Self-awareness in children. Stages of formation of self-consciousness. Uruntaeva G.A. Preschool psychology: Proc. allowance for students. avg. ped. textbook establishments

The motivational sphere of a preschooler is developing actively, various types of behavioral motives are being formed, new ones are emerging, typical for preschool age.

The formation of self-awareness is interconnected with the development of the motivational sphere. Based on their development, the child develops awareness of his social self and the formation of an internal position

The basis of motives are primary (natural) and secondary (acquired) needs, which are displayed in the form of experiences, feelings, interests, ideas, thoughts, ideas, concepts, moral ideals, beliefs, etc.

The same activity can be caused by different motives that are in a certain subordination: some play a leading role, others play a secondary role. Their ratio forms a system of motives for a probable act of behavior.

Motive (French motif, lat motus - movement) - a conscious reason for the actions and deeds of a person

Being conscious, the motive of the child's behavior is driving force in its development

Motivation - a system of motives that determines specific forms of behavior, human activities

The development of the motives of the child's behavior is evidenced by:

1) the transformation of episodic, disparate (sometimes contradictory) impulses into a system of relatively consistent motives. group in the role of leaders The sequence and systemic nature of the preschooler's motives is still relative and unstable, therefore, his behavior is often unexpected for the educator, obeys an emotionally strong impulse (insult, great desire), which results in a violation of the rules well known to him;

2) a clear manifestation of the motivating power of various motives. For example, tasks of a game nature (find a hidden flag) have the greatest motivating power for younger preschoolers; labor task (to make puppets for the performance) - for 5-6-year-old children; intellectual tasks (composing a flag from a mosaic) - for older preschoolers.

Development of self-awareness

Self-awareness is formed by the end of preschool age due to intensive intellectual and personal development, it is usually considered the central neoplasm of preschool childhood.

There is a critical attitude to the assessment of an adult and a peer. Peer assessment helps the child evaluate himself.

Self-esteem appears in the second half of the period on the basis of the initial purely emotional self-esteem (“I am good”) and a rational assessment of someone else's behavior.

The child judges the moral qualities mainly by his behavior, which is either consistent with the norms accepted in the family and peer group, or does not fit into the system of these relations. His self-assessment, therefore, almost always coincides with the external assessment, primarily with the assessment of close adults.

By the end of preschool age, a correct differentiated self-esteem, self-criticism develops.

The ability to motivate self-esteem develops.

There is an awareness of oneself in time, personal consciousness.

20. Interpersonal relationships and communication in pre school age. Communication in a peer group is reflected in the development of a preschooler. (Methodology of sociometry - Moreno, adaptation of Kolominsky). The way the child feels calm and satisfied, the extent to which he learns the norms of relations depends on the style of communication and position among peers. Smirnova identifies the following features of communication with peers: 1. A wide variety of communicative actions, which are practically not found in contacts with adults. It is in communication with peers that pretense, resentment, coquetry, fantasizing are manifested, the action of a communication partner is controlled, control over their implementation, assessment of peer behavior, imposition of one’s own models. sympathy to a fight, such emotional richness of contacts is due to the fact that starting from 4 summer age, a peer becomes a more preferred and attractive communication partner. 3. Non-standard, non-regulated contacts with peers (jumping, teasing). Peer society allows you to be original. 4. The predominance of initiative actions over reciprocal ones. For a child, his initiative, his action or statement is more important. And the initiative of a peer is often not supported, conflicts and resentment arise. That. reasons for communication among preschoolers is the desire to demonstrate their skills to a popular child, and get his friendly assessment. This happens in 3-4 years. Children 4-5 years old are looking for cooperation with a partner, his attention is recognition of respect. Older preschoolers, in addition to cooperation, are looking for respect, empathy and agreement of opinions. The dynamics of relationships with peers in the kindergarten group. There are 2 features in the relationship of a preschooler with peers: at 4 years old, the importance of a peer in the life of a child increases, and at 6 years old, the child is preparing to study at school. At 6 years old, selective attachments, friendship, and the establishment of deep and stable relationships between children appear. 3 forms of communication with peers in Dsada: 1. Emotional-practical form (2-4 years old) the child strives for self-expression and expects complicity from peers in their amusements, he is concerned about attracting attention to himself. Get an emotional response from a partner. Children of the same age perceive only the attitude towards themselves, but they do not notice him! Such communication is situational. The introduction of an attractive object into a situation can disrupt the interaction of children, they switch attention from a peer to an object, or fight over it. 2. Situational-business form (4-6 years), the role-playing game becomes collective, children prefer to play together, learn to coordinate their actions and take into account the activity of a partner to achieve a common result. Cooperation arises, there is a need for peer recognition and respect. Children try to hide their mistakes and failures from their peers. They often ask adults about the successes of their comrades and demonstrate their advantages. IN children's communication a quarrelsome beginning appears. 3. At the end of preschool age, many children have an off-situational-business form of communication, children tell each other about where they have been and what they have seen, share their plans and preferences. The ability to see in a partner his extra-situational psychological aspects of existence (desire, preference, mood) appears. Preschoolers not only talk about themselves, but also ask their peers what they want to do and what they like.

21. The manifestation of temperament and character development in preschool age. The first signs of a child's temperament are how intense his movements are, and how quickly or slowly he reacts to what is happening. The type of temperament does not arise all at once, but develops in a certain sequence, this sequence is associated with the characteristics of the nervous system and the special psyche as a whole. To specific. The age characteristics of the nervous system during preschool age include: 1. Weakness of both excitatory and inhibitory processes.2. Their imbalance. 3. Very high sensitivity. Therefore, the individual features of the temperament in pure form very rarely manifest at this age. Chudnovsky emphasizes that at a younger preschool age, the child's behavior is situational, he does not tolerate time limits, quickly forgets insults and grief. Because in Art.doshk. age there is an increase in balance, then it is by this period that we can talk about the originally formed type of temperament. During preschool and junior school age, the following changes in temperament are noticed: 1. Change in individual properties of temperament. 2. Complication of the structure of temperament. 3. It is possible to change the type of temperament in general in children of early preschool age. The psychological prerequisite for the variability of temperament can be considered the high plasticity of the nervous system of children, their increased impressionability, a tendency to imitate and the mediation of temperament by the prevailing personality traits. Reb.sanguine- has a strong, balanced mobile NS. This is a child with high reactivity and activity, a cat. balanced, plasticity, extraversion, increased emotion. Excitability, accelerated rate of reactions. (distinctive feature - always smiling). Behavior - different liveliness and cheerfulness, active children, with lively facial expressions, cheerful high spirits. Unlike assertive chalerics, these children are very accommodating. Their feature is easy adaptability. They easily contact, find comrades, can both lead and obey. Haleric- strong, mobile but unbalanced NS. Excitation prevails over the process of inhibition. Facial expressions are very expressive, impetuous gestures, fast loud speech, violent reactions. A very strong reaction to experiencing difficult situations. Impulsive and prone to frequent mood swings. It has a strong balanced, but inactive system. It is characterized by reduced synzetivity, low reactivity, very high activity, introversion, slow reaction rate. IN early childhood and d / in this is a very calm child. All reactions are indistinct, rarely cries, sleeps a lot and does not require attention. Does not make unnecessary movements and gestures. Melancholic - characterized by increased vulnerability and sensitivity, with increased syncretism and low activity. In children, fatigue quickly sets in, they rarely engage in conversation, and are inactive. The feelings of the melancholic are deep and strong, excitation and inhibition are weak, inhibition predominates. Very disturbing.

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Introduction

The problem of self-consciousness is one of the most difficult in psychology. Most effective way her research is the study of the genesis of self-consciousness, which is formed mainly under the influence of two main factors - one's own practical activities child and his relationships with other people.

At preschool age, the emergence of self-consciousness is considered the most important achievement in the development of personality. Therefore, the determination of the psychological conditions for the formation of self-consciousness and the identification of the main causes of undesirable deviations in its development becomes especially relevant for the correct construction of the foundations of the child's future personality. The problem of self-consciousness is widely discussed in the framework of domestic and foreign psychological research. The study of the structure of self-consciousness, the dynamics of its development is of great interest, both in theoretical and practical terms, since it allows us to get closer to understanding the mechanisms of personality formation in ontogenesis. The problem of self-consciousness (I-ego, I-image, I-concept) is quite relevant at the present time. This is due to the need to determine the degree of importance of the child in modern conditions, his ability to transform himself and the world.

