Development of self-awareness of preschool children. Self-awareness of preschool children

In a preschooler, the content of self-image includes a reflection of his own properties, qualities, and capabilities. Data about their capabilities accumulate gradually due to the experience of various activities, communication with adults and peers. The child's ideas about himself are complemented by an appropriate attitude towards himself. The formation of the image of oneself occurs on the basis of establishing links between the individual experience of the child and the information that he receives in the process of communication. By establishing contacts with people, comparing himself with them, comparing the results of his activities with the results of other children, the child receives new knowledge not only about another person, but also about himself.

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

A preschooler's assessment of himself largely depends on how an adult evaluates him. 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. And on the other hand, 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 characteristic that at this age the child separates himself from the evaluation of another. 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 self-image are more sensitive to the evaluative influences of adults, easily amenable to their influence.

Unlike previous periods of a child's life, at the age of 3-7 years, communication with peers begins to play an increasingly important role in the process of self-awareness of a preschooler. An adult is an unattainable standard, and you can easily compare yourself with peers. When exchanging evaluative influences, a certain attitude towards other children arises and at the same time the ability to see oneself through their eyes develops. A child's ability to analyze the results of his own activities directly depends on his ability to analyze the results of other children. So, in communication with peers, the ability to evaluate another person develops, which stimulates the emergence of self-esteem.

How younger preschoolers, the less significant peer assessments are for them. At 3-4 years old, mutual assessments of children are more subjective, more often influenced by emotional attitude to each other. Toddlers can hardly generalize the actions of their comrades in different situations, they do not differentiate qualities that are close in content (T.A. Repina). In early preschool age, positive and negative peer assessments are distributed evenly. In older preschoolers, positive ones predominate. 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 5-7 years old. Senior preschoolers have rich experience individual activities helps to critically evaluate peer influences.

An important place in the assessment of peers at any age is occupied by their business qualities, skills and abilities that ensure success. joint activities as well as moral qualities. In the kindergarten group, there is a system of values ​​that determines the mutual assessment of children. Gradually, the range of moral manifestations that the child associates with the concept of “good” in relation to a peer and himself is expanding. At 4-5 years old, he is small (do not beat anyone, listen to the teacher, mother). At 5-6 years old, it becomes larger, although the still named qualities relate only to relationships in kindergarten and family (protect children, do not scream, do not indulge, be careful, do not regret when you give something, help mom, share toys ). At 6-7 years old, preschoolers are more aware of moral norms and relate to people of a wider environment (do not fight, obey, be friends with everyone, accept in the game, treat everyone, help the younger ones, do not call names, do not lie, do not offend anyone, give way to elders ). At the age of 6-7, most children correctly understand the moral qualities by which their peers are judged: diligence, accuracy, the ability to play together, justice, etc.

It is much more difficult for a preschooler to evaluate himself than a peer. A child is more demanding of a peer and evaluates him more objectively. Self-esteem of a preschooler is very emotional. He easily evaluates himself positively. Negative self-esteem is observed, according to T.A. Repina, only in a small number of children of the seventh year of life.

The reason for inadequate assessment is that it is very difficult for a preschooler, especially a younger one, to separate his skills from his own personality as a whole. For him to admit that he did something or does something worse than other children means to admit that he is generally worse than his peers. Therefore, even an older preschooler, realizing that he did or did something badly, is often unable to admit it. He understands that boasting is ugly, but the desire to be good, to stand out among other children is so strong that the child often resorts to tricks to indirectly show his superiority.

Often, older preschoolers evade answering a question like “Who is the best in your group?”, Answering: “I don’t know ... I’m also on duty well (I don’t fight, kind, etc.)”. At the same time more younger children Without hesitation, they say: "I'm better." Often children are proud of the qualities that they do not possess, talk about fictitious achievements. This happens for several reasons. R.Kh.Shakurov showed that a child, attributing certain qualities to himself, does not always understand the meaning of the corresponding word, but only realizes its evaluative meaning: it is good to be like that. Hence the discrepancy between his self-esteem and reality. In addition, a preschooler cannot fully understand his mental life and realize his qualities or properties. Therefore, children are often proud of qualities that they possess to a small extent. Assessing himself, the child strives for positive self-esteem, he wants to show that he represents something valuable to others. And if adults and peers do not notice him positive qualities then he endows himself with fictitious.

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.

At the age of 3-4 years, 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, a child at the age of 5 not only knows about his skills, but has some idea of ​​cognitive abilities, personal qualities, appearance, adequately responds to success and failure. At the age of 6-7, a preschooler has a good idea of ​​his physical abilities, evaluates them correctly, he has an idea of ​​​​personal qualities and mental capabilities.

The egoistic position is that the child is indifferent to other children, and his interests are focused on objects. Therefore, such children often allow rudeness and aggressiveness towards a friend. Usually, preschoolers with this attitude do not know anything about their peers and do not even always remember their names. But the toys that others bring, the child always notices. Such a position is harmful not only for peers, but also for the child himself. His comrades do not like him, they do not want to play with him or be friends with him. This makes him even more aggressive.

The competitive position is that the child understands that in order to be loved, respected and appreciated, you need to be obedient, good, not offend anyone. Such a child is loved and praised by educators. He seeks recognition in a peer group. But they are of interest to him only as a means of self-affirmation. The kid tensely follows the successes of others and rejoices in their failures. He evaluates his peer inadequately, in terms of his own merits. Of course, such a position to some extent acts as an age trait of behavior in communication with peers, but it should not remain the main one until the end. preschool age.

A child with a humane position treats a friend as a valuable person. He has a positive attitude towards his comrades, is very sensitive to the internal state of others, knows well the interests, moods and desires of others. Willingly, on his own initiative, shares what he has, helps others, not counting on praise, but because he himself receives joy and satisfaction from this.

Gradually, the ability to motivate self-esteem increases in preschoolers, and the content of motivations also changes. The study by T.A. Repina shows that 4-5-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 5-7 years old, preschoolers justify the positive characteristics of themselves in terms of the presence of any moral qualities. But even at 6-7 years old, not all children can motivate self-esteem.

By the age of 7, a child undergoes an important transformation in terms of self-esteem. It goes from general to differentiated. The child draws conclusions about his achievements in various activities. He notices that he copes with something better, and with something worse.

Before the age of 5, children usually overestimate their skills. And at 5-6.5 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 assess themselves and realize themselves in various activities.

In the 7th year of life, a child begins to differentiate two aspects of self-consciousness - self-knowledge and attitude towards oneself.

So, with self-assessment: “Sometimes good, sometimes bad”, an emotionally positive attitude towards oneself (“I like”) is observed, or with an overall positive assessment of “Good”, a restrained emotional-value attitude (“I like myself a little”) is observed. In 4-year-old children, there is more often a tendency to justify the emotional and value attitude towards oneself with aesthetic attractiveness, rather than ethical one (“I like myself because I am beautiful”). At the age of 4-5, there is a desire to change something in oneself, although it does not extend to the characteristics of moral character. 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.

In addition to understanding their own qualities, older preschoolers try to comprehend the motives of their own and other people's actions. They start to explain own behavior, relying on the knowledge and ideas gleaned from an adult, and their own experience.

In explaining the actions of other people, a preschooler often proceeds from his own interests and values, that is, his own position in relation to the environment.

Gradually, the preschooler begins to realize not only his moral qualities, but also experiences, emotional state.

In preschool childhood, another important indicator of the development of self-awareness 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 taking place in him over time, the child understands that before he was not the same as 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 the future. 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, imagining oneself in time, discovering one's experiences for oneself - all this constitutes the initial form of a child's awareness of himself, the emergence of "personal consciousness" (D.B. Elkonin). It appears towards the end of preschool 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).

By the end of early childhood, the child learns his gender. Throughout the entire preschool age, the processes of sexual socialization and sexual differentiation are intensively going on. They consist in the assimilation of an orientation towards the values ​​of one's gender, in the assimilation of social aspirations, attitudes, stereotypes of sexual behavior. Now the preschooler pays attention not only to the differences between men and women in appearance, clothing, 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.

