler.

The main and important factor influencing the development of adequate self-esteem in children of senior preschool age is communication with adults.

With the help of an adult, the formation, development and stimulation of evaluative activity in the child occurs. All this happens when an adult:

• - expresses his attitude to the environment and his evaluative approach;
• - organizes the child’s activities, ensuring the accumulation of experience in individual activities, setting a task, showing ways to solve it and evaluating performance;
• - presents samples of activities and thereby gives the child criteria for the correctness of its implementation;
• - organizes joint activities with peers that help the child see a person of the same age, take into account his desires, take into account his interests, and also transfer patterns of adult activity and behavior into situations of communication with peers.

Parents and teachers need to know and remember that all the evaluative influences of an adult affect the development of independence and self-esteem of the child.

To achieve more adequate self-esteem, parents and teachers need to know that a friendly and gentle attitude towards the child, creating a background of care and attention, calling him by name, praising his actions, providing the opportunity to take initiative and maintaining it contribute to the formation of activity and adequate self-esteem.

It should be emphasized that at any age, encouragement is more effective than reprimand. Prohibition or reprimand must end in a positive course of action.

Children of older preschool age must be given the opportunity to realize their intention, even if it may slightly disrupt the child’s schedule. Respect for his work activates the child’s orientation toward independent action. An adult should not always take the initiative into his own hands in order to avoid the development of passivity in an older preschooler.

Supporting manifestations of independence is an important condition for the formation of adequate self-esteem in children of senior preschool age. The emergence of initiative in a child and basic planning, the desire to achieve the intended result are a criterion for the manifestation of independence in older preschoolers, and at the same time the development of adequate self-esteem.

Therefore, teachers and parents need to help the child to intensify interest in subjects, adjust the plan, and provide assistance in its implementation.

Let us note that an older preschooler expects a specific, adequate assessment and support of his plans from an adult. The assessment tells the child not only that his actions were correct, but also that he is remembered, he was noticed, and he is treated attentively.

The effectiveness of the assessment is determined by how correctly it is formulated, what its form and content are.

It is important to note that in order to achieve adequate self-esteem in children of senior preschool age, it is necessary to equally celebrate successes and failures and evaluate them accordingly. Children easily differentiate between what is approved and what is condemned. They are confident in themselves, which creates favorable conditions for the development of adequate self-esteem.

It is not advisable to reward primarily successes positive sides, emphasizing even the most insignificant achievements in children with high self-esteem. In addition, it is necessary to refrain from unsystematic and random assessments, which deprive children of firm guidelines in activity and behavior.

Evaluative activity requires an adult to be able to express kindness in addressing children, justify their demands and assessments in order to show the need for the former, flexibly use assessments, without stereotypes, taking into account the age and individual characteristics of children and the child’s position in the peer group. It is necessary to soften the negative assessment, combining it with an anticipatory positive one.

In older preschool age, it is also important to first emphasize successes, and then tactfully and constructively point out shortcomings. When the specified conditions are met, positive assessments strengthen approved forms of behavior and expand children’s initiative. And negative ones restructure activities and behavior accordingly and focus on achieving the required result.

Even Sh. A. Amonashvili drew the attention of teachers and parents to the fact that assessment of a child’s activity and behavior only plays a positive role in education when the assessment of the results of the activity is separated from the assessment of the child’s personality. Only by demonstrating a positive attitude towards the child and faith in his strengths, an adult thereby builds his self-confidence and desire for success; By drawing his attention to mistakes in activities and incorrect behavior, he teaches him to analyze himself, control and correctly evaluate his actions.

Respect for the child and respect for his personality are the basis of the positive assessment strategy. The use of this scheme by teachers and parents when assessing the activities and behavior of children of senior preschool age ensures the formation of adequate self-esteem, the ability to analyze and control their actions and actions.

Below are strategies for positive child assessment that parents and educators may need to know.

Basic strategies for positive assessment of a child of senior preschool age:

• 1. Positive assessment of the child as an individual, demonstration of a friendly attitude towards him (“I know you tried very hard”).
• 2. Indications of mistakes made while completing a task, or violations of behavioral norms (“But now you did the wrong thing, you pushed Masha”).
• 3. Analysis of the causes of mistakes made and bad behavior(“It seemed to you that Masha pushed you on purpose, but she didn’t do it on purpose.”)
• 4. Discuss with the child ways to correct mistakes and acceptable forms of behavior in a given situation.
• 5. Expressing confidence that he will succeed (“He won’t push girls around anymore”).

During communication, the child constantly receives feedback. Positive feedback tells the child that his actions are correct and useful. Thus, the child is convinced of his competence and merits.

Smiling, praise, approval - all these are examples of positive reinforcement; they lead to increased self-esteem and create a positive self-image.

It is necessary to teach the child to set realistic goals and cope with failures.

To form a correct image of an older preschooler about himself and the ability to adequately evaluate himself, we have formulated a number of recommendations for parents and teachers.