Self-esteem does not appear on its own, out of nowhere. It consists of the comments of adults, the family climate, relations between parents, their judgments about the character traits and actions of the child. Adults influence the formation of the child's personality, the formation of his self-esteem and the definition of his personal "I".

1. The concept of "self-consciousness" and its structure

Self-consciousness is a certain form of a real phenomenon - consciousness. Self-consciousness involves the selection and excommunication by a person of himself, his Self from everything that surrounds him. Self-consciousness is a person's awareness of his actions, feelings, thoughts, motives of behavior, interests, his position in society. In the formation of self-consciousness, a person's sensations of his own body, movements, and actions play a significant role.

Self-consciousness is consciousness directed at itself: it is consciousness that makes consciousness its object, its object. How is this possible from the point of view of the materialistic theory of knowledge - that is the main philosophical question of the problem of self-consciousness. The question is to clarify the specifics of this form of consciousness and cognition. This specificity is determined by the fact that in the act of self-consciousness, human consciousness, being a subjective form of reality, itself splits into a subject and an object, into a consciousness that cognizes (subject), and a consciousness that cognizes (object). This bifurcation, however strange it may seem to ordinary thinking, is an obvious and constantly observed fact.

The problem of self-consciousness was first posed by L.S. Vygotsky. He understood self-consciousness as genetically more high form consciousness, as a stage in the development of consciousness, which is prepared by the development of speech, voluntary movements and the growth of independence. A.N. Leontiev, considering self-consciousness, believed that in a person's awareness of himself as a person, it is necessary to distinguish between knowledge about himself and awareness of himself. A.G. Spirkin understands self-consciousness as a person's awareness and assessment of his actions, their results, thoughts, feelings, moral character and interests, ideals and motives of behavior, a holistic assessment of himself and his place in life. I.I. Chesnokova believes that it is important in studying the problem of self-consciousness to clarify the relationship between consciousness and self-consciousness. She is convinced that these are phenomena of the same order, the separation of which is possible only in abstraction, because in the real life of an individual they are one: in the processes of consciousness, self-consciousness is present in the form of awareness of the relation of an act of consciousness to my Self. The difference between these phenomena lies in the fact that if consciousness focuses on the entire objective world, then the object of self-consciousness is the personality itself. In self-consciousness, it acts both as a subject and as an object of knowledge. Chesnokova gives the following definition of self-consciousness: “Self-consciousness is a complex mental process, the essence of which is the perception by the individual of numerous images of herself in various situations of activity and behavior, in all forms of interaction with other people and in combining these images into a single holistic formation - into a representation, and then into the concept of one's own Self as a subject different from others subjects; the formation of a perfect, deep and adequate image of the Self ".

IN psychological science There are different opinions about the components that make up the structure of self-consciousness. The concept of V.S. Mukhina. The central mechanism of structuring self-consciousness is identification. In the ontogeny of a personality, the mastery of identification as the ability to attribute one's own characteristics, inclinations, feelings to others and characteristics, inclinations, feelings of others and experience them as one's own, leads to the formation of mechanisms of social behavior, to the establishment of relationships with another person on positive emotional principles. The assignment of the structure of self-consciousness is carried out through the mechanism of identification with a name, with special patterns that develop claims for recognition, with gender, with the image of the “I” in the past, present and future, with those social values that ensure the existence of the individual in the social space. The second birth of a personality is associated with the formation of a worldview, with the construction of a coherent system of personal meanings. Here, the identification mechanism operates on the emotional and cognitive levels. Developed personality focuses on ideology, worldview and predicts itself into the future, forming perfect image of his life position, emotionally and rationally identified with him and strives to conform to this image.

V.V. Stolin understands identity as a self-awareness of the individual, which has a multifaceted structure, which includes the identification by the individual of his social integrity, uniqueness and meaning of his being, the formation and change of ideas about his future, past and present. Considering a person as a subject of activity, showing his activity at different levels, he believes that just as in the process of the life of an organism a body scheme is formed, so an individual forms an image of himself adequate to his social and active existence (phenomenological I). "The process of development of the subject himself, considered from the point of view of the emergence of his phenomenal Self, which has important functions in the activity of the subject, is the process of development of his self-consciousness." Correlating the processes of self-consciousness with the levels of activity of a person as an organism, individual and personality, he distinguishes three levels of self-consciousness:

I - "... self-selection and taking oneself into account (in motor acts)"; self-awareness identity preschooler self-respect

II - self-consciousness of the individual, i.e. acceptance of the other's point of view on oneself, identification with parents, with roles, the formation of self-control;

III - self-awareness of the individual, as the identification of their social value and the meaning of being, the formation of ideas about their past, present and future.

Based on such a multi-level model of self-consciousness, reflecting on the idea of A.N. Leontiev about personal meaning, V.V. Stolin comes to the idea of the existence of a unit of self-consciousness - the "meaning of the Self", which is partially identical to self-esteem and performs an adaptive function in relation to the activity of the subject. V.V. Stolin believes that the “meaning of the Self” is generated as an attitude to the motive or goal of the qualities of the subject relevant to their achievement and takes shape in self-consciousness in meanings (cognitive structures) and emotional experiences. Consequently, self-awareness as a person is based on the solution of internal contradictions that are generated by reality, which determines the dialogical nature of the self-consciousness of a person. In the process of numerous internal dialogues, an “image of the Self” is formed, as V.V. Stolin: "The image of the Self is a product of self-consciousness".

The views of V.V. Stolin are close to I.S. Kona. In the views of I.S. Kona identity (self) is one of the aspects of the problem of "I" - "Ego" (subjectivity) and "image of I". "Ego" as a regulatory mechanism implies the continuity of mental activity and the availability of information about oneself. The “I-image” is, as it were, completed and at the same time corrects it. The problem of the human I runs like a red thread through all his work. I.S. Cohn notes: “The totality of mental processes through which an individual realizes himself as a subject of activity is called self-consciousness, and his ideas about himself are formed into a certain “I-image”. According to I.S. Kohn, the "image of the Self" is the installation system of the personality, including the attitude towards oneself; awareness and self-assessment of their individual properties and qualities; physical characteristics (perception and description of one's body and appearance). Thus, the "image of I" is a set of ideas of the individual about himself.

M.I. Lisina, exploring the nature of communication, comes to the conclusion about the formation of the image of oneself in communication. This is an affective-cognitive image, which includes attitude towards oneself (self-esteem) and self-image. According to M.I. Lisina, the characteristics of the image of oneself are secondary, subjective and connected with the activity of the individual that generates it, the selectivity of the reflection of the original in it, the dynamism and variability of the image, the complex architectonics of the structure, the complex connection with the processes of awareness. M.I. Lisina believes that the idea of oneself originates in perception, then the image of perception is processed in memory, enriched with visual thinking and even purely speculative schemes. The structure of the self-image consists of the core, which contains knowledge about oneself as a subject and personality, general self-esteem, and the periphery, where new knowledge about oneself, specific facts and private knowledge are accumulated. The periphery is refracted through the prism of the nucleus and overgrown with affective components. The self-image is dynamic and constantly evolving. It does not change in details, but is qualitatively transformed in its entirety. M.I. Lisina identifies two main sources for constructing the image of the Self:

I - experience of individual human activity;

II - the experience of communicating with other people.

Therefore, we can say that in psychology, in the most general sense, a kind of triad has developed in relation to the understanding of identity: consciousness - self-consciousness - the image of I. Identity can be considered as an equivalent of self-consciousness, where self-consciousness is understood as a set of mental processes, their association is aware of himself. As a result of awareness, a person receives ideas about himself, and an integral system of all ideas is the image of the I of the personality. The self-image is a product of self-consciousness, including cognitive, emotional and behavioral components.

2. The development of the image of "I" in preschoolers

Currently, one of the priority goals of preschool education is the formation of a holistic harmonious personality of a preschooler. The solution of this problem is productive in the conditions of a holistic pedagogical process, aimed not only at the intellectual, moral and aesthetic, physical development but also on the child's knowledge of his own spiritual potential, his personal essence.