Features of the development of self-awareness in preschool age:
- there is a critical attitude to the assessment of an adult and a peer;
- Peer assessment helps the child evaluate himself;
- a preschooler is aware of his physical abilities, skills, moral qualities, experiences and some mental processes;
- by the end of preschool age, a correct differentiated self-esteem, self-criticism develops;
- develops the ability to motivate self-esteem;
- there is an awareness of oneself in time, personal consciousness.

The formation of self-consciousness in preschool children was studied by such domestic and foreign psychologists as L.I. Bozhovich, A.L. Wenger, L.S. Vygotsky, A.V. Zaporozhets, V.V. Zenkovsky, M.I. Lisina, V.S. Mukhina, L.F. Obukhova, E.O. Smirnova, D.B. Elkonin, J. Baldwin and others.

According to J. Baldwin, the development of children's self-awareness is associated with social consciousness, which allows us to perceive people as living beings. The distinction between "people and things" occurs at an early level of development, when the child begins to learn about the diversity of the world. They distinguish three phases: projective, subjective, ejective. In the projective phase, the child perceives people as living beings, which he perceives only externally. In the subjective phase, the child partially becomes aware of his inner world; in this phase, the child begins to discover himself. In the ejective phase, the child begins to understand the meaning of inner life, which he only felt, the outer world of someone else's life begins to be perceived by him through the prism of inner perception. .

V.V. Zenkovsky, based on the approaches of J. Baldwin, empirically proved the existence of three identical phases of the development of self-consciousness in unity with the formation of social consciousness. In the design phase, according to V.V. Zenkovsky, the child is aware of the appearance of people. In the subjective phase, the child "discovers himself for himself", that is, he is aware of his inner world. In the ejective phase, there is an opening of the inner life in other people. In the design phase, the formation of primary “design self-characteristics” takes place, which V.V. Zenkovsky defines a child's "project self-awareness" as "project self-awareness". Motivation of design self-characteristics is determined social environment child, on their basis, an attitude is formed - a certain social attitude in a variety of situations. The system of attitudes creates the basis for project self-characteristics, which is further transformed into social self-awareness. Project self-consciousness and subjective self-consciousness form two poles of social self-consciousness.

V.S. Mukhina believed that the basis of a child's self-awareness is the ability to identify the experience accumulated by mankind. In her opinion, in the self-consciousness of the personality of the child, one can single out a “crystal of personality”, which is represented by a proper name and social recognition. The child first receives social recognition directly, then through a remote social environment. The proper name is thus identified with the individuality of the body.

The intensive development of the intellectual and personal development of young children leads to the formation of the foundations of self-awareness. According to G.G. Filippova, the formation of the image of the individual "I" occurs sequentially: first, self-awareness, ideas about the scheme of one's body, self-perception, self-esteem, the allocation of "I" as an internal subject.

The development of the rudiments of self-consciousness belongs to early childhood. The formation of self-awareness begins in early childhood. The discovery of the child "I" is carried out at the age of one year. The child begins to recognize himself in the mirror or in the photograph. By the age of two or towards the end of early childhood, the child can separate the result of his actions from the actions of others and is clearly aware of himself as a doer. This is due to the process of active action, which is due to the internal state of the child. The child not only knows his name, "discovering himself" as a separate person, but begins to voluntarily master his body. As a result, the child masters purposeful movements and actions, motor coordination of all parts of the body is formed.

Early age is associated with the formation of primary ideas about the body scheme, with a differentiated self-perception of the body. Then, normally, a child of two years old is able to determine the localization of bodily sensations, which indicates the formation of the body schema. The formation of the initial elements of a child's self-consciousness is determined by individual interaction with an adult.

It should be noted that the study of young children is hampered by the lack of speech in children of an early age of life. At the same time, A.V. Shevchenko notes that young children are able to show "pride in achievement" and motivating performances. This means that the child is forming a system of "I", which depends on the level of interaction with an adult.

Under the influence of an adult, a child develops a subordination of motives that regulates behavior. Formation is carried out when performing one action for the sake of another, which is possible only in the process of communicating with adults and fulfilling the requirements of an adult.

The appearance of motivating ideas in a child is the beginning of voluntary behavior. They are associated with the formation of stable ideas about objects, that is, the baby remembers them, but does not see them at the moment. Since that time, the child has been trying to "build" his behavior, which is consistent with his desires and ideas. At an early age, the predominant direction in the development of the child becomes the knowledge and discovery of his "I".

L.I. Bozovic, believed that by the age of three, a child's self-esteem begins to form in a child. At the same time, it is emotionally determined, situational, and has no rational components. That is, the child does not have a differentiated opinion about himself "I am good" or "I am bad." Therefore, the age of three years is called "the start of the development of self-awareness".

According to A.N. Leontiev's preschool childhood is a process of formation of subordination of motives and arbitrariness of behavior. This is the leading direction in the development of self-awareness of the child's personality.

According to L.S. Vygotsky's self-consciousness of a preschooler is closely connected with self-mastery and expansion of the possibilities of awareness. That is, the child acquires awareness not only of physical qualities and movements, but of reflection of his own mental processes.

D.B. Elkonin believed that preschool age is focused on mastering social norms and relationships. That is, the emergence of subordination of motives is associated with the behavior of an adult who orients the child to certain actions and deeds. The requirements of an adult act as a model of behavior that forces the child to subjugate motives. At first, a pattern of behavior for a child has a specific character, presented visually, then it acquires a generalized image and acts as a rule or norm.

According to D.B. Elkonin, the main achievements of preschoolers are the emergence of new motives that subjugate the desires of the child, form him ethical standards and moral assessment, teach the child to control himself.

Research conducted by A.L. Wenger, made it possible to establish that at preschool age the image of the "I" is closely connected with the situation and actions that occur with the child. By the age of seven, there is a separation of "I am real" and "I am ideal"

E.O. Smirnov, based on the ideas of M.I. Lisina, distinguishes in self-consciousness the subjective beginning and the objective. The subjective beginning of self-consciousness is an undifferentiated feeling of oneself as a source of will, experiences, and activity. It is the center of self-consciousness. Under the objective beginning, Lisina understands ideas about everything that is connected with the pronoun "mine". This is the periphery of consciousness. The subjective principle forms forms of involvement in others: empathy, cooperation. The objective principle forms self-esteem and self-image. At the same time, self-esteem is an attitude to specific qualities, and the image of "I" is the child's ideas about his capabilities, abilities and place of me among other people. Senior preschool age is characterized by an increase in the subjective component of self-awareness, it becomes visible to other people.

According to L.S. Vygotsky, by the age of seven, in connection with the development of self-consciousness, the formation of moral judgments child. This can be explained by the division of self-consciousness into "I am real" and "I am ideal." This is due to the assimilation of the norms of social behavior.

Research conducted by E.O. Smirnova, are based on the study of the formation of self-consciousness through the arbitrariness of the child's behavior. She found that children's compliance with the rules of behavior in kindergarten cannot be considered arbitrary behavior, since it is not conscious.

V.S. Mukhina proposes the study of the child's self-consciousness through the structural links of self-consciousness. It defines self-consciousness as “value orientations that form a system of personal meanings that determine the individual being of a person. In her opinion, the structure of self-consciousness is represented by the identification of the body, proper name, self-esteem, the claim to recognition, gender identification, self-representation in psychological time and self-assessment in the social space of the individual.

The formation of the structural links of a person's self-consciousness begins with the birth of a child, but they are fully formed only at the end of the childhood period.

Figure 2 shows the structure of self-awareness of a preschooler according to V.S. Mukhina.

Consider the structural links of the self-consciousness of the personality of a preschooler according to V.S. Mukhina.

Idea of ​​your name.