• 1) Optimization of parent-child relationships. It is necessary that the child grows up in an atmosphere of love, respect, careful attitude towards his individual characteristics, interest in his affairs and activities, confidence in his achievements; at the same time - exactingness and consistency in educational influences on the part of adults.
• 2) Optimization of the child’s relationships with peers. It is necessary to create conditions for the child to fully communicate with other children; if he has difficulties in relationships with them, you need to find out the reason and help the preschooler gain confidence in a group of peers.
• 3) Expanding and enriching the child’s individual experience. The more diverse a child’s activities are, the more opportunities for active independent action, the more opportunities he has to test his abilities and expand his ideas about himself.
• 4) Developing the ability to analyze your experiences and the results of your actions and actions. Always positively assessing the child’s personality, it is necessary to evaluate the results of his actions together with him, compare with the model, find the causes of difficulties and mistakes and ways to correct them. At the same time, it is important to build confidence in the child that he will cope with difficulties, achieve good success, and that everything will work out for him.

To form adequate self-esteem of a child attending kindergarten, educators have a great impact.

To increase the level of self-esteem in children of senior preschool age, teachers can be offered small games, exercises and studies aimed at developing a child’s positive attitude towards himself and other people, developing a sense of closeness with other people, reducing anxiety, relieving psycho-emotional stress, developing the ability to understand his emotional condition(Appendix 6).

The task of parents and educators is to prepare the child for this difficult period his life. To do this, you need to get an idea of ​​your child’s self-esteem and level of aspirations using observation.

The development of an adequate level of self-esteem in the process of interaction with the child is carried out constantly. You can offer your child feasible tasks while providing emotional support, praise and approval. This will greatly influence the development of adequate self-esteem in the child.

Chapter 2 Conclusions

During our research, we selected and carried out methods aimed at identifying psychological characteristics personality, structural components of self-esteem, study of the characteristics of the manifestation of self-esteem in children of senior preschool age.

Based on the empirical research conducted, the hypothesis of our study was confirmed; we determined the relationship between the characteristics of the manifestation of self-esteem in children of senior preschool age raised in maternal-type families and raised in two-parent families.

We found that the characteristics of the manifestation of self-esteem differ in some parameters in children with low, adequate and high self-esteem.

The most striking features of the manifestation of self-esteem in children of senior preschool age were more often found in children raised in maternal-type families.

Anna Ogorodnikova
Article “Pedagogical conditions for the formation of adequate self-esteem in children of senior preschool age”

Path mental development the child is determined by the system of relations between him and social reality, and depends on the real place occupied by the child in the world of human relations. Child psychology specialist O. G. Lopatina states: “... that someone who does not love and respect himself is rarely able to love and respect another, but excessive self-love can also create certain problems.”

The changes that have occurred recently in society have identified the problem of personality development as central to pedagogy and psychology. The problem of developing a child’s self-esteem has become particularly acute. Correctly formed self-esteem acts not simply as knowledge of oneself, not as the sum of individual characteristics, but as a certain attitude towards oneself and presupposes awareness of the individual as some stable object. Self-esteem allows you to maintain personal stability regardless of changing situations, providing the opportunity to remain yourself. For psychologists and teachers, the influence of a preschooler’s self-esteem on behavior and interpersonal contacts is becoming increasingly obvious.

According to the Russian psychologist A. A. Rean, “Self-esteem, self-education, self-education and self-control are the only means by which a person can improve himself consciously and voluntarily”.

The period of senior preschool age is characterized as the birth of the roots of a preschooler’s self-esteem, and at the same time, the child is on the threshold of a new social role - the role of a schoolchild, the important qualities of which are the ability to analyze, self-control, evaluate oneself and others, and the ability to perceive other people’s assessments. In this regard, it is especially important to determine which methodological approaches are most optimal and effective, and how they will influence the process of forming self-esteem in older preschoolers.

Federal state standard preschool education also aimed at developing the personality of preschool children in various types of communication and activities, taking into account their age, individual psychological and physiological characteristics, one of the psychological features of the development of an older preschooler as an individual is the formation of adequate self-esteem at this stage of growing up.

Targets at the stage of completion of preschool education assume the presence of the following qualities in children: “the child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers...”.

Therefore, the formation of adequate self-esteem in children of senior preschool age is a pressing pedagogical problem.

Target: analysis of methods and techniques for forming adequate self-esteem in children of senior preschool age.

Research objectives:

1. Reveal the psychological and pedagogical aspects of the problem of self-esteem.

2. Describe the pedagogical conditions for the formation of adequate self-esteem in children of senior preschool age.

Education and training from early childhood should be aimed at constant learning by children of their individual characteristics. In every action, any activity, some known or new possibilities, abilities, and personality qualities are revealed. Therefore, after completing any activity, the child’s attention should be focused on finding out what he can learn about himself if he tries to find out the reasons for his success or failure. Such self-assessment will speed up the process of developing mature self-determination skills.

