The foundation of a child's personal qualities is his attitude towards himself. Intellectual development of the child, his activity, behavior, life success- all this is determined by the level of self-esteem.
Children's self-esteem is how the baby sees himself, evaluates his own abilities and characteristics. Initial period formation of self-esteem - up to school age. It is very difficult to change the formed self-esteem. The family and the environment of the child have the greatest influence on its level.

There are three types of self-assessment:

Increased;
Adequate;
Reduced.

Features of self-esteem in preschoolers:

At this time, the formation of the personality of the baby takes place. The preschool period is the most important stage in the formation of the self-esteem of each child. Children under the age of six are characterized by high self-esteem. This is normal. Children consider themselves to be the center around which everything revolves.

Older preschoolers (5-6 years old) are able to evaluate themselves and compare their characteristics with the norms and rules accepted in society. During this period of development of a preschooler, an important role is played by adults who help the baby in the formation of his self-esteem. The baby develops an idea of ​​\u200b\u200bits own image.
In the process of interaction of the child with others, self-esteem and awareness of their place in society appears. The formation of a child's self-esteem is influenced by his assessment by adults. Underestimation of parents negatively affects the development of the baby, and overestimation significantly distorts the child's ideas about their own capabilities.
Communication with peers plays an important role in the formation of a child's self-esteem. Interacting with children of the same age, the child begins to show a certain attitude towards them. Thus, the ability to look at oneself from the outside develops.

Private formation of self-esteem in preschool age occurs in the process of various activities of the baby:

A game;
Communication and interaction with others;
Work;
Art.

IN different types activities, the level of self-esteem will be different. In familiar everyday conditions, the child, as a rule, evaluates himself adequately. In unfamiliar situations, babies do not know how to properly assess themselves.

Features of a child with increased self-esteem:

Thinks he is right in all situations;
Always wants to be a leader;
Focuses on the shortcomings of others;
He does not notice his shortcomings;
Can't listen to people
Treats other people with respect;
Strives to attract attention;
Tends to display aggression;
Able to humiliate the dignity of other people;
Independent of other people's opinions;
Arrogance and neglect of others;
Self confidence.

Difficulties in children with high self-esteem:

Envy of people's success;
Resentment and intolerance to any criticism, inability to perceive it;
Conflict and envy.

Features of a child with low self-esteem:

Anxiety;
Diffidence;
Touchiness;
incredulity;
The desire for loneliness;
indecision;
Slow adaptation to unfamiliar surroundings;
Constant attitude to the unsuccessful end of any business;
Fear of new activity;
Reassessment of the achievements of other kids;
Insufficient level of assessment of personal achievements;
Vulnerability;
mood instability;
Acute reaction to criticism and censure.

What difficulties await kids with low self-esteem?:

These babies are more likely to experience the following difficulties:

The development of an "inferiority complex";
Delay personal development;
Dependence on others;
The child becomes very timid and withdrawn;
Misperception of others
Negative attitude towards peers;
Vengefulness and hostility.

Differences of kids with normal (adequate) self-esteem:

Such children have a number of features:

High degree responsibility;
The capacity for compassion;
Confidence in your strength;
The ability to ask for help from other people;
Determination;
The ability to admit your mistakes and mistakes;
The ability to highly appreciate both oneself and outsiders;
The ability to accept yourself and others as they are;
Active upholding of their vital   positions.

Should kids be praised?

In order for the crumbs to form a positive self-esteem, it is very important to praise him. Praise from adults has the following effect:

Increases the activity and activity of the baby;
Forms moral qualities;
Causes a surge of strength;
Increases the desire to communicate with others.

Why not praise your child?

For those things that were not achieved by his personal labor;
For clothes, toys;
It is impossible to express praise only out of pity;
Do not praise the baby to please him or to inspire confidence in yourself.

Why should a child be praised?

For the desire of the crumbs for self-expression, acquiring new knowledge, development;
For achievements in competitions, competitions;
For his drawings;
Praise the baby for what will happen to him (“You will definitely succeed”, “You will certainly manage”, “You will succeed”);
Praise in the morning is a great stimulus for the whole day.

We punish without prejudice to the self-esteem of the baby:

In order for the punishment to be beneficial, you must adhere to the following recommendations:

Punishments should not harm the health of the baby;
If you doubt the expediency of punishment, do not punish;
Only one type of punishment can be used at a time;
Punish not at the expense of diminishing love   for the child;
Do not take gifts for the purpose of punishment;
Cancel the punishment if the baby did a good deed or deed that day;
Don't use punishment late;
If the baby was punished for a misconduct, then try not to think about it;
Do not humiliate the baby for the purpose of punishment.

When should a child not be punished?

If the baby is sick;
While eating or playing, before going to bed and immediately after waking up;
After mental trauma;
If the baby is trying his best, but he does not succeed;
If you do not understand the motives of the act;
If you are distressed by personal problems.

Effective ways to increase your child's self-esteem:

1. Ask for advice from your baby on an equal footing;
2. Ask for help from the child on an equal footing;
3. Adults are encouraged to play the role of helpless, weak, defenseless.