The child receives a name at birth. This is a sign that allows you to attribute this person to the established social stratum, ethnic group, place of social relations, gender. The name is identified with the bodily expression of the personality, with its spiritual essence. . The name of a person allows him to isolate himself as an exceptional person from other people.

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As a person grows up, he discovers new images of his name, correlates his name with a sense of responsibility and adulthood. The name of a person and the pronoun "I" help the child identify himself with the name, distinguish himself as a separate individual, realize his uniqueness, peculiarity. The child realizes the value of his name through the assertion of his dignity. In self-consciousness, proper name and dignity are combined through fairy tales and folklore and through real relationship with other people. For the formation of a proper name, an important condition is the complicity of an adult. An adult close to the child not only promotes the physical and emotional development of the child, protects him from various injuries, but also admires his successes and develops in the child a sense of self-worth.

Body ideas.

The human body is not only an organism that has physical forms and manifestations, but an individual image. The body reflects the culture of a person and the level of his spirituality, physical, mental properties and characteristics of a person. The formation of a child's attitude to his body begins with the attitude of adults close to him. In the course of its development, the child acquires the cultural and hygienic skills of relating to the body, which are characteristic of a given family, region or ethnic group.

Claim for recognition (self-esteem).

This need for recognition is inherent in human nature. For an adult, this need is realized in activity. In a child, the formation of this need begins in the family. A normal situation of development in the family is considered if the child is accepted by all family members who express their love for the little person. The attentive attitude of adult family members to the behavioral manifestations of the child is the basis for the formation in the child of the feeling of a recognized adult. The need for recognition is associated with a new social environment. Its expression begins with the child's appeal to a significant adult for the fact that he appreciated the results of his activities, his moral qualities. The need for communication, arising in interaction with adults, is gradually realized in relations with peers. Relationships with peers are accompanied by elements of competitiveness and competition.

Gender identification.

Gender identification is understood as the inseparability of self-consciousness, motives of behavior and actions in the everyday life of a person who classifies himself as a certain gender and performs a sexual role prescribed by traditions and norms in society. The gender identity of the child is determined by the morphological and physiological characteristics of male and female. female body conditioned genotypically, as well as social conditions of human development and existence. The formation of a gender-role identity begins at the age of three, and is formed throughout life. Gender-role identity in children is associated with the appropriation of male or female forms of behavior, interests and values ​​of a particular gender. Stereotypes of behavior in a child are laid down in self-awareness by imitation of the same sex.

Psychological time of personality.

This structural link of self-consciousness is an individual experience of the individual of his physical and spiritual state in the past, present and future. The psychological time of the individual allows a person to respond identically to the assessment of his individual path in time and strive for an objective self-assessment and claims in different areas of life.

Awareness by children of their past, present and future occurs in early childhood, from the moment of the formation of memory and imagination. Building a child's life perspective is carried out only with the support and help of an adult. With the age of the child, a more distinct perception of psychological time occurs, the child develops responsibility for himself in the present and in the future.

The social space of the individual.

This structural link of self-consciousness is represented by the conditions of the social environment in which the child lives and develops. In these conditions of the social environment, the formation of the rights and obligations of the child, his personal social position takes place. According to V.S. Mukhina, this structural link of self-consciousness, like no other, is determined by the culture that has been formed in the history of the ethnos. The main conditions for the formation of the social space of the individual are the form, style, content of communication and activity, the characteristics of the place, cultural traditions and customs, the internal position of the child in relation to the history and culture of his ethnic group and all of humanity. By the end of adolescence, the basis of the social space of the individual is formed, which continues throughout life. The social space of the individual integrates all the characteristics of other links and is the final link in the structure of self-consciousness.

According to V.S. Mukhina, the development of self-awareness in children is manifested in self-esteem, how a child evaluates his achievements and failures, his qualities and his capabilities. The condition for the development of self-awareness in young children is the separation of oneself from other people. But young children are not able to assess their qualities, they do not take into account real opportunities, which is reflected in crisis manifestations. three years of age.

Children of younger preschool age do not have a well-founded opinion about themselves. Children consider themselves positive qualities that are approved by adults. However, they do not always understand the significance of these qualities.

For the formation of self-consciousness, according to V.S. Mukhina, it is important for a preschooler to master the assessment of other people, this will allow him to evaluate himself correctly. Younger preschoolers evaluate peers and other people from the words of significant adults: mothers, teachers. The formation of self-esteem occurs when evaluating the characters of fairy tales, stories. Gradually, there is a separation of the assessment of the actions and qualities of the characters from the attitude towards them. Children learn to understand qualities and actions depending on situations.

Mastering the norms and rules of behavior act as a measure for a preschooler in assessing other people. But the child finds it difficult to evaluate himself. Self-esteem arises only when comparing one's actions and qualities with the capabilities, actions and qualities of other people. This ability arises in senior preschool age and is the basis of adequate self-esteem. Older preschoolers correctly understand their strengths and weaknesses, the attitude towards them from others. At this age, along with the development of self-esteem, the ability to lie for the benefit of oneself, to envy, is formed. At the same time, older preschoolers are unable to focus on their positive and negative qualities and actions for a long time. Reflection in older preschoolers is not well developed, it is turned to the outside world, and not to the child himself.

A.V. Shevchenko offers the following scheme of the structure of the self-consciousness of a preschooler. The scheme reflects the structural elements of self-consciousness that are available for study at preschool age and are most often objects of research interest.

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N.L. Belopolskaya offers her own structure of self-consciousness: gender and age identification, understanding and awareness of the meaning of the situation, attitude to the situation of success and failure when performing tasks. The presented structural elements reflect the level of emotional and intellectual development of a preschooler, and are the basis for the formation of self-esteem.

E.E. Kravtsova and E.V. Kucherova testify to the high self-esteem of preschool children. The high self-esteem of the child is associated with the non-critical nature of children, not the ability to doubt their qualities and capabilities.

According to V.V. Davydov, the fundamental quality of self-consciousness is reflection, the ability to take the position of another person. Therefore, overestimated self-esteem does not allow the formation of reflection that can form the control and evaluation of actions, allowing you to regulate behavior. For children with high self-esteem, they are able to see the reasons for their own failures only in the outside world.

According to T.A. Rotanova, differentiated self-esteem is the basis for a child's success in school life.

According to O.A. Belobrykina, self-esteem is the main core of the personality, the regulator of personality behavior. Her analysis of literary data made it possible to establish that self-esteem expresses the degree of development of a person's sense of self-esteem, a sense of their own value, a positive attitude towards the world. According to I.S. Kon self-assessment can be general and specific (private). General self-esteem expresses a person's holistic attitude towards himself, acceptance or rejection of himself. Private self-assessment is a person's assessment of the result of his specific activity, to personal qualities. Private self-esteem is closely related to the level of claims, that is, a person chooses tasks for himself, evaluating his capabilities.

DI. Feldstein singles out the following parameters in the structure of self-assessment: stability - lability, adequacy (accuracy), sign, completeness.

According to A.A. Stepanov, one more category can be distinguished in the structure of self-esteem: socio-psychological reflection. This is the ability of an individual to perceive and evaluate their relationships with other people.

According to G.M. Breslav, in the formation of self-consciousness, an important role belongs to "emotional displacement", that is, memories of the past and expectation of the future. With the normal development of an older preschooler, psychological time is formed. This testifies to the differentiation of the “I” of the system.

Most researchers believe that the psychological conditions for the development of the personality of a preschool child are play activity and the interaction of children and adults in joint activities. Research conducted by E.A. Kudiyarova, made it possible to establish that for older preschoolers, the personality of the educator is significant in body orientation and gender and age identification.

The provisions of the theory of V.S. Mukhina about the relationship between the links of self-consciousness in preschoolers was confirmed by the studies of E.A. Kudiyarova.