Until now, pedagogy has not paid sufficient attention to the process of forming the image of the "I" of the child. Based on the research of M.V. Korepanova, by the image of "I" we mean the totality of the child's developing ideas about themselves, associated with their self-esteem and determining the choice of ways to interact with society.

When studying the features of the formation of the image of "I", it is necessary to take into account the sensitivity of the period of preschool childhood, its influence on the nature of the child's interaction with peers.

Modern materials research shows that the child's ideas about himself and his attitude towards himself are not innate, but arise in the course of communication. The formation of the image of the "I" of the child fully depends on the information that his immediate environment provides him: the world of adults and the world of peers.

At preschool age, the child's ideas about himself are formed in relation to the images of other children. There is a close interweaving of the experience of individual activity and the experience of communication. The child watches other children with curiosity, jealously compares their achievements with his own, discusses with interest his own affairs and the affairs of his comrades with his elders. Gradually, the importance of communication with partners in the game increases so much that it makes it possible to single out the process of communication between a child and peers as one of the leading factors in the formation of personality and self-awareness, especially in the first seven years of a child's life. Contacts with peers greatly enrich the experience of self-knowledge of the child, deepen his attitude towards himself as a subject of activity. Therefore, we turned to the study of the essence and patterns of this process. For this purpose, a model of the process of the stage-by-stage formation of the image of the "I" of preschoolers in communication with peers was developed.

The first stage was devoted to self-knowledge through joint games and classes with peers, expressed in the presence and nature of ideas about oneself and others. It is important for a child to understand how similar he is to those around him, how this similarity manifests itself, and whether it is good to be like the children around him.

The second stage is aimed at the formation of an adequate self-perception in the child through overcoming the contradictions between positive self-presentation and assessment by his peers. We believe that a holistic self-image can be formed only if the child learns to listen to own feelings talk about your feelings and experiences. It is still difficult for a preschooler to understand the close connection between the states he experiences: pain gives rise to negative feelings in him, and doing what he loves improves his mood. Games and training exercises help to cognize the inner world of feelings and states, learn to analyze them and manage them. The ability to reflect on their feelings encourages the child to take into account the wishes of others and to subordinate their behavior to generally accepted rules.

The third stage was devoted to the process focused on the allocation of their "I" by preschoolers, on opposing themselves to others in order to determine a worthy place in a variety of social relations. The work of the preschool educational institution at this stage is to provide preschoolers with a new level of self-awareness, which is expressed in a holistic true understanding of oneself, accepting oneself as a unique, unique personality.

Thus, the child's awareness of his "I" is a decisive moment in the holistic development of the personality of a preschooler. It seems necessary to include in the content of preschool education the experience of self-knowledge of preschoolers, which will contribute to the development of independence in children, self-confidence and the results of their activities in the playing space. children's community.

3. Features of self-esteem of preschool age. The role of adults in shaping a child's self-esteem

In preschool age, evaluation and self-esteem are emotional in nature. Of the surrounding adults, the brightest positive assessment is received by those for whom the child feels love, trust, affection. Older preschoolers more often evaluate the inner world of the surrounding adults, give them a deeper and more differentiated assessment than children of middle and younger preschool age.

A comparison of a preschooler's self-esteem in different types of activity shows an unequal degree of its objectivity ("overestimation", "adequate assessment", "underestimation"). The correctness of children's self-assessment is largely determined by the specifics of the activity, the visibility of its results, knowledge of one's skills and experience in evaluating them, the degree of assimilation of the true assessment criteria in this area, the level of the child's claims in this or that activity. This makes it easier for children adequate self-esteem his drawing on a specific topic, rather than correctly assessing his position in the system of personal relationships.

Throughout preschool childhood, a general positive self-esteem is maintained, based on disinterested love and care of close adults. It contributes to the fact that preschoolers tend to inflate their ideas about their capabilities. The expansion of the types of activities that the child masters leads to the formation of a clear and confident concrete self-assessment, which expresses his attitude to the success of a particular action.

It is characteristic that at this age the child separates his own self-esteem from the evaluation of himself by others. The preschooler’s knowledge of the limits of his powers occurs not only on the basis of communication with adults, but also on his own practical experience; children with overestimated or underestimated ideas about themselves are more sensitive to the evaluative influences of adults, easily amenable to their influence.

At the age of three to seven years, communication with peers plays a significant role in the process of self-awareness of a preschooler. An adult is an unattainable standard, and you can compare yourself with peers as equals. 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. The ability of the child to analyze the results own activities directly depends on his ability to analyze the results of other children. So, in communication with peers, the ability to evaluate another person develops, which stimulates the development of relative self-esteem. It expresses the child's attitude towards himself in comparison with other people.

How younger preschoolers, the less significant peer assessments are for them. At the age of three or four, children's mutual assessments are more subjective, more often influenced by emotional attitude to each other. At this age, the child overestimates his ability to achieve results, knows little about personal qualities and cognitive abilities, often mixes specific achievements with a high personal assessment. Given the developed experience of communication at the age of five, the child not only knows about his skills, but has some idea of his cognitive abilities, personal qualities, appearance, adequately responds to success and failure. At the age of six or seven, a preschooler has a good idea of his physical abilities, evaluates them correctly, he has an idea of \u200b\u200bpersonal qualities and mental capabilities. Toddlers are almost unable to generalize the actions of their comrades in different situations, they do not differentiate qualities that are close in content. In early preschool age, positive and negative peer assessments are distributed evenly. Senior preschoolers are dominated by positive assessments. Children aged 4.5–5.5 are most susceptible to peer assessments. A very high level is achieved by the ability to compare oneself with comrades in children of five to seven years. For older preschoolers, a rich experience of individual activity helps to critically evaluate the influences of peers.

With age, self-esteem becomes more and more correct, more fully reflecting the capabilities of the baby. 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 a real support: a drawing, a design, it is easier for preschoolers to give themselves correct assessment.

Gradually, the ability to motivate self-esteem increases in preschoolers, and the content of motivations also changes. The study by T. A. Repina showed that children of three to four years old more often tend to justify their value attitude towards themselves with aesthetic attractiveness, rather than ethical (“I like myself because I am beautiful”).

Four-five-year-old children associate self-esteem mainly not with their own experience, but with the evaluative attitudes of others “I am good, because the teacher praises me.” At this age, there is a desire to change something in oneself, although it does not extend to the characteristics of the moral character.

At 5-7 years old, they justify the positive characteristics of themselves, from the point of view of the presence of any moral qualities. But even at six or seven years old, not all children can motivate self-esteem. In the seventh year of a child's life, differentiation of two aspects of self-consciousness is planned - knowledge of oneself and attitude towards oneself. So, with self-assessment: “Sometimes good, sometimes bad”, an emotionally positive attitude towards oneself (“I like”) is observed, or with a general positive assessment: “Good” - a restrained attitude (“I like myself a little”). At the older preschool age, along with the fact that most children are satisfied with themselves, the desire to change something in themselves, to become different, increases.

By the age of seven, a child undergoes an important transformation in terms of self-esteem. It goes from general to differentiated. The child draws conclusions about his achievements: he notices that he is doing better with something, and worse with something. Before the age of five, children usually overestimate their skills. And at 6.5 years old, they rarely praise themselves, although the tendency to boast remains. At the same time, the number of reasonable estimates is increasing. By the age of 7, most children correctly evaluate themselves and are aware of their skills and success in various activities.

In addition to understanding their qualities, older preschoolers try to comprehend the motives of their own and other people's actions. They begin to explain their own behavior, relying on knowledge and ideas gleaned from an adult, and own experience. By the end of preschool age, the child's self-esteem, his value judgments about others gradually become more complete, deep, detailed, and detailed.

These changes are explained to a large extent by the emergence of older preschoolers' interest in the inner world of people, their transition to personal communication, the assimilation of significant criteria for evaluative activity, and the development of thinking and speech. The preschooler's self-esteem reflects his developing feelings of pride and shame.

The development of self-awareness is close connection with the formation of the cognitive and motivational sphere of the child. On the basis of their development, at the end of the preschool period, an important new formation appears - the child is able in a special form to be aware of himself and the position that he currently occupies, i.e., the child has “awareness of his social “I” and the emergence on this basis of the internal position. This shift in the development of self-esteem has implications for psychological readiness preschooler to school, in the transition to the next age level. Increasing towards the end of the preschool period and independence, criticality of children's evaluation and self-esteem.