We form an adequate self-esteem:

To help your child develop adequate self-esteem, it is very important to adhere to the following tips:

1. You can not solve all the problems instead of your baby;
2. Put before the crumbs only feasible tasks;
3. You can not overpraise the baby;
4. Do not forget about rewards for your baby;
5. Praise for any manifestations of initiative;
6. Try to be for your baby a vivid example of a normal reaction to success and failure;
7. Compare the child only with himself, and not with the rest;
8. Scold and punish the baby for certain bad deeds;
9. Conduct a collaborative failure analysis;
10. Accept your baby as he is;
11. Express love to the baby in any way;
12. Focus on any, even minor successes of your child;
13. Be very attentive to the baby;
14. Believe in your child;
15. Play a lot and communicate with your baby.

Family and self-esteem of the baby:

Positive self-esteem is formed by a favorable psychological atmosphere in the family, understanding by adults, empathy and psychological security of the crumbs. Encouragement and praise for the achievements of the baby, as well as minimizing the focus on his failures, helps to increase self-esteem.
The child's relationship with his parents has a strong influence on his attitude towards himself. Therefore, adults should devote more time to the baby, adequately assess his actions.

Low self-esteem is formed in such cases:

The child is given insufficient attention;
Lack of trust in the child
Any initiative is suppressed;
Negative comments about the child are often heard.

Increased self-esteem is formed in such cases:

In the family, the real and imaginary virtues of the child are emphasized;
Undeserved encouragement of the child is used;
Do not punish bad deeds.

The reasons for the formation of inadequate self-esteem in a child are mistakes in family education:

1. Overprotection;
2. Hypoprotection;
3. Contradictory parenting (parents use different methods and styles).

If adults create normal conditions for a child to achieve success, they praise him, compare him only with himself, the crumbs will definitely form an adequate self-esteem.

Determining a child's self-esteem

Test "Steps"

Used from the age of three to identify the level of self-esteem.

It is necessary to draw 10 steps and explain to the baby that there are bad children below, on the next step those who are a little better, and so on in ascending order. At the top of the ladder are the best kids. Ask the child: "Where would he place himself?" Let him portray himself where he sees fit.

Test results:

If the child is depicted 1-3 steps from the bottom, he has low self-esteem;
If the baby is depicted at steps 4-7, then he has adequate self-esteem;
If the image of the baby is on the 8-10th step, then the level of his self-esteem is increased.

In preschool children, self-esteem is increased if they constantly place themselves on the tenth step.

Exercise "Conversation"

Ask your child six questions. For each positive answer, he earns 1 point, for a negative - 0 points.

1. Are you nice?
2. Are you kind?
3. Are you handsome?
4. Are you smart?
5. Are you obedient?
6. Are you neat?

Results:

If the baby scored 6 points - he has high self-esteem;
If a child scored 5 points, he a high self-evaluation;
If the child scored 4 points, he has an adequate level of self-esteem;
If the result was 2 - 3 points - & nbsp & nbsp the baby low self-esteem;
If the kid got 0 - 1 point - he has very low self-esteem.

Task "Draw yourself"

The kid needs to be given a landscape sheet of paper and invite him to draw himself. By the location of the picture, you can determine the level of self-esteem of the child:

The drawing is at the top of the sheet - the child has high self-esteem;
The kid drew in the center - he has an adequate level of self-esteem;
The baby drew himself at the bottom of the sheet - the child has low self-esteem.

The process of forming your baby's self-esteem is the most important stage in the full development of his personality, the basis of his victories and achievements in life!

In the process of development, the child forms not only an idea of ​​his inherent qualities and capabilities (the image of the real "I" - "what I am"), but also an idea of ​​​​how he should be, how others want to see him (the image of the ideal "I" - "what I would like to be"). The coincidence of the real "I" with the ideal is considered an important indicator of emotional well-being.

The evaluative component of self-awareness reflects a person's attitude to himself and his qualities, his self-esteem.

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

At the senior preschool age, the beginnings of reflection appear - the ability to analyze one's activities and correlate one's opinions, experiences and actions with the opinions and assessments of others, therefore, the self-esteem of children of senior preschool age becomes more realistic, in familiar situations and habitual activities approaches adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated.

Low self-esteem in preschool children is considered as a deviation in personality development.

Features of the behavior of older preschool children with different types of self-esteem:

Children with inadequately high self-esteem are very mobile, unrestrained, quickly switch from one type of activity to another, often do not finish the work they have begun. They are not inclined to analyze the results of their actions and deeds, they try to solve any, including very complex, tasks "immediately". They are unaware of their failures. These children are prone to demonstrativeness and dominance. They strive to always be in sight, advertise their knowledge and skills, try to stand out from the background of other guys, to draw attention to themselves. If they cannot secure the full attention of an adult with success in their activities, then they do this by violating the rules of conduct. In the classroom, for example, they can shout from their seats, comment aloud on the actions of the teacher, make faces, etc. These are, as a rule, outwardly attractive children. They strive for leadership, but in a peer group they may not be accepted, as they are directed mainly "at themselves" and are 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 differently to criticism. Some children ignore critical remarks addressed to them, others respond to them with increased emotionality (screaming, tears, resentment towards the teacher). Some children are equally attracted to praise and blame, the main thing for them is to be in the center of attention of an adult.

Children with inadequately high self-esteem are insensitive to failures, they tend to strive for success and high level claims.