So, we can conclude that the formation of voluntary behavior in preschool age is just beginning. By middle age, with the normal development of preschoolers, the image of the physical “I”, gender and age identification, as well as ideas about oneself in the past and in the future (personal psychological time) are formed. A high level of claims to social recognition and insufficient ability to reflect are manifested in the phenomenon of inflated self-esteem, which is regarded by researchers as the norm of age. The assimilation of social norms makes possible the emergence of moral judgments that testify to the growth of the child's self-consciousness, since they can be seen as a manifestation of "I for others" or "ideal I".

The behavior of a preschool child is largely regulated by adults, while the formation of independent regulation of behavior by the child takes place. At the senior preschool age (the preparatory group of the kindergarten), a significant part of the children show signs of personal readiness for schooling, one of the significant aspects of which is the possibility of decentration - understanding and taking into account the position of the other. The latter becomes possible only with a sufficient level of development of the necessary elements of self-consciousness.

DEVELOPMENT OF SELF-CONSCIOUSNESS OF CHILDREN DURING THE PRESCHOOL PERIOD

1 The development of self-awareness in children with early development before preschool

In the domestic psychological literature there are fundamental works of child psychologists who paid considerable attention to various aspects of the development of the personality of a preschool child. Many of them pay attention to the formation of self-consciousness (L.I. Bozhovich, A.L. Venger, L.S. Vygotsky, A.V. Zaporozhets, G.G. Kravtsov, E.E. Kravtsova, M.I. Lisina, V. S. Mukhina, L. F. Obukhova, N. N. Poddyakov, K. N. Polivanova, E. O. Smirnova, D. B. Elkonin, etc.)

Self-awareness is based on the child's ability to appropriate the accumulated experience of humanity through the mechanisms of identification. It singles out a “crystal of personality” in self-consciousness. The basis of the "crystal" is a proper name (identified with a bodily individuality) and social recognition, which the child receives first from the immediate, and then more distant social environment.

Discussing the problem of forming the image of an individual "I", several successive steps can be distinguished: self-perception, idea of ​​the body scheme, self-perception, self-esteem, selection of "I" as an internal subject. lower levels the structures of the image of "I" can be characterized with the help of special techniques, naturally, not reflecting self-consciousness in full, but only its individual elements. The number of such studies is quite large.

The study of the child's self-consciousness is very difficult, primarily from the point of view of the methodological arsenal. It is possible to study the “I-Concept” itself as a reflexive assessment of oneself and one’s capabilities through self-descriptions only when a sufficiently high level of formation of the “I” is reached.

All researchers attribute the development of the rudiments of self-consciousness to an early (and some even to infancy) age. It occurs in the process of active action of the child, which is determined to a large extent by his internal state. The child no longer only knows his name, he "discovers himself" as a separate person. Arbitrary mastery of one's body begins. The result is the appearance of purposeful movements and actions. In progress motor development general bodily coordination appears.

It is at an early age that primary ideas about the body scheme are normally formed, and self-awareness becomes relatively differentiated. A normally developing child is able to localize bodily sensations by the middle of the second year of life, a maximum of two years. This confirms that the body schema has been formed. Even earlier (at a year and a half), he begins to recognize himself in the mirror, and then in photographs, which indicates the primary differentiation of "I" and "not I". The study of children in conditions of maternal deprivation showed that at this age they often do not recognize themselves in the mirror and, moreover, in photographs. In addition to ascertaining the delay in highlighting one's "I", this fact can be explained by significantly less experience of actions of this kind. It has been proved that the age terms for the appearance of the possibility of self-recognition depend on the presence of an individualized interaction with an adult.

The possibility of localizing bodily sensations can be established mainly if the child has speech. In this case, he can not only stretch out an arm or leg at the request of an adult, show various parts of the body (which is usually available to children of the second year of life), but also answer the question of what hurts him (although this technique is very unreliable due to imitation of children, often copying the complaints of adults). Delay in speech development significantly complicates the assessment of the formation of this possibility.

The difficulties of studying young children leave open many aspects of the early stages of the formation of self-awareness. Research conducted by T.V. Guskova and M.G. Elagina (1987) have shown that already at this age, motivating ideas and “pride in achievements” appear in children. This indicates the beginning of the formation of the "I" system. However, it should be repeated that the emergence of these most important personality neoplasms is predetermined by the interaction of the child and the adult.

The performance of one action for the sake of another arises in the child in the process of communication, under the influence of upbringing and the requirements of an adult, and only then in conditions when this is required by the objective objective circumstances of his activity. Thus, under the influence of an adult in the process of communication, a subordination of motives begins to form, which determines the ability to regulate one's behavior.

The appearance of motivating representations marks the initial stage in the development of voluntary behavior. In connection with the formation of sufficiently stable ideas, feelings and desires appear associated with objects that the baby remembers, although he does not see them in front of him at the moment. The child becomes less dependent on the current situation. It is from this period that he begins to "build" his behavior, in accordance with own desires and presentations.

The knowledge and discovery of one's "I", according to many psychologists, during this period is the dominant line of development. At the same time, this is only the beginning of a long process of becoming self-conscious. Therefore, perhaps it is more correct to say that at an early age, only the prerequisites for the emergence of elements of self-consciousness accessible to experimental study are usually formed.

From the point of view of S.L. Rubinstein, who believed that self-consciousness is primary in relation to consciousness, self-consciousness of a child before the beginning of preschool age is a stage in the development of consciousness. It is prepared by the appearance of speech, the growth of independence, as well as the changes associated with these processes in relationships with others.

Let us now turn to an analysis of information about the development of self-awareness in preschool children. It should be noted right away that such outstanding psychologists as A.N. Leontiev, D.B. Elkonin and L.S. Vygotsky "pushed back" the appearance of a distinctly pronounced signs the presence of self-awareness by the period of "pre-school crisis" - a crisis of 7 years. as the most important feature, indicating that the child has reached a certain degree of personal maturity, they singled out self-esteem.

The emergence of children's self-esteem refers, according to L.I. Bozovic, by the age of three. There are no rational components in the primary self-assessment, it is largely situational, emotionally conditioned. Usually a child has a globally undifferentiated opinion about himself: "I am good." In cases of opposite statements (“I am bad”), one can think that the child does not yet truly evaluate himself, but repeats the heard remark of an adult or shows negativism, which many researchers consider a typical manifestation of the crisis of three years. At the same time, it is generally recognized that with normal development, it is precisely by the age of three that a “system of the Self” arises, which includes primary knowledge about oneself and attitude towards oneself. Age 3 K.N. Polivanova calls "the start of the development of self-consciousness."

A.N. Leontiev considered preschool childhood to be the period of the initial actual formation of the personality. In a number of concrete psychological changes in a preschooler, he pays special attention to the appearance of signs of arbitrariness of behavior. The central link in this formation is the subordination of motives in activity.

L.S. Vygotsky associated self-consciousness with self-mastery and expansion of the possibilities of awareness: from one's physical qualities, movements and objective actions to reflection of one's own mental processes (both cognitive and emotional-motivational) and personal qualities. Characterizing the self-esteem of preschoolers, L.S. Vygotsky wrote: “A child of preschool age loves himself, but self-love as a generalized attitude towards himself, which remains the same in different situations, but self-esteem as such, but a child of this age does not have a generalized relationship to others and an understanding of his value.”

According to the eminent child psychologist D.B. Elkonin, who developed the position of L.S. Vygotsky that the process of mental development is the mastery of the “ideal forms” presented to the child, at preschool age the child is oriented to the maximum extent to the assimilation of social norms and relations. The scientist believed that the image of an adult orients the actions and deeds of a preschool child, which is the reason for the emergence of subordination of motives. The demand of an adult is the pattern that forces one to subjugate motives. The image that orients behavior first exists in a specific visual form, and then becomes more and more generalized, acting in the form of a rule or norm.

The main achievements in the development of a preschooler include new motives for actions and actions that enter into complex relationships and subjugate the desires of the child, the formation of the first ethical instances and, on their basis, a moral assessment, as well as the ability to control oneself.