In preschool childhood, another important indicator of the development of self-consciousness begins to take shape - awareness of oneself in time. The child initially lives only in the present. With the accumulation and awareness of his experience, an understanding of his past becomes available to him. An older preschooler asks adults to tell about how he was small, and he himself recalls with pleasure certain episodes of the recent past. It is characteristic that, completely unaware of the changes that take place in the course of time, the child understands that he used to be different from what he is now: he was small, but now he has grown up. He is also interested in the past of loved ones. The preschooler develops the ability to realize and the child wants to go to school, learn some profession, grow up in order to acquire certain advantages. Awareness of one's skills and qualities, representation of oneself in time, discovery of one's experiences for oneself - all this constitutes initial form self-awareness by the child, the emergence of personal consciousness. It appears towards the end of school age, causing a new level of awareness of one's place in the system of relationships with an adult (that is, now the child understands that he is not yet big, but small).

An important component of self-awareness is the awareness of one's belonging to the male or female sex, i.e., gender identity. Primary knowledge about it usually develops by one and a half years. At two years old, the baby, although he knows his gender, cannot justify his belonging to him. By the age of three or four, children clearly distinguish the sex of those around them and are aware of their gender, but often associate it not only with certain somatic and behavioral properties, but with random external signs, such as hairstyle, clothes, and admit the possibility of changing sex.

Throughout preschool age, the processes of sexual socialization and sexual differentiation are intense. They consist in the assimilation of orientations towards the values of one's gender, in the assimilation of social aspirations, attitudes, and stereotypes of behavior. Now the preschooler pays attention to the differences between men and women, not only in appearance, clothes, but also in the manner of behaving. The foundations of ideas about masculinity and femininity are being laid. Gender differences between boys and girls are growing in preferences for activities, activities and games, and communication. By the end of preschool age, the child realizes the irreversibility of his gender and builds his behavior in accordance with it.

The final dimension of the "I", the form of existence of global self-esteem is the self-esteem of the individual. Self-esteem is a stable personality trait, and maintaining it at a certain level is an important personal concern. The self-respect of a person is determined by the ratio of his actual achievements to what a person claims, what goals he sets for himself. Self esteem is one of social feelings a person, which is associated with the development of such a personal quality as self-confidence, and plays a significant role in shaping the personality of the child.

In preschool age, evaluation and self-esteem are emotional in nature. Of the surrounding adults, the brightest positive assessment is received by those for whom the child feels love, trust, affection. Older preschoolers more often assess the inner world of the surrounding adults, give them a deeper assessment.

A preschooler's assessment of himself largely depends on the assessment of an adult. Underestimations have the most negative impact. And overestimated ones distort children's ideas about their capabilities in the direction of exaggerating the results. But at the same time they play a positive role in the organization of activities, mobilizing the strength of the child.

The more accurate the adult's evaluative influence, the more accurate the child's idea of the results of his actions. The formed idea of their own actions helps the preschooler to be critical of the assessments of adults and to some extent resist them. How younger child, the more uncritical he perceives the opinion of adults about himself. Senior preschoolers refract the assessments of adults through the prism of those attitudes and conclusions that their experience prompts them. A child can even, to a certain extent, resist the distorting evaluative influences of adults if he independently knows how to analyze the results of his actions.

It is the adult who stimulates the birth and formation of the child's evaluative activity, when: expresses his attitude to the environment and the evaluative approach; organizes the activities of the baby, ensuring the accumulation of experience in individual activities, setting a task, showing ways to solve it and evaluating performance; presents samples of activity and thereby gives the child criteria for the correctness of its implementation; organizes joint activities with peers that help the child to see a person of the same age, take into account his desires, take into account his interests, and also transfer patterns of activity and behavior of adults into situations of communication with peers (M.I. Lisina, D.B. Godovikova, etc. .).

Evaluation activity requires an adult to be able to express benevolence in appeals to children, to argue their requirements and assessments in order to show the need for the former, to use assessments flexibly, without stereotypes, to mitigate a negative assessment, combining it with an anticipatory positive one. When these conditions are met, positive assessments reinforce the approved forms of behavior, expand the baby's initiative. And negative ones - restructure activity and behavior, orient to achieve the desired result. A positive assessment as an expression of approval from others in the absence of a negative one loses its educational power, since the child does not feel the value of the first. Only a balanced combination of positive and negative assessments creates favorable conditions for the formation of evaluative and self-evaluative actions of a preschooler.

Preschool age is characterized by the fact that at this age children attach great importance to the assessments given to them by adults. The child does not expect such an assessment, but actively seeks it himself, strives to receive praise, tries very hard to deserve it. Also, at preschool age, children give their own qualities a positive or negative self-esteem. Thus, under the influence of parents, the child accumulates knowledge and ideas about himself, develops one or another type of self-esteem. A favorable condition for the development of positive self-esteem can be considered the emotional involvement of parents in the life of the child, support and trusting relationships, as well as relationships that do not interfere with the development of his independence and enrichment of individual experience.

Conclusion

The problem of self-consciousness is one of the most difficult in psychology. The most effective way to study it is to study the genesis of self-consciousness, which is formed mainly under the influence of two main factors - the child's own practical activity and his relationships with other people. Preschool age is considered the initial stage of personality formation. A special place in the period of childhood is occupied by the senior preschool age. A child at this age begins to realize and generalize his experiences, an internal social position is formed, a more stable self-esteem and a corresponding attitude to success and failure in activities. There is a further development of the component of self-consciousness - self-esteem. It arises on the basis of knowledge and thoughts about oneself.

By the end of preschool age, the child's self-esteem, his value judgments about others gradually become more complete, deep, detailed, and detailed.

Features of the development of self-esteem in preschool age: are the preservation of a general positive self-esteem; the emergence of a critical attitude to self-assessment by adults and peers; there is an awareness of one's physical capabilities, skills, moral qualities, experiences and some mental processes; - by the end of preschool age, self-criticism develops; ability to motivate self-esteem.

So, the formation of self-consciousness, without which the formation of personality is impossible, is a complex and lengthy process that characterizes mental development as a whole. It proceeds under the direct influence of others, primarily adults who are raising a child. Crucial in the genesis of self-esteem at the first stages of personality formation (the end of the early, the beginning of the preschool period) is the communication of the child with adults.

Bibliography

1. Ankudinova N. E. On the development of self-consciousness in children / Psychology of a preschooler: Reader. Comp. G.A. Uruntaeva. M.: "Academy", 2000.-

2. Belkina V. N. Psychology of early and preschool childhood / tutorial- Yaroslavl, 1998. -248 p.

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4. Bolotova A.K. Development of personality self-awareness: Temporal aspect// Questions of psychology. - 2006, No. 2. - S. 116 - 125.

5. Volkov B.S. Preschool psychology: Mental development from birth to school: a textbook for universities / B.S. Volkov, N.V. Volkov. - Ed. 5th, revised. and additional - M.: Academic Project, 2007.- 287p.- (Gaudemus).

6. Garmaeva T. V. Features emotional sphere and self-consciousness in the context of the formation of the personality of a preschooler // Psychologist in kindergarten. - 2004, No. 2. - C 103-111.

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8. Zinko E.V. Correlation between the characteristics of self-assessment and the level of claims. Part 1. Self-esteem and its parameters // Psychological journal. - 2006. Volume 27, No. 3.

9. Maralov V.G. Fundamentals of self-knowledge and self-development: Textbook for students. avg. ped. textbook establishments. - M.: Publishing Center "Academy", 2002

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Introduction

1. Self-consciousness as the highest level of development of consciousness

1.1 The problem of the study of self-consciousness in domestic and foreign psychology

1.2 Development of self-consciousness in ontogeny

2. Self-image in preschool children

2.1 The inner world of the child as a holistic education

2.2 Features of the formation of self-image in a preschool child

3. Description of the study and analysis of the results

3.1 Research methods and techniques

3.2 Results of the study of self-image in preschool children

Literature

Introduction

Self-consciousness is primarily a process by which a person comes to know himself. Self-consciousness is characterized primarily by its product - the idea of itself, "I-image". The concept of oneself, being a product of self-consciousness, is at the same time its essential condition, and an important factor determination of human behavior. In the structure of a person's self-consciousness, the main components are usually distinguished: cognitive - an image of one's qualities, abilities, appearance, social significance, etc., and emotional - self-attitude, self-esteem, etc. Sometimes these components are considered as self-knowledge and self-attitude proper, integrating them within the framework of the “I-concept”, the adequate formation of which is a condition for the optimal adaptation of a person to the social environment.