Children with adequate self-esteem tend to analyze the results of their activities, trying to find out the causes of mistakes. They are self-confident, active, balanced, quickly switch from one activity to another, persistent in achieving the goal. They strive to cooperate, help others, are sociable and friendly. In a situation of failure, they try to find out the reason and choose tasks of somewhat less complexity (but not the easiest ones). Success in an activity stimulates their desire to attempt a more difficult task. These children tend to strive for success.

Children with low self-esteem are indecisive, uncommunicative, distrustful, silent, constrained in movements. They are very sensitive, ready to burst into tears at any moment, do not seek cooperation and are not able to stand up for themselves. These children are anxious, insecure, 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 seems to be slow. He does not start 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 pleased with him. The more significant the activity, the more difficult it is for him to cope with it. Yes, on open classes these children show significantly worse results than on normal days.

Children with low self-esteem tend to avoid failure, so they have little initiative, choose deliberately simple tasks. Failure in an activity often leads to abandonment.

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

Causes individual features self-assessments in senior preschool age are due to a combination of developmental conditions that is unique for each child.

In some cases, inadequately high self-esteem in older preschool age is due to an uncritical attitude towards children by adults, the poverty of individual experience and the 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, self-esteem plays a protective role. The child's consciousness is, as it were, "turned off": he does not hear critical remarks that hurt him, 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 on the verge of 6-7 years. They are already inclined to analyze their experience, listen to the assessments of adults. In the conditions of habitual activity - in the game, in sports, etc. - they can already realistically assess their capabilities, their self-assessment becomes adequate. In an unfamiliar situation, in particular, in learning activities children still cannot properly evaluate themselves, self-esteem in this case is overestimated. It is believed that the overestimated self-esteem of a preschooler (in the presence of attempts to analyze himself and his activities) carries a positive moment: the child strives for success, actively acts and, therefore, has the opportunity to clarify ideas about himself in the process of activity.

Low self-esteem at this age is much less common, it is based not on a critical attitude towards oneself, but on self-doubt. Parents of such children, as a rule, make excessive demands on them, use only negative assessments, and do not take into account their individual characteristics and capabilities. According to a number of authors, the manifestation of low self-esteem in the activities and behavior of children of the seventh year of life is an alarming symptom and may indicate deviations in personal development.

Self-esteem plays an important role in the regulation of human activity and behavior. Depending on how an individual evaluates his own qualities and capabilities, he accepts certain goals of activity for himself, this or that attitude to successes and failures, this or that level of claims is formed.

What influences the formation of self-esteem and ideas of the child about himself?

There are four conditions that determine the development of self-awareness in childhood:

1) the child's experience of communicating with adults;

2) experience of communication with peers;

3) the individual experience of the child;

4) his mental development.

The experience of a child's communication with adults is the objective condition outside of which the process of forming a child's self-awareness is impossible or very difficult. Under the influence of an adult, a child accumulates knowledge and ideas about himself, develops one or another type of self-esteem. The role of an adult in the development of children's self-awareness is as follows:

informing the child of information about his individual personality traits;

Evaluation of his activities and behavior;

the formation of values, social standards, with the help of which the child will subsequently evaluate himself;

Formation of the ability and motivation of the child to analyze their actions and deeds and compare them with the actions and deeds of other people.

Throughout childhood, the child perceives the adult as an indisputable authority. The younger the child, the more uncritical he is about the opinions of adults about himself. At early and younger preschool age, the role of individual experience in shaping the child's self-awareness is small. The knowledge gained in this way is fuzzy and unstable and easily ignored under the influence of adult value judgments.

By the older preschool age, the knowledge gained in the process of activity acquires a more stable and conscious character. During this period, the opinions and assessments of others are refracted through the prism of the individual experience of the child and are accepted by him only if there are no significant differences from his own ideas about himself and his abilities. If there is a contradiction of opinions, the child explicitly or covertly protests, the crisis of 6-7 years is aggravated. Obviously, the judgments of the older preschooler about themselves are often erroneous, since individual experience is not yet rich enough and the possibilities of introspection are limited.

Unlike specific ideas obtained from individual experience, knowledge about oneself acquired through communication with adults is of a generalized nature. Denoting the word one or another individual quality of the child, those around him thereby refer him to one or another category of people. If a mother says to her daughter: "You are a beautiful girl," then she seems to mean that her daughter belongs to a certain group of girls with a set of attractive characteristics. The verbal designation of the individual characteristics of the child is addressed primarily to his consciousness. Being realized by the child, the judgments of adults become his own knowledge about himself. The self-image instilled in the child by adults can be both positive (the child is told that he is kind, smart, capable) and negative (rude, inept, incapable). Negative assessments of adults are fixed in the child's mind, have an adverse effect on the formation of his ideas about himself.

Parents have the most significant influence on the formation of children's self-esteem. The idea of ​​what a child should be (the parental image of a child) is formed even before the birth of the baby and determines the style of upbringing in the family. First, guided by their own ideas about what a child should be, parents evaluate his real activities and behavior. The assessments learned from adults become the child's own assessments. In a certain sense, we can say that the child evaluates himself as he is evaluated by those around him, and above all by his parents. Secondly, parents and other adults form in him certain personal values, ideals and standards that should be followed; outline plans to be carried out; determine the standards for the performance of certain actions; name general and particular purposes. If they are realistic and correspond to the capabilities of the child, then the achievement of goals, the implementation of plans, compliance with standards contribute to the formation of a positive image of "I" and positive self-esteem. If the goals and plans are unrealistic, the standards and requirements are too high, then failure leads to a loss of faith in oneself, the formation of low self-esteem and a negative image of "I".