At the same time: “Self-esteem, that is, knowledge of one’s qualities, and the discovery of one’s experiences for oneself represent self-consciousness, which is formed by the end of preschool age as its main neoplasm (it should be noted that neither self-esteem nor inner experiences are yet generalized by the child ; their generalization is the main content of the transitional period from preschool to school age).

It is important to note that one of the main tasks of the psychological study of a preschool child is not to study the phenomenology of development, which does not reveal the psychological mechanism of the phenomena being studied, but to organize formative experiments that make it possible to find out under what conditions in these children it is possible to obtain a higher level of development of one or another mental function.

Modern researchers are less categorical in assessing the possibilities of a preschooler in self-knowledge and mastery of their behavior. According to the studies of A.L. Wenger, at preschool age, the primary image of the "I" appears, which is inextricably linked with the awareness of one's actions and the situation in which they are performed. By the age of 7, the child has a difference between "I am real" and "I am ideal."

The subjective principle represents a holistic feeling of oneself as a source of one's will, experiences and activity. It can be seen as the center of self-consciousness. The object principle - ideas about everything to which the pronoun "mine" is applicable - is the periphery of self-consciousness.

The subjective principle generates various forms belonging to another (empathy, cooperation). Self-esteem and self-image, according to the author, are related to the objective principle. Self-esteem is an attitude to one's specific qualities, the image of "I" is an idea of ​​one's capabilities, abilities, one's place among others. As you can see, there are some differences in these definitions from those given by us earlier.

With normal mental development in the middle of preschool age, peripheral structures and object components of the image of the Self are formed. By the older preschool age, the subjective component of self-consciousness intensifies, it goes beyond its object characteristics and becomes open to the experiences of others. The child becomes able to give a moral assessment of the actions of others, to understand their experiences. There is some controversy in the literature on this point, since the authors cited above believe that the child's moral judgments refer to the "social" and not the "individual self."

L.S. Vygotsky believed that the possibility of moral judgments is a consequence of the development of self-consciousness, associated with the “loss of immediacy” characteristic of a 7-year-old child and is a reflection of the awareness of the “ideal” form, which, as mentioned above, is presented to the child by adults. In another way, this can be interpreted as evidence of the separation of the "I-real" and "I-ideal". The emergence of moral judgments is regarded by researchers as an indirect indicator of the differentiation of self-consciousness, since they testify to the opposition of the image of oneself "good" - "bad" and the desire to look better in the eyes of an adult. However, the known "norm" most often diverges from the actual behavior of the child. Therefore, moral judgments can be regarded as the result of the assimilation (but not appropriation) of the norms of social behavior.

It should be noted that for the psychology of personality and its development is the central problem of will and arbitrariness, covering a wide range of heterogeneous phenomena: actions according to instructions, perseverance and independence in achieving goals, subordination of motives, compliance with rules, goal setting, volitional efforts, moral choice, mediation of cognitive processes.

It can also be noted that characterizes the preschooler's self-consciousness as awareness of the motives and goals of behavior and the means to achieve them, since awareness of the means to achieve the goal leads to the establishment of a hierarchy of motives. It should be noted that indirect indicators of the establishment of such a hierarchy are the child's ability to behave in accordance with the rules of relationships established in the preschool educational institution, as well as follow the instructions of an adult in group classes. Of course, the very success of completing tasks depends not only on the arbitrariness of behavior, but also on other factors.

In addition, behavior can be stereotyped and unconscious. In this case, there is a lack of emphasis on one's own actions and an underdevelopment of the child's motivational-volitional sphere. The fulfillment of the rules is alienated, forced, situational and is not recognized as one's own, independent action. The author believes that such an action cannot be considered arbitrary. From this we can conclude about the importance of the formation of self-consciousness for the development of "true" arbitrariness.

A different, more detailed structure of a child's self-consciousness can be represented as: “self-consciousness is a value orientation that forms a system of personal meanings that make up the individual being of a person. The system of personal meanings is organized into a structure of self-consciousness, representing the unity of links developing according to certain laws. The structure of a person's self-consciousness is formed by identification with the body, a proper name, self-esteem, expressed in the context of a claim to recognition, gender identification, self-representation in the aspect of psychological time and self-assessment within the social space of a person (rights and obligations).

Self-awareness includes: features of gender and age identification, understanding and awareness of the meaning of the situation, attitude to the situation of success and failure when performing tasks. These indicators reflect the level of both intellectual and emotional development of the child. All this underlies the emerging self-esteem.

Some modern psychologists who have studied the mental development of preschoolers, without directly dealing with the problems of self-consciousness, have come to a number of important conclusions. Thus, studies devoted to the formation of personal readiness for learning have shown that self-esteem of preschoolers in the "pre-crisis" period is consistently high and not differentiated, which is, age norm. The emergence of a differentiated self-assessment is possible only if there is the ability to decenter, i.e. taking into account the position of a peer in joint activities with him.

Many studies show that if a preschooler does not put himself on the highest level, then more often this result indicates not an attitude towards himself, but about the characteristics of the mental and personal development of the child. This is due to criticality, uncharacteristic for this age, self-doubt, one's qualities and capabilities, and is regarded as an alarming symptom.

The ability to take the position of another testifies to the emergence of such an important neoplasm - reflection, which is regarded as a fundamental quality of human consciousness. Inadequate, overestimated self-esteem of preschoolers interferes with the formation of reflection, which is associated with the formation of control and evaluation actions, which are an indispensable condition for regulating their behavior. Children whose capacity for reflective evaluation is not yet in the zone of proximal development perceive what is happening from only one point of view. They see the reasons for their own failures in the outside world, they attribute them to anything but themselves. Perceiving what is happening only from a subjective position, children cannot look at themselves from the outside. Therefore, a connection is found between the formation of volitional regulation of behavior and the level of self-esteem, and the level of cognitive development.

It should also be noted that the formation of a differentiated self-assessment is a predictor of a child's academic success, since it is one of the manifestations of the cognitive differentiation discussed above.

The personality of the child represents the unity of affect and intellect, and suggested that the will acts as a mediating link. According to him, a child with a more developed self-awareness is a child who knows what he wants and knows how to achieve it. Therefore, for the development of personality, it is necessary to work, first of all, on the skills of volitional behavior.

With the full development of the personality of a preschool child, he has the possibility of emotional decentration, i.e. capacity for empathy and complicity. In this case, the child understands the "moral norm" much better. Of course, it should be noted once again that knowledge of a “moral” or “social” norm is by no means always accompanied by prosocial behavior.

A significant factor in the indicators of the formation of self-awareness is "emotional displacement" - memories of the past, expectations of the future. Normally, the older preschooler has already formed both the psychological past and the psychological future. This conclusion can be understood as proof of the presence of a differentiated system of "I" to a certain extent. The absence of emotional displacement can be interpreted as a deviation in personality formation.

Regarding the psychological conditions for the development of the personality of a preschooler, all researchers, without exception, agree that the leading role in this process belongs to an adult, interaction with whom is carried out preferably in the leading activities for childhood, primarily in the game.

An experimental study of the self-awareness of normally developing preschoolers, conducted by me, showed that even personality is significant for this process. preschool teacher. According to my data, the vast majority of children aged 5.5-6.5 years had a full orientation in the body scheme and adequate gender and age identification. Interestingly, inflated self-esteem was found by me only in 70% of cases.

It should also be noted that empirical studies of character, on the development of children's self-awareness, are relatively rare. This, in my opinion, makes it difficult to determine the individual dynamics of indicators characterizing self-consciousness. At the same time, all components of self-consciousness in a preschooler are quite closely related.

This corresponds to the proposition that in a child who is at the standard level of cognitive activity for preschool age, the differentiation of its various components is still insufficient. Accordingly, work on any component contributes to the development of others closely related to it. Figure 1 shows a diagram reflecting the structural elements of self-awareness, which are available for study at preschool age and are most often objects of research interest.