By the end of senior preschool age, children have an initial self-image, the so-called “I-image”, which allows the child to develop an internal position regarding relationships with other people. Based on the internal position, the child seeks to occupy a certain position among peers and adults.

The analysis of psychological research and the practice of education convince of the importance and necessity of studying the "I - image" in children. How a child comes to this or that idea of himself, what internal actions he performs in this case, what he relies on - these questions are now being intensively developed.

It is known that the process of personality formation is complex and multifaceted. The age of 5-6 years is an important period in the overall mental development of the child. It was during this period that the foundation of his ideas about himself was laid. And in connection with the transition to the beginning of schooling for children from the age of 6, especially importance acquires the problem of the child's awareness of himself, his strengths and capabilities. This greatly influences the beginning successful learning At school.

At the same time, the most important question of how a person forms this or that idea of himself, on the basis of what standards, judgments, conclusions, images, with all its enormous significance and great interest in it, remains still a poorly understood problem.

This contradiction made it possible to single out the topic from the above problem: “Peculiarities of the development of self-image in preschool children”.

Object of study: child's self-awareness.

Subject of study: features of the development of self-image in preschool children”.

Purpose of the study: to determine the psychological content of the “I-image” in children of 5-6 years of age.

Based on the goal, the following tasks were formed.

Research objectives:

To study the results of research in domestic and foreign psychology on this issue.

Plan the experiment, select a set of methods and techniques necessary for its implementation.

Quantitatively and qualitatively process the results of the experiment.

Hypothesis: it is assumed that:

In the minds of children 5-6 years old, the “I-image” is being formed,

Self-image arises and is formed in the process of communication of the child with significant adults, which has a significant impact on the content of the "I-image".

This study was conducted on the basis of preschool institution No. 369. The age of children is 5-6 years.

1. Self-consciousness as the highest level of development of consciousness

1.1 The problem of the study of self-consciousness in domestic and foreign psychology

The problem of self-consciousness has been the subject of many studies in domestic psychology. These studies are mainly concentrated around two groups of questions. In the works of B.G. Anan'eva, L.I. Bozovic, L.S. Vygotsky [17, 19], A.N. Leontiev [35], S.L. Rubinstein, A.G. Spirkina, V.V. Stolin, P.R. Chamaty, I.I. Chesnokova analyzed the question of the formation of self-consciousness in the context of a more general problem of personality development in the general theoretical and methodological aspects. In another group of studies, more specific issues are considered, primarily related to the characteristics of self-assessments, their relationship with the assessments of others. Research by A.A. Bodalev on social perception sharpened interest in the issue of the connection between the knowledge of other people and self-knowledge.

The works of I.S. Kohn, in which philosophical, general and socio-psychological, historical and cultural aspects, theoretical issues and analysis of specific experimental data were successfully synthesized, opened many new facets of this, perhaps, one of the oldest problems in psychology. Foreign literature on topics related to the psychology of self-consciousness is extremely rich - it is enough to point out only a few recently published monographs, provided with an extensive bibliography [cited in: 51]. The concepts of “I” and self-consciousness are also one of the central ones in the literature devoted to the theoretical and practical aspects of psychotherapy and psychological counseling. Nevertheless, A. N. Leontiev, who characterized the problem of self-consciousness as a problem of “high vital importance, crowning the psychology of the individual”, regarded it as a whole as unresolved “eluding scientific and psychological analysis” .

The psychological aspect of the study of the problem of self-consciousness involves the disclosure of the specifics of self-consciousness as a special process of the human psyche, aimed at self-regulation by a person of his actions in the field of behavior and activity on the basis of self-knowledge and emotional and value attitude towards himself.

The study of self-consciousness as a mental process does not put it on a par with other mental processes - perception, thinking, memory, although it can exist only on their basis and manifest itself through them. The psychological "mechanism" of self-consciousness has an integrative nature. Each act of self-consciousness involves not only individual mental processes in their various combinations, but also the whole personality as a whole - a system of its psychological properties, motivation features, experience gained at different levels of generalization, and finally, emotional condition personality in this moment. In the mental life of the individual, in its structure, self-consciousness, along with consciousness, is, as it were, the central constituent. This is a necessary condition for the integrity and continuity of the formation of the inner world of the individual.

One of the initial, methodologically important issues in the analysis of the problem of self-consciousness is the elucidation of the relationship between consciousness and self-consciousness. By their origin, these are phenomena of the same order of the psyche, the essence of which can be understood only on the basis of the theory of reflection. Despite the specifics of manifestations and development, they can only be separated in abstraction, since in the real life of an individual they are internally united - in the processes of consciousness, self-consciousness is present in the form of awareness of the relation of the act of consciousness to my “I”, and the processes of self-consciousness can be carried out only on the basis of consciousness .

Self-consciousness in a more or less distinct form of its manifestation arises ontogenetically, somewhat later than consciousness. This fact gave grounds to some researchers to assert that self-consciousness is the highest level of consciousness. One can hardly agree with such an opinion, because, despite the commonality of the genetic nature, the inextricable relationship in the process of formation, consciousness and self-consciousness have peculiar “levels”, lines of development that “separate” these phenomena of the psyche.

To talk about the level relationship between consciousness and self-consciousness means to conduct an analysis within the framework of the categories “lower-higher”, “simple-complex”. Obviously, this method of analysis is exclusive, since both of these phenomena of the psyche are quite complex in themselves and each of them represents a multilevel system. The processes of consciousness in their highest manifestations reveal the finest adaptive and regulatory activity, which in its complexity is not inferior to acts of self-consciousness.

However, self-consciousness is not an independent phenomenon of the psyche. It is the same consciousness, only with a different orientation. A person is not only aware of the impact of the objects of the real world and expresses his attitude towards them with his experiences, but, having distinguished himself from this world and opposing himself to it, he is aware of himself as a personality, his own characteristics, originality and relates to himself in a certain way. If consciousness is oriented towards the entire objective world, then the object of self-consciousness is the personality itself. In self-consciousness, it acts both as a subject and as an object of knowledge.

From the point of view of psychological analysis, self-consciousness is a complex mental process, the essence of which is the perception by a person of numerous "images" of himself in various situations of activity and behavior, in all forms of interaction with other people and in combining these images into a single holistic formation - in representation, and then into the concept of one's own "I" as a subject distinct from other subjects. As a result of extended acts of self-consciousness, which become more and more complex, as the number of images integrating in the representation and concept of oneself increases, an increasingly perfect, deep and adequate image of one's own Self is formed. In a structural sense, self-consciousness is a unity of three sides - -cognitive (self-knowledge), emotional-value (self-attitude) and effective-volitional, regulatory (self-regulation).

There is an idea according to which the emergence of self-consciousness is already associated with intrauterine development; essential role they play it tactile contacts preparing a feeling of limitation of one's own body. Although almost all authors emphasize the importance of interpersonal relationships for the development of self-consciousness, the mechanisms of influence of the relationship between a child and an adult and, accordingly, the form in which self-consciousness arises and the age of its emergence are thought differently. Authors who consider the development of the child in the psychoanalytic tradition understand the process of the emergence of self-consciousness as a process of subjective separation from the mother; discomfort caused by certain somatic processes decreases in a child with the advent of a mother; accordingly, the child begins to isolate the mother from the rest of the world, and separates himself from the mother.

At present, in domestic psychology there is still no consensus on the initial moment and criteria for the emergence of self-consciousness in ontogenesis. According to the point of view of B. G. Ananiev, self-consciousness arises during the period when the child begins to single out himself as the subject of his actions. However, the boundaries given period are very uncertain, therefore, according to Ananyev, the final solution of this issue at this stage of the study of the problem of self-consciousness is still impossible.

Imperfect forms of self-consciousness appear in a child already in the first years of his life. These forms are due to a certain degree of relationship with the outside world and the corresponding moments of physical and mental development. First, the physical “I” of the child stands out, which is based on the reflection by him of his physical qualities and capabilities, the characteristics of his body.