Both the absence of criticism from an adult (permissiveness) and excessive severity, when an adult's remarks about a child are of an exclusively negative nature, are equally harmful for a child. In the first case, by the end of preschool age, an inadequately high self-esteem is formed, and in the second case, a low self-esteem. In both cases, the ability to analyze, evaluate and control one's actions and deeds does not develop.

The experience of communicating with peers also influences the formation of children's self-awareness. In communication, 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 realize the attitude towards himself from other children. It is in joint play at preschool age that the child singles out the "position of the other", as different from his own, and children's egocentrism decreases.

While the adult throughout childhood remains an unattainable standard, an ideal to which one can only aspire, peers act as "comparative material" for the child. The behavior and actions of other children (in the mind of the child "the same as him") are, as it were, taken out for him outside and therefore are more easily recognized and analyzed than his own. In order to learn how to evaluate himself correctly, the child must first learn to evaluate other people, whom he can look at as if from the outside. Therefore, it is no coincidence that children are more critical in evaluating the actions of their peers than in evaluating themselves.

If there are difficulties in communicating with peers, then the child is constantly in a state of intense expectation of ridicule or other unfriendly manifestations addressed to him. This leads, in turn, to increased nervousness and fatigue, constant conflicts with children.

Normal self-esteem of preschoolers

Self-esteem is the central link of arbitrary self-regulation, determines the direction and level of human activity, his attitude to the world, to people, to himself. It is a complex psychological phenomenon. It is included in many connections and relationships with all mental formations of the individual and acts as an important determinant of all forms and types of its activities and communication. The origins of the ability to evaluate oneself are laid in early childhood, and its development and improvement occurs throughout a person's life.

In the psychological literature, both domestic and foreign self-assessment is given much attention. The issues of its ontogenesis, structure, functions, possibilities of directed formation are discussed in the works of L.I. Bozhovich, I.S. Kon, M.I. Lisina, A.I. Lipkina, E. Erikson, K. Rogers and other psychologists. Self-esteem is interpreted as a personal formation that is directly involved in the regulation of behavior and activity, as an autonomous characteristic of the personality, its central component, which is formed with the active participation of the personality itself and reflects its originality. inner world.

The leading role is given to self-assessment in the framework of the study of the problems of self-consciousness: it is characterized as the core of this process, an indicator of the individual level of its development, its personal aspect, organically included in the process of self-knowledge. Self-assessment is associated with the evaluative functions of self-knowledge, which incorporate the emotional and value attitude of the individual towards himself, the specificity of his understanding of himself.

As the main conditions for the development of self-esteem, psychologists put forward such factors as communication with others and the child's own activities. In communication, forms, types and criteria of assessments are assimilated, in individual experience they are tested, filled with personal meanings. From the assessments of himself by those around him, the child gradually singles out the criteria and methods for evaluating the other and transfers them to himself. "Overlay" on each other evaluation criteria and methods of evaluation and generates the activity of self-evaluation.

The structure of self-esteem is represented by two components - cognitive and emotional. The first reflects a person's knowledge of himself, the second - his attitude towards himself as a measure of self-satisfaction.

In the activity of self-assessment, these components function in an inseparable unity: neither one nor the other can be presented in a pure form /I.I.Chesnokova/. Knowledge about oneself, acquired by the subject in a social context, is inevitably overgrown with emotions, the strength and intensity of which is determined by the significance of the content being assessed for the individual.

The basis of the cognitive component of self-esteem is the operation of comparing oneself with other people, comparing one's qualities with the developed standards, fixing the possible mismatch of these values ​​/L.I.Korneeva/.

At an early age, children have underdevelopment cognitive component of self-esteem, in the image of oneself the emotional component prevails, reflecting the globally positive attitude of the child towards himself, borrowed from the attitude of adults /M.I. Lisina, 1986/.

Entering preschool age, the child is aware only of the very fact that he exists. So far, he really knows nothing about himself, about his qualities. In an effort to be like an adult, a child of three or four years old does not take into account his real opportunities. He simply ascribes to himself all the positive qualities approved by adults, often without even knowing what they are.

The development of genuine self-esteem begins with children's realistic assessments of their skills, the results of their activities and specific knowledge. During this period, children evaluate the qualities of their personality less objectively. Preschoolers tend to overestimate themselves, to which they are directed mainly by the positive assessments of the adults around them.

In order to learn how to evaluate himself correctly, the child must first learn to evaluate other people, whom he can look at as if from the outside. And this does not happen right away. During this period, evaluating peers, the child simply repeats the opinions expressed about them by adults. The same thing happens when evaluating yourself. ("I'm good because my mother says so").

Considering self-esteem the most complex product of the child's conscious activity, B. G. Ananiev noted that its initial forms are a direct reflection of adults' assessments, and true self-esteem appears when it is filled with new content, thanks to the "personal participation" in its production of the child himself. Psychologists correlate the development of a child's ability to evaluate himself with such phenomena as self-identification and self-acceptance /V.V. Stolin/; with the emergence of ethical instances that determine the arbitrariness of behavior /L.I.Bozhovich/; with the advent of ideas about their capabilities / H. Hekhausen /.