Rice. 1. Scheme of the structure of self-consciousness of a preschooler

So, at preschool age, the self-consciousness of the child, just as arbitrary behavior, is only being formed and it is available for study to a limited extent, since the reflexive capabilities of children are minimal. But, at the same time, the image of the physical "I", gender and age identification, as well as ideas about oneself in the past and in the future (the psychological time of the individual) are formed in the majority of normally developing children already in the middle preschool age. A high level of claims to social recognition and insufficient ability to reflect are manifested in the phenomenon of inflated self-esteem, which is regarded by researchers as the norm of age. The assimilation of social norms makes possible appearance moral judgments that testify to the growth of the child's self-awareness, since they can be seen as a manifestation of "I for others" or "ideal I".

The behavior of a preschool child is largely regulated by adults, but at the same time, the possibility of its independent regulation becomes obvious. At the senior preschool age (the preparatory group of the kindergarten), a significant part of the children show signs of personal readiness for schooling, one of the significant aspects of which is the possibility of decentration - understanding and taking into account the position of the other. The latter becomes possible only with a sufficient level of development of the necessary elements of self-consciousness.

The formation of self-awareness of preschool children is becoming milestone in their personal development, and play a big role in their development as a person. After all, the knowledge of how children, thanks to their cognitive abilities, gradually become aware of their own physical and mental abilities, their actions and actions, their attitude towards other people and towards themselves, underlies the pedagogical management of the entire complex of educational and academic work in a preschool.

2 The influence of adults on the formation of the child's self-awareness in the preschool period

The studies conducted by some well-known modern psychologists show a clear dependence of the awareness of the qualities and characteristics of a peer on educational work in a group. The general trend observed in this case is that children are primarily aware of those qualities and characteristics of the behavior of their peers that are most often evaluated by others and on which, therefore, their position in the group largely depends.

Analyzing the rationale for their choices by the children of a number of preschool children, I drew attention to the fact that in some cases one of the most common motivations was: "he eats well." Special observations showed that in these groups the educators paid great attention to this "type of activity" and often evaluated it. Having established this fact, I developed a special program for educators of other groups, which provided for the activation of their value judgments precisely during the meal: educators constantly praised those who quickly and accurately ate their portion, and condemned those who violated the rules of behavior at the table and did not eat their own. portion.

The effectiveness of the influence of adults on the formation of self-esteem of a preschooler is determined to a large extent by the level of their pedagogical skills. Psychological research shows that the relative fidelity of self-assessment and peer assessment is determined by the direction and style of educational work, the teacher's deep knowledge of both the life of the group, interpersonal relations in it, and the individual characteristics and capabilities of each child. An important role is played by the possession of pedagogical communication skills, the skillful use of orienting and stimulating (B.G. Ananiev) functions of pedagogical assessment. Positive results in the formation of self-esteem of self-doubt preschoolers are achieved when educators go through the development of children's capabilities, creating a situation of success for them, do not skimp on praise, the manifestation of their emotional support. This helps to strengthen children's self-confidence and self-esteem. This is confirmed by both advanced pedagogical experience and specially conducted research.

It is characteristic that the work of educators-masters in the formation of self-esteem in specific activities (playing, drawing, reading poetry, etc.) is closely intertwined with the work of improving the general emotional well-being of these children in the group, changing their position in the system. personal relationships.

Work in the direction of changing relationships with peers is complex, lengthy, requires great pedagogical tact, flexibility, ingenuity, gradualness. Significant success is achieved by master teachers when work on the formation of self-esteem is carried out in different regime moments and in various activities. The correct organization of upbringing and educational work, the skillful use of the "orienting" and "stimulating" functions of pedagogical assessment contribute to the formation of self-esteem of preschoolers in a pedagogically expedient direction and at the same time create favorable conditions for the development of the personality, abilities, and skills of a preschooler.

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. For example, if a mother says to her daughter: “You are a beautiful girl,” then she seems to mean that the daughter belongs to a certain group of girls who have a set of attractive features. 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 child's capabilities, 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, in joint activities with other children, the child learns such individual characteristics that are not manifested in communication with adults (the ability to establish contacts with peers, come up with an interesting game, perform certain roles, etc.), begins to realize the attitude towards yourself from other children. It is in the joint game at preschool age that the child highlights 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 easier to understand and analyze 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.

Often the cause of conflicts in the children's team is the inability of children to understand and take into account the experiences and feelings of other people.

One of the most important conditions for the development of self-awareness in preschool age is the expansion and enrichment of the child's individual experience. Speaking of individual experience, in this case they mean the cumulative result of those mental and practical action which the child himself undertakes in the surrounding objective world.

The difference between individual experience and communication experience lies in the fact that the former is accumulated in the "child - the physical world of objects and phenomena" system, when the child acts independently outside of communication with anyone, while the latter is formed due to contacts with the social environment in the "child - other people". At the same time, the experience of communication is also individual in the sense that it is the life experience of the individual.

Individual experience gained in a particular activity is a real basis for determining the child's presence or absence of certain qualities, skills and abilities. He can hear every day from others that he has certain abilities, or that he does not have them, but this is not the basis for the formation of a correct idea of ​​\u200b\u200bhis capabilities. The criterion for the presence or absence of any abilities is, ultimately, success or failure in the relevant activity. Through a direct test of his abilities in real life conditions, the child gradually comes to understand the limits of his capabilities.

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

The foregoing does not mean that the development of children's self-awareness is a kind of "Robinsonade" and regardless of the social environment. At the same time, it is fair to note that in the process of upbringing, adults often underestimate the importance of the child's own activity and its role in the formation of the child's personality. In order for the child's ideas about himself to be more complete and versatile, his activity should not be excessively limited: running, jumping, climbing high hills, a preschooler learns himself. It is necessary to give him the opportunity to try his hand at various types activities: drawing, designing, dancing, sports activities. The role of an adult in shaping the individual experience of the child is to draw the attention of the preschooler to the results of his actions; help analyze errors and identify the cause of failures; create the conditions for success in its activities. Under the influence of an adult, the accumulation of individual experience acquires a more organized, systematic character. It is the elders who set before the child the tasks of understanding and verbalizing their experience.

Thus, the influence of adults on the formation of children's self-awareness is carried out in two ways: directly, through the organization of the child's individual experience, and indirectly, through verbal designations of his individual qualities, a verbal assessment of his behavior and activities.

An important condition for the formation of self-consciousness is mental development child. This is, first of all, the ability to realize the facts of one's inner and outer life, to generalize one's experiences.

If in early periods development, the child's perception of his own actions and the actions of other people is involuntary, and as a result, the child unconsciously imitates the behavior of others, then at the older preschool age, observation becomes purposeful and conscious. A preschooler has a fairly well-developed memory. This is the first age devoid of childhood amnesia. The fact that the child begins to remember the sequence of events is called in psychology "the unity and identity of the 'I'". Consequently, even at this age one can speak of a certain integrity and unity of self-consciousness.

At the senior preschool age, a meaningful orientation in one's own experiences arises when the child begins to realize his experiences and understand what it means "I rejoice", "I am upset", "I am angry", "I am ashamed", etc. Moreover, the older preschooler is not only aware of his emotional states in a specific situation (this may be available to children 4-5 years old), there is a generalization of experiences, or an affective generalization. This means that if several times in a row he experiences failure in some situation (for example, he answered incorrectly in class, was not accepted into the game, etc.), then he has a negative assessment of his capabilities in this type of activity (“ I don’t know how”, “I won’t succeed”, “No one wants to play with me”). At the senior preschool age, the prerequisites for reflection are formed - the ability to analyze oneself and one's activities.

The conditions considered (the experience of communicating with adults and children, the experience of individual activity and the mental development of the child) have an unequal influence on the development of children's self-awareness in different age periods.

Soon the child begins to compare himself with adults. He wants to be like adults, he wants to perform the same actions, enjoy the same independence and autonomy. And not later (someday), but now, here and immediately. That is why he develops a desire for the expression of will: he strives for independence, for opposing his desires to the desires of adults. This is how an early age crisis occurs. Adults during this period experience significant difficulties in relationships with the child, face his stubbornness, negativism.