The development and change of the "I" takes place continuously along with the physical and mental development of the individual. “I” of a child, “I” of an adult, “I” in old age have different content characteristics. Even for the same age period of the personality, “I”, depending on the characteristics of experiences, on the emotional background of all states of the personality, is not the same. The variability and lability of the “I” does not at all mean that a person has several “I”. The fact is that not everything in the structure of the “I” is equally subject to change, the part of it that is not connected with the essential features of the personality changes most of all. But the latter, in turn, during the life of the individual are in a state of constant refinement, deepening, enrichment, at the same time they retain a certain identity that creates the individuality of the individual, its uniqueness.

With the development of the cognitive ability of the child's consciousness, the expansion of the scope of his activity, self-consciousness acquires new properties and changes significantly in adolescence. It is woven into the mental life of the individual, and is inextricably linked with all other mental processes (cognitive, affective, volitional).

1. 2 Development of self-consciousness in ontogeny

Self-consciousness is a complex mental process, which manifests itself, first of all, in the perception by a person of numerous “images” of himself in various situations of activity and communication. These “images” initially arise on the basis of a given person's awareness of his assessments by other people, then on the basis of correlating the assessments of others and his own. In other words, they are always the result of the social interaction of the individual and his environment. Primary images of oneself, rich in sensual content, are integrated into a single integral formation - into the representation, and then into the concept of one's own Self as a subject different from others. In the movement from single, situational images of oneself to the identification of the essential and unique in oneself, the process of self-knowledge is carried out.

The formation of self-consciousness in ontogenesis goes through a series of successively more complex stages associated with the age-related stages of human mental development. Conditionally, in the development of self-consciousness, the following main ontogenetic stages can be distinguished (the so-called “crisis points” in personality development can serve as the basis for the proposed division): from birth to 1 year; from 1 year to 3 years; from 3 to 7 years; from 7 to 12 years; from 12 to 14 years old; from 14 to 18 years old. Depending on the individual characteristics of mental development, these age stages may shift.

Let us consider the features of some of the most essential stages of self-consciousness for the development of personality. The development of self-awareness begins at the very early stages ontogenesis in the process of the child separating himself from the world of objects and other people. At first, he does not distinguish himself from others. He cannot distinguish between his movements, made by him, and those that belong to him, but they are performed by an adult in the process of caring for a child. The first games of the child, first with parts of his body (handles, legs), and then with objects of the outside world, testify to the primary differentiation of his active and passive role in motor activity. In progress motor activity, in manipulating with objects and in the course of relationships with an adult, the physical “I” of the child, individual sensory organs and parts of the body are gradually realized. Perceptual and motor experience makes it possible for the child to realize his sensory and motor capabilities, through the synthesis of individual ideas, he has a primary image of his own body, expressed in the ability to own parts of the body and perform voluntary movements. At the same time, the child separates himself from the space in which he is located.

Along with the delimitation of the body from the surrounding space, it is also delimited from the world inanimate objects. When things cause a desire to contact with them or to capture them, they acquire an "isolation shell" . Acting with objects and detecting changes in the external world as a result of these actions, the child learns not only the object with which he manipulates, but also himself: realizing his actions with objects, he also realizes that he is the cause of these actions.

An essential condition for the development of self-consciousness is the emergence in the child of the ability to move independently in space. This fact gives rise to new forms of relationship with an adult, which opens up new ways and sources of cognition of one's own capabilities, expands the boundaries of cognition of oneself and as an independent subject.

Of particular importance in the further development of self-consciousness is the emergence and development of speech, which includes the child at a qualitatively new level in the sphere of his relationships with adults and other children. On the basis of the mnemonic function of speech, he remembers episodes, events from his life, gradually accumulates cognitive and affective experience regarding himself, and the development of more complex forms of thinking allows him to present this experience with varying degrees of generalization.

The further development of children's self-awareness is associated with the allocation of motives for the actions performed, with their regulation in time. Motives are expressed mainly in the desires of the child. “Awareness of desire, referring it to oneself, awareness of action as a way of fulfilling this desire is associated with the child’s formulation of the goal of his action, with the ability to maintain this goal and practically realize it. Awareness of one’s actions, the goals of one’s activity and the motives of one’s behavior means the beginning of the formation of the child’s psychological “I”. And although the very first forms of motivating the actions of the child are still imperfect - the motives of the child at the early levels of ontogenesis are still unstable, subject to impulsive influences, it is with the awareness of the motives of their actions that the separation of the spiritual "I" of the baby begins.

The third year of life is a period of intensive mental development. If earlier the child did not think of himself separately from the usual conditions, experienced a sense of fusion with others, called himself by name, spoke of himself in the third person, then by the age of 3, “this merging of the child with the environment suddenly disappears, and the personality enters that period when the need to assert and win their independence leads the child to a number of conflicts. First of all, this is the opposition of oneself to others, often completely negative. As a result of this, the child involuntarily insults the people around him just because he wants to experience his own independence, to feel his own existence. In these cases, the only form of self-assertion is victory itself. Defeated by the stronger will of another person or by necessity, the child painfully experiences the belittling of his being.

The manifestation of negativism and insistence on one's own during this period can be regarded as a kind of "exercises" of the child in the knowledge of his capabilities, their limits.

This is the period when moral systems and complexes are formed in the mental world of the individual, which in the future can turn into persistent features personality. At this stage, the nature of the relationship between the child and the adult becomes decisive. Since the child does not yet have an adequate knowledge of himself and self-relationship, he spontaneously accepts the attitude of a close adult (mother, father, etc.). Thus, the accepted attitude of an adult becomes the source of the initial self-assessment of his personality. For example, inadequately high self-esteem can be caused by constant, often unreasonable praise of the child, and, on the contrary, emphasizing the negative aspects in the behavior and actions of the child (often false), disbelief in his strengths and capabilities, can lead to the formation of a negative attitude towards himself, to shackling activity and unwillingness to strive for the best. “... Treating oneself as incorrigible or especially brilliant is a peculiar stereotype of a person’s attitude to others and to himself, and, like all stereotypes, is a direct product, a direct consequence of the system of communication and activity that make up the child’s way of life ... It is in the way of life of the child and, in particular, in the type of his communication with the people around him, that the main and determining causes of children's behavior, childish character, and children's inclinations lie.

The development of self-awareness after 3 years goes in the direction of increasing self-affirmation of the child's personality, there is a further accumulation of his cognitive, affective and volitional experience, which is expressed in an increase in the adequacy of self-esteem.

In the period from 7 to 12 years, the process of development of self-consciousness takes place smoothly, without noticeable jumps and crises. At this time, mental reserves accumulate, which will bring self-consciousness to its most important genetic form in adolescence.

Self-awareness of a teenager is characterized by significant, pronounced changes. This circumstance often gives rise to the opinion that self-consciousness first appears in a teenager. In fact, it is the next, although extremely significant in the mental development of the personality, stage of self-consciousness, which is formed only on the basis of the cognitive, emotional, regulative experience of self-consciousness accumulated in previous periods, which has become a potential reserve for its further development. Adolescence is the second critical period (after the crisis of 3 years) in the mental development of the child, essential for the genesis of self-consciousness. We specifically do not dwell on the stages with crises of 1 year and 7 years as less important for the genesis of self-consciousness. For these periods, the main thing is the child's knowledge of his external being, the further development of his relationships with the material and social world, the development of self-consciousness at this time is carried out smoothly, without sharply expressed jumps.

By the age of 12, the child's attention again begins to turn to his own personality. However, the new crisis is developing in the opposite direction to the earlier one. It also begins with opposition, but directed not so much at the people themselves, but rather at the habits associated with them, attitudes and their manifestations in a broader context of moral norms and positions. If a three-year-old child seeks to imitate an adult, then a teenager, on the contrary, wants to be different from him, to oppose himself to him, to be independent. If a three-year-old child's independence is affirmed in the implementation of any practical action then in adolescents, the desire for independence is expressed in the emergence of awareness of their involvement with adults, although often such awareness contradicts the actual capabilities of a teenager.

The teenage stage of the genesis of self-consciousness for the development of personality is especially significant, since it is at this stage that it rises to a qualitatively new level, which marks the beginning of its maturity. The relationship between the genesis of self-consciousness and the general mental development of the individual becomes different. Now self-consciousness not only reflects the features of personality formation, but also significantly influences the entire process of its further formation. Therefore, the adolescent stage of self-consciousness will determine not only the paths of its subsequent development, but also, to a greater extent, the mental development of the individual as a whole.