As the child develops intellectually, the direct acceptance of adults' assessments is overcome, and the process of mediation by their own knowledge of themselves begins.

Older preschoolers generally correctly realize their advantages and disadvantages, take into account the attitude towards them from others. This is of great importance for the further development of the personality, the conscious assimilation of norms of behavior, and the following of positive patterns.

By the end of preschool age, the ratio of the emotional and cognitive components is somewhat harmonized. Favorable conditions are created for the development of the cognitive component of self-esteem, for the intellectualization of the child's attitude towards himself, overcoming the direct impact on his self-esteem by adults.

With age, the child masters more advanced methods of assessment, his knowledge of himself expands and deepens, integrates, becomes more conscious, their motivating and motivational role increases; the emotional-value attitude towards oneself is also differentiated, becomes selective and acquires stability.

Self-assessment of a preschool child from 3 to 7 years old

The initial stage of the formation of the personality of a child from 3 to 7 years.

"I myself!" - Separation from the adult - Discovery of one's inner life. Self-awareness.

Socially significant "NADO9raquo;

In different types of activity (especially in communication with adults), they are aimed at the objects of activity.

The desire to do something for other people.

ASSOCIATION OF MORAL STANDARDS

Moral ideas and assessments:

Active attitude to life events;

Sympathy, caring is formed.

FORMING RANDOM BEHAVIOR

Communication with adults and peers;

Based on the assessments of the adult and the results achieved.

More correct and more stable

Assimilation of norms and rules

The ability to correlate their actions with these rules

They know their capabilities and are able to achieve goals in their usual activities

The first makings of arbitrary behavior

SELF-ESTEEM preschooler (table No. 1) is formed: On the one hand, under the influence of adults' praise, their assessments of the child's achievements, and on the other hand, under the influence of a sense of independence and success that the child experiences in various activities.

In different types of activity, self-esteem is different:

In drawing, the child evaluates himself correctly;

In literacy overestimates;

In singing he underestimates himself.

The child earlier realizes those qualities, features of behavior that are most often evaluated by an adult. No matter how he does it - with a word, a gesture, a facial expression, a smile.

First of all, children are aware of those qualities and behaviors of their peers that are most often evaluated by others and on which, therefore, their position in the group largely depends.

The criteria for self-assessment depend on the adult, the adopted system of educational work.

How an adult evaluates a child and peers.

If an adult is indifferent, does not pay attention to the child, then his self-image becomes predominantly negative with low self-esteem. As a result: the defensive reaction is intensified (crying, screaming, rage, delay in mental and social skills, defects in the formation of feelings).

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

Children who highlight their "I9raquo; through activity - overestimate their self-esteem;

Children who highlight their "I9raquo; through the sphere of relationships - self-esteem is often underestimated;

Children with different status, position, in the group evaluate themselves differently. “Unpopular9raquo; children overestimate themselves.

To help the child in understanding his characteristics not only in activities;

But also in behavior, attitude towards others;

Help to form an adequate self-esteem, high.

The group feels more confident;

Show their interests more actively;

Set higher goals.

But overestimated self-esteem can lead to arrogance, aggressiveness.

By helping a child to increase his self-esteem, an adult, thereby, helps the child in gaining self-confidence and in ensuring popularity in the group.

The development of children's self-esteem depending on the characteristics of education

Children with adequate self-esteem

Children with high self-esteem

Children with low self-esteem

Parents give the child enough time.

Parents give the child so many time.

Parents give the child very little time.

Evaluated positively, but not higher than most peers.

Evaluated highly, more developed than most peers.

Rated lower than most peers.

Very often encouraged (including gifts).

Punishment in the form of refusal to communicate.

Often punished, reproached.

Adequately evaluate physical and mental data

Mental data is highly valued. Praise in front of others.

Predict good success in school.

Expect great success in school.

They do not expect success in school and life.

So, a preschooler sees himself through the eyes of close adults who educate him. If the assessment and expectations in the family do not correspond to the characteristics of the child, his ideas about himself will be distorted.

In general, the self-esteem of a preschooler is very high, which helps him to master new activities, without doubt and fear to be included in the preparation for school.

In table No. 1, from left to right, in columns, each of which denotes younger, middle and older preschool age, respectively, the main directions in which the personality of a preschooler is formed are illustrated: the subordination of motives, the assimilation of moral norms and the formation of arbitrary behavior. In this process, an important role belongs to an adult who leads the child, creates conditions for him and is a role model for him.

In table No. 1 - the subordination of motives: from a younger age with personal “I WANT9raquo;- to an older age, when a socially significant "NECESSARY9raquo;.

The subordination of motives is the most important neoplasm in the development of the personality of a preschooler.

Thanks to the development of the mechanism of subordination of motives, older preschoolers more easily limit their immediate desires.

Involving in new types of activities, in new systems of relations, preschoolers also master new motives: motives for achieving goals, competition, rivalry, etc.

According to their motive power, motives can be distributed as follows:

1. Motives for promotion, awards.

2. Motives associated with punishments.

3. Motives associated with prohibitions.

The child's own promises usually have no motivating force.

It is useless to demand promises from him.

It must be borne in mind that a number of broken promises reinforce this personality trait, How OPTIONAL.

Among the various motives are DOMINANT MOTIVES.

It is possible to observe different dominance in the behavior of children: selfish, collectivistic, and related to the content of the activity.