In early preschool age, the experience of communicating with adults plays a leading role in shaping the child's self-awareness. Individual experience at this age is still very poor, undifferentiated, poorly understood by the child, and the opinion of peers is completely ignored.

In the middle preschool age, the adult remains absolute authority for the child, the individual experience is enriched, the amount of knowledge about oneself obtained in various activities expands. The influence of peers increases significantly, in a number of cases, orientation to the opinion of a group of children turns out to be leading. (All parents, for example, are aware of cases of refusal to wear something because children in kindergarten laugh at it). This is the heyday of children's conformism.

At the older preschool age, the child has a relatively rich experience of his own, has the ability to observe and analyze the actions and deeds of other people and his own. In familiar situations and familiar activities, assessments of others (children and adults) are accepted by an older preschooler only if they do not contradict his personal experience. Such a combination of factors in the development of self-awareness is not typical for all children who have actually reached senior preschool age, but only for those whose general level of mental development corresponds to transition period- Crisis of seven years.

How to develop a child’s self-awareness, form a correct idea of ​​himself and the ability to adequately evaluate himself, his actions and actions:

) Optimization of the relationship between parent and child: it is necessary that the child grows up in an atmosphere of love, respect, careful attitude to his individual characteristics, interest in his affairs and occupations, confidence in his achievements; at the same time - exactingness and consistency in educational influences on the part of adults.

) Optimizing the relationship of the child with peers: it is necessary to create conditions for the full communication of the child with others; if he has difficulties in relations with them, you need to find out the reason and help the preschooler gain confidence in the peer group.

) Expansion and enrichment of the child's individual experience: the more diverse the child's activities, the more opportunities for active independent actions, the more opportunities he has to test his abilities and expand his ideas about himself.

) Development of the ability to analyze one's experiences and the results of one's actions and deeds: always positively assessing the child's personality, it is necessary to evaluate the results of his actions together with him, compare with a model, find the causes of difficulties and mistakes and ways to correct them. At the same time, it is important to form in the child the confidence that he will cope with difficulties, achieve good luck, he'll be fine.

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. Without knowledge of the characteristics of children's self-awareness, it is difficult to correctly respond to their actions, choose the appropriate reprimand or encouragement, and purposefully manage education.

3 Development of self-awareness and self-esteem in preschool age

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. Due to the lack (limitation) of adequate knowledge of his abilities, the child initially accepts his assessment, attitude and evaluates himself, as it were, through the prism of adults, is entirely guided by the opinion of the people raising him. Elements of an independent self-image begin to form somewhat later. For the first time they appear, as shown by special studies (B. G. Ananiev and others), diary materials, in the assessment of non-personal, moral qualities, but objective and external (“But I have an airplane”, “But I have this”, etc.). This manifests the instability of ideas about the other and about oneself outside the situation of recognition, the remaining elements of the inseparability of actions from the object.

A significant shift in the development of the personality of a preschooler is the transition from the subject assessment of another person to the assessment of his personal properties and internal states of himself.

In all age groups children show the ability to evaluate others more objectively than themselves. But there are certain age-related changes. Rarely from an older preschooler to the question "Who is your best?" we will hear "I am the best", so characteristic of the smallest. But this does not mean that children's self-esteem is now low. Children have already become "big" and know that boasting is ugly, not good. It is not necessary to directly declare your superiority. In older groups, you can see children who evaluate themselves with positive side in an indirect way. To the question "What are you: good or bad?" they usually answer like this: “I don’t know ... I also obey”, “I also know how to count to 100”, “I always help the duty officers”, “I also never offend children, I share sweets”, etc.

It has been established that the status, position of the child in the group also affects the preschooler's self-esteem. So, for example, the tendency to overestimate is more often found by "unpopular" children, whose authority in the group is low; underestimation - "popular", whose emotional well-being is quite good.

Self-esteem of preschool children manifests itself differently depending on their attitude to activity. The most favorable, as shown by the studies of V.A. Gorbacheva, R.B. Sterkina, for the formation of dynamic self-esteem in older preschoolers are such activities that are associated with a clear setting for the result and where this result appears in a form accessible to the child’s self-assessment (for example, games with throwing an arrow at a target, playing ball and hopscotch) . In this case, children are guided by the motive of increasing self-esteem, while when performing activities of a productive nature (for example, paper cutting), which are associated with the need to perform fairly subtle operations that do not cause a vivid emotional attitude, self-esteem motives recede into the background, and the paramount importance for children acquires interest in the process of activity itself. The accuracy and objectivity of assessment and self-assessment of preschoolers grow as children master the rules of the game and gain personal 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 (increase) of the interest of older preschoolers in the inner world of people, their transition to personal communication, the assimilation of significant criteria for evaluative activity, the development of thinking and speech.

The preschooler's self-esteem reflects his developing feelings of pride and shame.

So: the development of self-consciousness is in 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, that is, the child has “awareness of his social “I” and the emergence of this basis of inner position.” This shift in the development of self-esteem has important role in the psychological readiness of a preschooler to study at 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.

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. So it is easier for children to give an adequate self-assessment of the drawing he made on a specific topic, rather than correctly assess their 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. A child's ability to analyze the results of his 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.

The younger the preschoolers, the less significant their peer assessments are for them. At the age of three or four, mutual assessments of children are more subjective, more often subject to the influence of emotional attitudes towards 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 a 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 their 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 in 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 is important in the psychological readiness of a preschooler to study at 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, imagining oneself in time, discovering one's experiences for oneself - all this constitutes the initial form of a child's awareness of himself, 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 a male or female gender, 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 outward signs, such as hairstyle, clothing, and allow the possibility of changing gender.

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. The younger the 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 give great importance ratings 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.

Diagnosis of the emotional-volitional sphere of a preschooler.

1. "Graphic depiction of certainty and uncertainty." In this test, the preschooler was asked to draw himself with pencils.

Purpose of the test- forecast of experience and affective response in significant and conflict situations, revealing unconscious aspects of personality.

2 Methods for identifying the presence of fears (Zakharov A.I..). When conducting this test, the child is read specific situations in which he may experience a feeling of fear.

Purpose of the test- identify the child's fears, as well as fears about the likelihood of a particular event.

3. Anxiety test - fairy tale therapy Louise Duce.

Purpose of the test: diagnostics of the child's emotional reactions to some life situations familiar to him.

When conducting a test to identify the presence of fears (according to Zakharova A.I.), a conversation was held, which was presented as a condition for getting rid of fears by playing and drawing them.

We had a leisurely and detailed conversation, listing fears and expecting answers "yes" - "no" or "I'm afraid" - "I'm not afraid." We repeated the question of whether the child was afraid or not, only from time to time. Thus, they avoided the suggestion of fears, their involuntary suggestion.

With the stereotypical denial of all fears, they were asked to give detailed answers such as "I'm not afraid of the dark" or "I'm afraid of the dark", and not "no" or "yes". When asking questions, we sat next to, and not in front of the child, not forgetting to periodically cheer him up and praise him for saying everything as it is.

self-awareness- a person's idea of ​​​​his relationship with the environment, the concept of his "I", attitudes towards himself.

In psychology, self-consciousness is understood as a mental phenomenon, a person's awareness of himself as a subject of activity, as a result of which a person's ideas about himself are formed into a mental "image-I".
The child is not immediately aware of himself as I;

during the first years, he himself quite often calls himself by name - as those around him call him;

he first exists for himself rather as an object for other people than as an independent subject in relation to them.

Self-consciousness is not an initial given inherent in man, but a product of development.

However, the germ of consciousness of identity appears already in the infant, when he begins to distinguish between sensations caused by external objects and sensations caused by his own body, the consciousness of "I" - from about three years old, when the child begins to use personal pronouns correctly.

Awareness of one's mental qualities and self-esteem acquire highest value in adolescence and youth. But since all these components are interconnected, the enrichment of one of them inevitably modifies the entire system.