Thus, during the transition from one stage to another, there is a gradual complication, expansion of the sphere of activity and an increase in the role of self-consciousness in the process of the general mental development of the individual.

So, self-consciousness in ontogenetic terms can be considered as an integrative mental process gradually unfolding in time, which is based on the increasingly complex activity of self-knowledge, emotional and value attitude towards oneself and the ability to regulate one's behavior and activities. The sphere of self-consciousness is constantly expanding due to the understanding of the past and the planning of the future.

2. Self-image in preschool children

2.1 The inner world of the child as a holistic education

The development by psychologists of the foundations for the development of the child's psyche, in particular his self-awareness, made it possible to discover that as a result of the child's communication with adults and peers, he develops an image of "I", which by the age of five is already a fairly stable education.

In this regard, the inner world of the child not only acquires for him a qualitatively new subjective coloring, but also becomes the most important regulator of life. So when taking any action, even children of primary preschool age take into account their skills and abilities. This testifies to the formation of their realistic ideas about themselves to one degree or another. According to Chamata P.R., the formation of ideas about oneself that correspond to the child’s real capabilities implies “a harmonious combination of the information that the child acquires in individual experience with the assessments and knowledge about himself that he accumulates through communication” [62, p.48].

In the studies of S.G. Yakobson, a fact was revealed that testifies to the child's internal resistance to a negative assessment of him by others. For a child to realize his negative act, it is necessary that those around him - adults and peers - recognize and emphasize the correspondence of the child's personality to a generally positive standard. The position of the child in the case of a negative assessment of him by others is, first of all, “that positive self-image, that positive self-image, which is inherent in the vast majority of preschoolers” 62, p.52. At the same time, the work emphasizes that only the child's overcoming of the contradiction between a positive attitude towards himself as a whole and a negative attitude associated with the assessment of his individual actions serves as a mechanism for the formation of behavior that meets moral standards.

The attention of researchers is directed, first of all, to revealing the features of the child's interaction with the people around him - adults and peers - from the point of view of his awareness of himself as the subject of this interaction.

When approaching the study of children's self-consciousness, firstly, the installation is most fully realized that the world of human individuality, being conditioned by objective conditions, is nevertheless created by the individual's own creative activity, his self-movement, and secondly, there is a need to consider not individual manifestations of the child's self-consciousness, but in the study of his inner world as a whole. Integrity - reflects a certain completeness, the internal unity of a particular formation, its autonomy and independence from the environment.

The application of this approach to the study of the self-consciousness of preschoolers opens up prospects for revealing the specifics of the inner world of a growing personality, its functions and conditions of development.

We will reveal the concept of “inner world”, highlight its essential features. The child's inner world reflects the objective conditions of his existence in the outer world, is relatively autonomous. Autonomy is manifested with the constant activity of the child, aimed at self-knowledge and self-affirmation in the surrounding social microenvironment.

Self-knowledge and self-affirmation are integral aspects of the process of becoming a child as a social being, as a person, and they arise only under the influence of the evaluative attitude of adults in the process of communicating with the child. The attitude of an adult to a child implies the possibility of the child developing a self-relationship, that is, an “internal look” at himself as an object of knowledge and experience. Psychologist Mukhina V.S. writes: “During infancy, the child does not yet know himself. The child studies himself in the mirror and looks closely at the photo and then he is waiting for new job: you need to find yourself among those around you. Mother, father, some uncle, some aunt, some often appear, others rarely - full of mysterious personalities, whose origins are unclear, and whose actions are mysterious. And further: “But as soon as the child has established,” the author writes, “that his mother is with him in order to fulfill his desires or go against them, dad brings money, and aunts - chocolates, as in his thoughts, somewhere in himself it opens up a new, yet amazing, invisible world.”

The inner world is social in origin and content. Its occurrence is associated with the types of attitude that the people around show the child, approving or condemning various forms of children's activity. Hence the decisive role of the social microenvironment in the process of forming the child's ideas about himself.

By showing an attitude towards the child, adults help him orient himself, see himself, as in a mirror, in another person, arm him with evaluative standards, standards, knowledge about other people. Adults contribute, depending on the style of upbringing, to the birth of a high or insufficiently high self-esteem of the child, cause his feelings associated with satisfaction or dissatisfaction with himself, thoughts aimed at comparing himself with other children, expectations in connection with possible actions(in relation to himself) from those around him. In all cases, adults awaken the activity of the child, the object of which is not the external objective world, but he himself as the subject of interaction with this world. All the activities and experiences of the child that arise in the process of interaction with the surrounding social environment, due to the evaluative influences of the surrounding people, and above all close adults, are grouped, concentrated around the child's "I".

The process of intensive formation of the child's inner world as a holistic education falls on 2.5 - 3 years. There is an external transition to the "I" and behind it lie deep changes in the child's awareness of himself as a subject of action, desires and experiences. At the same time, the form of awareness by the child affects its psychological content. B.G. Ananiev believed that the use of the pronoun “I” indicates the transition of the child from the idea of himself to the thought of himself.

With the manifestation of independence in preschool children, the well-known to everyone appears: “I myself!” Sometimes, the manifestation of independence is combined with negativism and stubbornness. All these manifestations of activity are reflected in inner world child: the child first acts, and then recognizes himself in a new capacity.

At the beginning of preschool age, as a result of the development of internal spiritual world child, he becomes aware of himself as "I". As a result of the active “testing” of one’s strengths and capabilities, under the influence of the accumulated experience of experiencing successes and failures in the process of subject-practical activity in the child’s communication with adults and peers, an intensive process of the formation of individuality takes place. But relations in the sphere of the inner world: to “I” and “not I”, that is, the relationship of the child to himself as a subject of life, on the one hand, and the environment social environment- with another. It is known that even a young child is able to hide his longing and inner impulses from those around him. Being autonomous and closed, the child's inner world is open to outside influences.

By the beginning of middle preschool age, the structure of the child's inner world is already a rather complex formation. It has a "center" and a "periphery". In the center - the child's knowledge about himself as a subject, about personality and self-esteem, attitude towards people around him and the objective world.

The formation of the inner world of a preschooler is carried out under the direct influence of close people and is inseparable from his awareness of himself as “I”. And the formation of the image of "I" is not only a mechanism for the development of a growing personality's ideas about himself, but also a way of fixing at the subject level those relationships that are personally significant for the child - to the people around them, things, activities, etc., which are fixed in the inner world, become its value.

2.2 Features of the formation of self-imagein a preschool child

The self-image of a preschool child with a high degree of conditionality can be considered outside of its unity with self-esteem. But some authors argue that the “I”-image is a set of descriptive rather than evaluative ideas about oneself. Indeed, a child may not attach special importance to any properties and qualities, this is until the moment when the “authorities” pay attention to these properties and qualities and appreciate them. Faced with the evaluative influence of an adult, the child begins to appreciate in himself or be ashamed of what has become the subject of evaluation. In this case, certain qualities become personally significant for the child, directly related to his image of "I".

Confirmation that all the qualities included in the child's idea of himself or his image of "I" are either positive or negative, but not neutral, are the features of the formation of the cognitive part of the image of "I" (that is, ideas about oneself).

Adult assessments are not always unambiguous in their impact on the child, the development of the child's ideas about himself, that is, his image of "I" depends primarily on how others consider him - close adults, educators, peers. We believe that evaluative influences on the part of other people not only do not exclude the possibility of transformation of these evaluative influences by the child's own activity, but, on the contrary, necessarily presuppose it.

One of key features the formation of the child's ideas about himself, namely: a preschooler is very dependent on the attitude of an adult towards himself - his opinions, assessments, attention, goodwill, affection, support, assessment of other children by this adult.

In addition to the evaluative influences of adults, the factors influencing the child's self-image are relationships with peers, knowledge obtained through various channels (television, fiction), about what a child should be in order to be considered good. When building an image of himself, the child uses the standards existing in society, ideas about the complex, beautiful, approved - all that is transformed in different ways (depending on the social situation of development) in the inner world of the child.

It is difficult for children, even of older preschool age, to realize their similarity with their peers, especially when it comes to any personal manifestations.