Among the social motives is the motive for achieving success.

The appearance of a certain direction, the promotion of a group of motives, their subordination, leads to the fact that the preschooler is increasingly trying to achieve the goal.

IF in infancy, the implementation of purposeful actions is observed. The goal is an object, a toy.

Younger age. The child works with objects. Plays with dice. Purpose: to build a house.

At an early age, a purposefulness of action develops, coming from within (from the desires of the child), and not only from the outside (from the subject).

THAT At preschool age, the ability to keep the goal that has arisen is formed.

Senior preschool age. Children sing a song. Purpose: to organize a choir.

Developing the purposefulness of a child, an adult should:

a) divide the task into a number of successive links;

b) give instructions step by step (remind about ways to achieve the goal;

c) evaluate and desire to set a goal and obtain a result.

a) match. The result of the action (“Get the toy!”) is what it is performed for;

b) do not match. For example, a drawing is done for the sake of praise.

There may be a situation where two motives operate, but in different directions. The child needs to make a choice between two possible solutions. There is a struggle of motives and ends with the victory of one of them. Internal personality conflicts are possible.

By the age of 6-7, a preschooler can plan future activities in a situation familiar to him. And get results. His actions are accompanied by speech. (Speech control.)

The personality of a person. When does it appear, how does it manifest itself, and in general, what is it? These questions have probably been asked by everyone more than once. Especially often parents think about these questions. Is the child a person? And if so, how to make this personality harmonious and complete.
Personality is a broad concept and has several components. One of them will be discussed.
So, self-esteem is one of the components of personality. It is a phenomenon actively developing and forming in childhood. Therefore, it is important to pay great attention to the development of self-esteem of a child of preschool age (3-6 years).

Self-esteem of a preschooler and its components

It is at this or that level that allows the child to evaluate himself and others, perceive the world and show individual activity in all types of activities: whether it is communication with peers and adults, play, self-service or others.
Self-esteem has two main components. Intellectual is self-image, self-knowledge, comparisons with others and analysis. The emotional component is the attitude towards oneself, which is formed from the relationship of adults to the child, satisfaction with his position in the family and among peers.
In preschool age, it is the emotional component that predominates. Therefore, the preschooler constantly asks “Am I good? I'm done?". These questions can torment the baby continuously. For him, the answer of the parents is important, since mom and dad are the most authoritative standard in the life of a preschooler. The child needs a response from his parents to calm his inner world, or rather, the emotional component of self-esteem, which prevails throughout preschool childhood.
These components develop and form during preschool age and change slightly as the child grows up.

Formation of self-esteem

The first signs of self-esteem are associated with. This is the crisis of the self. The baby is completely separated from the mother, and he tirelessly repeats "I", "Myself". This is a weak manifestation of the cognitive component of self-esteem. The kid is waiting for the assessment of his activities by the adults around him - a manifestation of the emotional component. It turned out to build a sand cake, the baby runs to his parents or looks up at them and waits for a positive assessment. To make sure "I am good."
At preschool age, activity is indistinguishable from personality for the child himself. That is, if the mother says that the Easter cake is not beautiful, the child perceives this as the fact that he himself is bad and, with constant failure, begins to refuse various types of activities. Because his self-esteem is low. And with low and low self-esteem, insecurity and unwillingness to strive for something develop, difficulties arise in communicating with peers and adults. This happens because if a person considers himself bad, then over time everyone begins to treat him as “bad”. The child becomes insecure, withdrawn and uncommunicative.
However, if mom or dad tries to distinguish in evaluating the baby from his activities, the child's self-esteem will be more differentiated - that is, over time the child will begin to understand "I'm good, but I didn't do very well."
Although it is important to consider that excessive praise of the child will lead to excessive self-esteem, and this, in turn, will negatively affect the child's perception of himself and others. Self-esteem will become high, but good relationships with neither adults nor children will develop. The child will develop an internal attitude "I'm super good, you're bad."
Preschool age is characterized by an overestimated differentiated self-esteem. Namely, a slight overestimation of self-esteem helps the child cope with the complexities of his surrounding world. By the end of preschool age, the child's self-esteem begins to become more harmonious. Children begin to perceive themselves more objectively, take into account both knowledge about themselves and the attitude of others around them.

Influence of parents and peers on the development of self-esteem

The child grows up in the world of people and his immediate environment has a huge impact on the development of personality, and hence on self-esteem.

1. When communicating with a preschooler (and with a schoolchild), adults need to use the method of persuasion. An adult for a child of 3-7 years old is an authority who knows everything and can do everything. Therefore, all value judgments of an adult can cross out all the conclusions of a preschooler that have just been formed about themselves or about someone. Authoritarian categorical statements of parents form submission or protest in the child (this depends on the child's self-esteem) and reduce the preschooler's self-esteem. In the future, it will be difficult for such a baby to have an opinion.
2. On the part of parents, a soft, competent assessment of the child is important. The image that parents create, both positive and negative, gradually becomes the child's own knowledge of himself. For example, with constant negative evaluation “Bad again”, “It would be better if you didn’t take it”, self-esteem becomes low, and when communicating with peers, such a preschooler may turn out to be an “outcast”. If the child does not succeed, it is more expedient to help him cope with difficulties than to reproach him.
3. Peers also influence the formation of self-esteem. Children say what they think and feel, and if they do not like someone, then this will be said openly. Such childish spontaneity can, of course, underestimate already low self-esteem, but also increase it. This is because children evaluate other peer qualities. For example, the ability to play, follow the rules, run fast.