Self-esteem is usually understood as an individual’s assessment of himself, his qualities and place among other people. Psychological research convincingly proves that the characteristics of self-esteem influence both the emotional state and the degree of satisfaction with one’s work, study, life, and relationships with others. But the opinions of psychologists are divided, some of them I. S. Kon, A. I. Lipkina, E. Erickson and others believe that the sensitive period for the formation of adequate self-esteem is primary school age, but Mukhina V. S., Repina T. A., Lisina M.I. and Yakobson S.G., Mukhina V.S., Repina T.A., Lisina M.I. and Yakobson S.G., on the contrary, in their studies prove that forming adequate self-esteem it is necessary to start with children of older preschool age.

The opinion of child psychologists agrees that the formation of self-esteem is influenced by the child’s communication with an adult: parent and teacher. The competence of a teacher lies in the ability to interact pedagogically correctly with his pupils, respecting their personality, taking into account the individual characteristics of each child. For the development of a child’s personality, a special organization of the pedagogical process is necessary.

To understand exactly how a preschool child’s self-esteem develops and what influences its formation, one should consider the social situation in which the child develops during his preschool childhood.

Before a child’s arrival in kindergarten, the social situation of his development was mainly determined by child-adult connections. The inclusion of a child in a peer group significantly changes the social situation of his development. Now these child-adult connections are complemented by the child-peer relationship. Without these connections, it is impossible to consider the formation of personality during preschool childhood.

Professor T.D. Martsinkovskaya points out the importance of children’s communication with peers, during which their self-esteem develops and becomes more and more adequate. Since a child’s self-esteem actively develops in the preschool period and largely depends on the assessments of peers and especially adults, we can talk about the exceptional importance of the influence of children’s preschool educational institutions, and in particular the teacher with whom the child spends 8-12 hours a day. From point of view child psychologist E. E. Danilova, formation of adequate self-esteem - most important factor development of the child's personality. Relatively stable self-esteem is formed in children under the influence of evaluation from others, primarily from nearby adults and peers, as well as in the process of the child’s own activities and self-assessment of its results.

The youngest preschooler has not yet formed a well-founded and correct opinion about himself; he simply ascribes to himself all the positive qualities approved by adults, often without even knowing what they are. In order to learn to correctly evaluate himself, a child must first learn to evaluate other people whom he can look at as if from the outside. But this does not happen right away. During this period, when evaluating peers, the child simply repeats the opinions expressed by adults. The same thing happens with self-esteem (“I’m good because my mother says so”).

By comparing himself with the children around him, the child more accurately imagines his capabilities, which he demonstrates in different types of activities and by which others evaluate him.

Experiences with peers also influence the formation of children's self-awareness. In communication, in joint activities with other children, the child learns such individual characteristics that are not manifested in communication with adults (the ability to establish contacts with peers, come up with an interesting game, perform certain roles, etc., begins to understand the attitude of others towards him It is in joint play in preschool age that the child identifies the “position of the other” as different from his own, and children’s egocentrism decreases.

In live, direct communication, children quite often evaluate each other, and the number of statements about each other increases significantly from 3 to 6 years.

A child’s popularity in a group and his overall self-esteem depend primarily on the success he achieves in joint activities with children. Therefore, if you ensure success in activities for inactive children who are not very popular among children, this can lead to a change in their position and become effective means normalizing their relationships with peers, increasing their self-esteem and self-confidence.

Regular monitoring of children and each child individually allows the teacher to timely identify the cause of the deformation of the child’s personality and provide timely pedagogical support. Only an adult, using various methods and techniques, can teach a child the ability to see the positive and negative sides of his behavior and contribute to the formation of adequate self-esteem in preschoolers.

The formation of adequate self-esteem in a preschool child is influenced by many conditions, and to a large extent from the child’s assimilation of norms and rules of behavior, from the assessments of peers and a special adult. Every teacher and educator can create such conditions in a group.

An important stage in the work to form adequate self-esteem in children of senior preschool age is the joint work of the teacher and parents. For successful work, you need to convince parents of the importance of building self-esteem and the need to work with the child at home, then pedagogical work will be systematic and targeted. For this purpose, it is recommended to conduct a variety of activities with parents modern forms work.

Creating a situation of success is also one of the methods for developing adequate self-esteem in preschoolers.

In the process of productive activity, the technique of self-assessment is certainly used. For example, in an art class, children are asked to independently evaluate their drawings. Depending on how the drawing is drawn (high quality, with minor flaws, or it is unsuccessful), place it in different places rooms.

Even minor successes of children play a big role in the formation of adequate self-esteem. The teacher’s task is to identify in each child what he can be praised for.

Thus, based on the results of the analysis pedagogical conditions it can be argued that by using a purposeful system of work both in organized forms and in everyday life, as well as offering them to parents for work in the family, it is possible to help children develop adequate self-esteem.