The idea of a preschooler about himself is still inseparable for him from the features own behavior which he realizes due to the fact that adults pay attention to them in the process of educational influences on him, and peers - in the process of interacting with him. Therefore, the creation of conditions under which children would manifest themselves from the moral side is also a prerequisite for the formation of a positive self-image, and not an illusory one, but consistent with the real behavior of the child. Activation of the process of comparing oneself with peers - and above all the awareness of their moral merits - is a strong incentive for the development of reflexivity, the child's ideas about himself and his inner positions related to them: “what am I” and “what is he”, “what am I through the eyes of others” .

The “psychological isolation” of the child as a unique special being and his identification with his peers form a unity of two opposite processes, the functioning of which becomes possible only in the course of real interaction between children, directed by the teacher. Consequently, the child receives an idea of himself “from the outside”, but only on condition that he manifests his own activity as a subject of communication and activity.

3. Description of the study and analysis of the results

3.1 Research methods and techniques

The study was conducted on the basis of preschool institution No. 369. The sample consisted of 20 children aged 5-6 years.

Our study consisted of three stages.

1. Preparatory, included the selection of psychodiagnostic material (tools) corresponding to the problem we have chosen, and allowing us to conduct research on the topic, goals, and objectives of the study. Preparation of protocol forms for the collection of empirical material.

2. The main one, assumed the construction of a research plan, taking into account the specifics of the block selection diagnostic methods. At this stage, the empirical material was directly collected in accordance with the plan and based on the goals and objectives of the work.

3. Final, summed up the work of the two previous stages of the study by the method of quantitative and qualitative analysis of the collected empirical material.

During the first stage of the study, three diagnostic methods were selected:

Methodology “Studying the formation of the image of “I”

The "Ladder" technique for studying the child's ideas about the relationship of other people to him

1. In order to identify the presence and nature of children's ideas about themselves, a conversation was held with each of them.

The children were asked to answer questions.

1. What is your name?

2. How old are you?

3. What are you now - big or small? Why do you think so?

4. Have you ever been little?

5. How do you know?

6. How were you when you were little? Tell me about yourself little (What did you know how to do?).

7. What can you do now?

8. When you grow up a little more and become quite big, what do you think you will be like?

9. Who is better to be an adult or a child? Why?

The answers of the children were recorded in the protocol.

2. The “Ladder” technique was developed by V.G. Shchur (a modified version of the Dembo-Rubinstein method) and is designed to identify the child's system of ideas about how he evaluates himself, how, in his opinion, other people evaluate him and how these ideas correlate with each other.

To use this technique, it is necessary to prepare the material: a paper or drawn ladder, a figure of a little man (preferably the contours of a boy and a girl), a sheet of paper and a pencil (pen).

The technique is carried out individually. They talk with the child at ease about the composition of his family, about his close relatives, about friends, etc. Then the examiner shows a ladder, on which three steps go up and three steps down from the central platform (or such a ladder is drawn by the experimenter on a piece of paper). At the same time, the child is given the instruction: “Look at this ladder. If all the children are seated on its steps, then the best ones will be on the very top; a step below - just good; one step lower - average, but also good; even lower - bad; on the lowest - the most bad kids. After that, the child is given a figurine of a little man (a boy or a girl, depending on the gender of the child) and says:

Imagine it's you. What step would you put yourself on? Why?

Are you really like this, or do you want to be like this?

What step would your mother put you on?

Which one - dad?

Which one - grandmother?

What about the teacher?

In all cases, the psychologist asks the child to explain his choice.

All children's answers are recorded in the protocol. A conversation with one child takes about 10 minutes.

Self-esteem is an assessment by a person of himself, his capabilities, qualities and place among other people. This is the most essential and most studied side of the self-consciousness of the individual in psychology. With the help of self-esteem, the behavior of the individual is regulated.

3.2 Results of the study of the concept ofyourself in preschool children

As mentioned above, the study sample consisted of 20 children aged 5 - 6 years of preschool institution No. 369. The results of the research are presented in two tables:

Let's analyze these tables.

An analysis of the results of conversations with children showed that all children aged 5-6 know their full names and know how old they are.

95% of children consider themselves "big", and only 5% "small". All children are sure that they were small, but tell about themselves “small”, about how they were in past may not all.

To the question: “How do you know that you used to be small?” we heard the following responses:

Ilya Ts. - “I saw cassettes, photographs”.

Nastya G. - “I slowly grew up”.

Sergey S. - “I remember everything, I was born in the autumn”.

However, the majority of children (33.4%) answered that they learned from this from their mother.

Dasha M. - "Mom said."

Julia K. - “I remember asking my mother”

At the request of the psychologist to tell: “What kind of a child were you, what did you know how to do as a child?” children, as a rule, listed the main qualities of babies.

Maxim B. - "Crawled, knew how to squeak."

Vladik M. - “I didn’t know how to walk, then I learned”;

Svetlana Z. - “I was in a wheelchair”.

Anya S.- “Cry”

Both girls and boys answered about the same. Thus, in most children, the idea of a small self was formed on the basis of mother's stories, children's photographs, and videotapes.

Children 5-6 years old are aware of themselves present and to the question: “What can you do now?” answer:

Alina G. - “Draw, sing”

Natasha K. - “I know how to make salad and tubules”

Dima Ch. - “I can do everything. Help mom and dad.

To the question: “What will you become when you grow up?” we heard the following responses:

Vladik A. - “I will be a driver”

Maxim B. - “I will work at the mine”

Anya A. - “I will be like a big mother”

Kirill K. - “I will be a dad”

Ira P. - “I will be a mother”

Dima D. - “I will be an uncle”

An analysis of the responses of children showed that more than 63% of children aged 5-6 years, the image future "I" associated with the sex of the child, i.e. gender identity included in the image of the future.

81.5% of older preschool children are sure that it is better to be an adult than a child.

Thus, the fact was confirmed that in the older preschool age, in connection with the orientation of the child to the adult and the tendencies in the development of self-consciousness, an intensive process of self-awareness occurs in time. In the image of "I" in the future, all the primary components of self-consciousness are included: a change in physical appearance, gender, claims for recognition.

The application of the "Ladder" method showed that 86.9% of children put themselves on the highest rung of the ladder.

The children gave the following explanation:

Julia K.: “I'm not bad”;

Anna S.: “I am very good.”

Dasha M. answered: “I am good, I bake tubes”;

Sergey S.: “I share everything. I am obedient”;

Ira P.: “I washed the dishes.”

Wherein already 55% of children consider themselves to be “the best”.

The rest of the children believe that they still need to become good. This indicates that a new component “I am real” and “I am ideal” has appeared in the minds of children of this age.

Thus, in the child's opinion, the mother most adequately evaluates him, the grandmother more strictly, and the kindergarten teacher most strictly. Popes are given a “protector role”.

conclusions

Based on the work done, we can say that:

In the minds of preschool children, the “I-image” is being formed, and preschool children have an idea of themselves.

It is confirmed that in the senior preschool age in the self-consciousness of the child there is an intensive process of self-awareness in time.

The child receives knowledge about himself in the past from adults (by asking parents, looking at photographs and videotapes). For most children, the idea of a small self was formed on the basis of the mother's stories (33.4%).

More than 63% of children aged 5-6 years, the image future "I" associated with the sex of the child, i.e. gender identity is included in the image of the future. In the image of "I" in the future, all other primary components of self-consciousness are included: a change in physical appearance, claims for recognition.

In the minds of children, the self-image exists in the form of images “I am real” - what I am and “I am ideal” - what I would like to become. So, here, 55% of children believe that they are already “the best”.

A feature of self-esteem of preschool children is that it reflects external, visually perceived properties and qualities.

Children's self-esteem was high degree associated with parental assessments. According to the child, he is most adequately assessed by his mother and father, more strictly by his grandmother, and most strictly by the kindergarten teacher. It confirms general provisions about the connection of consciousness with the sphere of communication and relationships, about the social conditionality of consciousness.

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Self-awareness in children. Stages of formation of self-consciousness. Uruntaeva G.A. Preschool psychology: Proc. allowance for students. avg. ped. textbook establishments

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Introduction

2. The development of the image of "I" in preschoolers

3. Features of self-esteem of preschool age. The role of adults in shaping a child's self-esteem

Conclusion

Bibliography

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