While the child is still in preschool age, parents can adjust their child's self-esteem by changing the family parenting style of how they communicate with their son or daughter. After all, there is nothing stronger than parental love, capable of accepting mistakes and forgiving insults, as well as creating conditions for the full development of your child.
Kopylova Natalya Nikolaevna, teacher-psychologist, MKOU orphanage "Swallow's Nest", pos. Novovostochny
Description: This material will be useful to specialists, parents whose children are starting a new stage in their lives - this is schooling.
Target: acquaintance with the methods of formation, development and study of adequate self-esteem in preschool children.
Tasks:
1. Give theoretical knowledge on the formation of adequate self-esteem in preschool children.
2. Develop memory, thinking.
3. Instill a sense of responsibility.

Formation of adequate self-esteem in preschool children

Self-esteem- this is, first of all, an assessment of the personality itself, its capabilities, qualities and place among other people.
Self-esteem has its own complex structure. It distinguishes two main component:
1. Cognitive.(Reflects all information about yourself, which is learned from various sources).
2. Emotional.(Reflects his own attitude to all aspects of his personality).
American psychologist William James even proposed a formula for self-esteem: Self-esteem = Success / Level of aspirations. Aspiration level implies a certain level that an individual wants to achieve.
Exist kinds self-assessment:

1. Adequate.
2. Overpriced.
3. Underestimated.
Signs of high self-esteem:
“I am the most correct”, “I am the best”.
Signs of low self-esteem:
Unsure of himself, shy, indecisive.
Signs of adequate self-esteem:
Adequate perception of the image of "I".
preschool age- a long period in the life of a child, it covers the period from 3 to 7 years. The leading activity at this age is play. It has a significant impact on the development of the child, through it, children learn to communicate with each other, learn about the world.
The initial stage of the formation of a child's personality is from 3 to 7 years. In children of preschool age, self-esteem is different in different types of activities.
The preschooler's self-esteem is formed, firstly, under the influence of an adult's praise, assessment of the child's achievements, and secondly, under the influence of a sense of independence, success ("I myself!").
If an adult is indifferent to the success and achievements of the child, then at this moment the child develops low self-esteem, so the level of self-esteem in the literal sense of the word depends on the adult. It should, first of all, contribute to the formation of adequate self-esteem in the child.
In this regard, there are general recommendations on the formation and development of adequate self-esteem in preschool children.
1. Analyze the personality of the child and teach it to him.
That is, you need to evaluate the child positively, even his insignificant interference, in addition, teach him to evaluate himself, compare with a model, identify the causes of failures and look for ways to overcome them. And, of course, at the same time instill in him the confidence that he will succeed.
2. It is necessary to create conditions for comprehensive communication of the child with other children and adults. Help resolve communication difficulties.
3. More varied activities to keep the child involved independent activity and got some experience. Thus, he will have the opportunity to test his capabilities and abilities, and his ideas about himself will expand.
4. It is important that the child grows up in an atmosphere careful attitude to his abilities. So that the parent is interested in their formation and development.

The level of self-esteem is very important during the transition from preschool to primary school.
IN mental development preschooler, the turning point is the formation of an internal position and awareness of one's own "I". This is expressed in the desire for the social role of the student and for learning at school. When this aspiration appears in the mind of a child, it can be called an internal position. This indicates that the child is social development moved into a new age period - primary school age.
You can determine the presence of an internal position. This is expressed in the fact that the child begins to lose interest in preschool activities, and begins to voice phrases such as, for example, “I want to go to school!”. Also, an indicator of the formation of an internal position in a child is expressed in games at school.
As practice shows, children at the age of five exaggerate their abilities and achievements. By the age of six, inflated self-esteem persists, but children no longer praise themselves so openly. And by the age of seven, self-esteem is already becoming more adequate.
In the "money boxes" of psychologists there are diagnostic techniques which are aimed at studying the level of self-esteem in preschool age. This, for example, is a questionnaire for conducting a conversation with preschool children, proposed by T.V. Dragunova, the well-known technique of V.G. Schur "Ladder", de Greefe test, "Draw yourself" technique and so on.
Also important on the part of the teacher-psychologist to give recommendations to educators, parents on the formation and development of adequate self-esteem in preschool children. In addition to this, educators, a teacher-psychologist in kindergartens, if necessary, should carry out a number of activities aimed at increasing the child's self-esteem. These are, for example, games, exercises, sketches, which are necessarily aimed at forming a positive image of the “I”, relationships with other people.
Through observation, parents, educators can get an idea of ​​the child's self-esteem.
Thus, we can conclude that adequate self-esteem is the most important element in the mental development of a preschool child. Its level has a huge impact on the emotional sphere, behavior, success in various activities.

Glavatskikh Marina Stanislavovna
Features of self-esteem of preschool children

One of the most significant and relevant topics in psychology can be considered the problem of the formation self-awareness and self-esteem of the individual. Self-esteem is one of the essential conditions due to which the individual becomes a personality. It forms in the individual the need to correspond not only to the level of those around him, but also to the level of his own personal assessments. Correctly formed self-esteem acts not only as knowledge himself, not as the sum of individual characteristics, but as a certain attitude towards oneself, implies the awareness of the individual as a certain stable object.

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

Positive self-esteem is based on self-respect, a sense of self-worth and a positive attitude towards everything that is included in the circle of ideas about to himself. negative self-esteem expresses self-loathing self-denial a negative attitude towards one's personality.

Children with adequate self-esteem in most cases, they tend to analyze the results of their activities, trying to find out the reasons for their mistakes. They are self-confident, active, balanced, quickly switch from one type of activity to another, persistent in achieving the goal. They strive to cooperate, help others, they are quite sociable and friendly. When they get into situations 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 inherent desire for success.

Preschoolers with low self-esteem in behavior they are most often indecisive, uncommunicative, distrustful of other people, silent, constrained in their movements. They are very sensitive, ready to burst into tears at any moment, do not seek cooperation and do not able to take care of themselves. Children with low self-esteem anxious, unsure of themselves, 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 seems slow. He does not start the task for a long time, fearing that he does not understand what needs to be done and will do everything incorrectly; tries to guess whether the adult is pleased with him.

The more significant the activity for him, the more difficult it is for him to cope with it. Children with low self-esteem the desire to avoid failures is characteristic, therefore they are low-initiative, they choose obviously simple tasks. Failure in an activity often leads to abandonment.

Development self-assessment of preschool children depends on many factors. Factors of individual features of self-esteem in senior preschool age due to a unique combination of developmental conditions for each child.

In some cases, an inadequately high level is due to an uncritical attitude towards children on the part of adults, the poverty of individual experience and the experience of communicating with peers, insufficient development capabilities self-awareness and the results of their activities, 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. Overpriced here self-esteem will perform more of a protective function. The mind of a child is "turns off": he does not hear critical remarks that hurt him, does not notice failures that are unpleasant for him, and is not inclined to analyze their causes.

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

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

understated self-esteem in preschool age is much less common, it is based not on a critical attitude towards oneself, but on self-doubt. Parents of such children, as a rule, make excessive demands on them, use only negative assessments, do not take into account their individual features and capabilities.

Manifestation in activity and behavior children seventh year of life underestimated self-esteem is a warning sign and testify about deviations in personal development.

Development of an adequate self-esteem, the ability to see your mistakes and correctly evaluate your actions - the basis for the formation self-control and self-esteem. This is of great importance for the further development of the personality, the conscious assimilation of norms of behavior, and the following of positive patterns.

Summarizing the considered ideas about the essence self-esteem in foreign and domestic psychology, it is possible to identify the main directions in the definition of understanding self-esteem. Studying self-assessments are possible in the structure of personality, in the structure self-awareness, in the activity structure.

Self-esteem is one of the manifestations self-awareness, estimated component "I-concepts", an affective assessment of the individual's idea of to himself, which may have different intensities, since specific features "image of me" can cause more or less strong emotions associated with their acceptance or condemnation.

Senior preschool age considered important in the development of a child's personality. Senior preschooler develops the most complex component self-awareness - self-esteem, and arises on the basis of knowledge and thoughts about oneself.

Formation self-esteem occurs throughout a person's life. In the game as in the leading activity preschooler shows self-esteem, her peculiarities.

In senior preschool age the child separates himself from the evaluation of the other. Cognition preschooler the limits of one's strength occurs on the basis of communication with adults, peers and one's own practical experience.

As the diagnosis showed self-assessment of preschoolers preschool children had different levels self-esteem: 35% - overestimated level, 30% - high, 25% - average, 20% - underestimated level. It is considered normal if the children of this age rate themselves highly. Low level self-esteem speaks of a negative attitude towards oneself, self-doubt. This is a very serious violation of the personality structure, which can lead to depression, neuroses in children. As a rule, this is associated with a cold attitude towards children, rejection or a harsh, authoritarian upbringing, in which the child himself is devalued, who comes to the conclusion that he is only loved when he behaves well. And since children cannot be good all the time, and even more so cannot meet all the claims of adults, fulfill all their requirements, then, naturally, children in these conditions begin to doubt themselves, their abilities and the love of their parents for them. Also, children are not confident in themselves and in parental love, which they do not do at home at all. Extreme neglect of a child, like extreme authoritarianism, constant guardianship and control, lead to similar results.

Specifically, the attitude of parents to the child and their requirements are indicated by the answers to the question of where adults will put them - dad, mom, teacher. For normal, comfortable self-perception, which is associated with the emergence of a sense of security, it is important that one of the adults put the child on the highest step. Ideally, the child himself can put himself on the second step from the top, and the mother (or someone else in the family) puts it on the highest level.

For the development of an adequate self-esteem in preschool children age, we have compiled a program based on traditional and modern principles, which is individually differentiated in nature, involves not only working with children with underestimated self-esteem, but also with all children, their parents, educators and teacher-psychologist.

The work carried out made it possible to formulate a number of specific recommendations for educators, parents, teachers who have real interaction and communication with children.

When analyzing the results, first of all, they pay attention to which step the child put himself on. It is considered a positive sign if children put themselves on a step "very good" or even "the best". In any case, these must be the upper steps, since the position on any of the lower steps (and even more so lowest) speaks of a clear disadvantage in self-esteem and general attitude.

Based on the results obtained, we can conclude that almost the majority of children in this sample(75%) quite high self-esteem and 25% have adequate self-esteem.