The opening of the "I" occurs at the age of 1 year.

By the 2nd or 3rd years, a person begins to separate the result of his actions from the actions of others and is clearly aware of himself as a doer.

By the age of 7, the ability to evaluate oneself (self-esteem) is formed.

The formation of self-consciousness is influenced by: assessments of others and status in the peer group. The ratio of "I-real" and "I-ideal". Evaluation of the results of their activities.

According to Wolf Salomonovich Merlin self-consciousness is a complex psychological system that includes four components :

1) Consciousness of one's "I";
2) Consciousness of one's own identity;
3) Awareness of personal mental qualities;
4) The system of social and moral self-assessments.

All these elements are connected to each other, but they are not formed at the same time.

Self-consciousness should be understood as the process of realizing one's personality, one's "I", as a physical, spiritual and social being.

Self-consciousness is knowledge and at the same time attitude towards oneself as a certain person.

All aspects of the personality (physical, spiritual, social) are in the closest unity, they influence each other. The process of understanding these aspects of personality is a complex single process. Awareness of oneself as a physical being is also an attitude towards oneself as to a certain living organism with certain physical qualities.

When we talk about self-awareness as a spiritual being, then knowledge and attitude towards oneself, as a person who knows, experiences and acts, comes to the fore. Finally, awareness of oneself as a social being lies in the awareness of one's social role, one's place in the team.

The emergence and development of a child's self-awareness during the first 7 years of life is inextricably linked with the development of interpersonal relationships with others.

Self-consciousness as a constant source of various desires and actions, separated from other people, occurs by the end of the third year of life under the influence of the growing practical independence of the child.

The child begins to master the performance of various objective actions without the help of parents, learns the simplest skills of self-service. He masters upright posture, speech, object-manipulative activity. He has special feelings, which in psychology are called feelings of pride: a sense of pride and a sense of shame (the primary manifestations of the emotional-value component of self-consciousness). At the end of this period, the child begins to assert itself as a person for the first time. He begins to understand that this or that action is performed by him. Outwardly, this understanding is expressed in the fact that the child begins to talk about himself not in the third, but in the first person: “I myself”, “I will”, “I want”, “Give me”, “Take me with you”. In dealing with adults, he learns to separate himself from other people.

Entering the preschool age, the child realizes only the very fact that he exists, still not really knowing anything about himself and his qualities. Trying to be like an adult young child does not take into account their real capabilities.

Soon the child begins to compare himself with adults. He wants to be like adults, he wants to perform the same actions, enjoy the same independence and autonomy. And not later (someday), but now, here and immediately. That is why he develops a desire for the expression of will: he strives for independence, for opposing his desires to the desires of adults. This is how an early age crisis occurs. Adults during this period experience significant difficulties in relationships with the child, face his stubbornness, negativism.

The younger preschooler does not yet have a reasonable and correct opinion about himself, who simply ascribes to himself all the positive qualities approved by adults, often without even knowing what they are. When one child claiming to be neat was asked what that meant, he replied, "I'm not afraid." Other children, also proud of their neatness, answered this question: “I don’t know.”

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 with self-esteem (“I am good because my mother says so”).

Gender identification, identification of oneself with representatives of one's own sex, develops somewhere by the age of three, in the process of how a child learns to realize himself as a future man or woman. "I am a boy" or "I am a girl" becomes the child's knowledge and conviction. Here, awareness of one's "I" certainly includes in the norm and awareness of one's own gender. Feelings of one's own gender are normally already becoming stable in a child at a younger and middle preschool age.
In accordance with the perception of himself as a boy or girl, the child begins to choose play roles for himself. At the same time, children are often grouped into games based on gender.

In the early and middle preschool years, a benevolent predilection for children of the same sex is revealed, which determines the development of self-awareness.

At 3-4 years old children not only distinguish the gender of the people around them, but they also know quite well that depending on gender, different requirements are imposed on a person: girls usually play with dolls and dress like women, and boys play with cars or, for example, firefighters.

At 4 - 5 years old , the child's self-assessment of other people, their actions and qualities initially depends on his attitude towards these people. This is manifested, in particular, in the assessment of the actions of the characters in stories and fairy tales. Any act of a good, positive hero is assessed as good, bad - as bad. But gradually, the assessment of the characters' actions and qualities is separated from the general attitude towards them, and begins to be built on an understanding of the situation and the significance that these actions and qualities have. After listening to the fairy tale "Teremok", the child answers the questions: "Did the bear do well or badly?" - "Badly". "Why did he do bad things?" - "Because he ruined the tower." - "Do you like the bear or not?" - "Like. I love bears."

As they learn, the norms and rules of behavior become the standards that the child uses in assessing other people. But applying these measurements to oneself is much more difficult. Experiences that capture the child, pushing him to certain actions, obscure from him the real meaning of the committed actions, do not allow them to be impartially assessed. Such an assessment becomes possible only on the basis of comparing one's actions, qualities with the capabilities, actions, qualities of other people.
When asked who sings the best songs in the group, Marina says: “Galya and me. Well Lena sings. And Galya and I get back a little. I am a little good and Galya is a little good.

By the senior preschool age (by 6-7 years) the attitude towards oneself again changes significantly. By this age, children begin to realize not only their specific actions and qualities, but also their desires, experiences, motives, which, unlike objective characteristics, are not the subject of evaluation and comparison, but unite and consolidate the personality of the child as a whole (I want, I love, I aspire, etc.) all this is reflected in the strengthening of the subjective component of self-consciousness and in changes in the relationship of a 6-7-year-old child to other people. The child's own self is no longer so cruelly fixed on its own merits and evaluation of its objective qualities, but is open to other people, their joys and problems. The child's self-awareness goes beyond its object characteristics and is open to the experiences of others. The other child becomes not only an opposite being, not only a means of self-affirmation and an object of comparison with oneself, but also a valuable person, the subject of communication and circulation of their integral self. That is why children willingly help their peers, empathize with them, and do not perceive other people's successes as their defeat .

Despite the obvious differences in behavioral manifestations, all problematic forms of interpersonal relationships are based on a single psychological basis. In general terms, it could be defined as a fixation on one's objective qualities or the predominance of an evaluative, objective attitude towards oneself and others. Such fixation gives rise to a constant assessment of oneself, self-affirmation.

Thus, self-consciousness and attitude towards others are inextricably linked and mutually condition each other; at all stages age development the attitude towards others reflects the features of the formation of the child's self-awareness and his personality as a whole.

Awareness of one's behavior and the beginning of personal self-awareness is one of the main neoplasms of preschool age. An older preschooler begins to understand what he can and cannot do, he knows his limited place in the system of relations with other people, he is aware not only of his actions, but also of his inner experiences - desires, preferences, moods, etc.

self-awareness- an understanding of what a child is, what qualities he possesses, how others treat him and what causes this attitude - is considered the central neoplasm of the entire period of preschool childhood. Self-awareness is most clearly manifested in self-esteem, that is, in how a child evaluates his achievements and failures, his qualities and capabilities.

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.

Another line of development of self-awareness - awareness of your experiences.

This period is characterized by gender identification:

The child is aware of himself as a boy or a girl;

There is an awareness of stereotypes of behavior according to the male or female type.

Introduction

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.

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 correct construction 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 around him.

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-awareness, a person's feelings of his own body, movements, actions.

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 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 - into a representation , and then into the concept of one's own I as a subject distinct from other 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 himself into the future, forming an ideal image of his life position, emotionally and rationally identified with it and strives to match 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.

. 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 research materials show 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 play space of the 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. So it is easier for children to give an adequate self-assessment of the drawing he made on a specific topic, rather than correctly assess their 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. A child's ability to analyze the results of his 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.

The younger the preschoolers, the less significant their peer assessments are for them. At the age of three or four, mutual assessments of children are more subjective, more often subject to the influence of emotional attitudes towards 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 a 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, in terms 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, a 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 their 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 in 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, that is, the child has “awareness of his social “I” and the emergence of this basis of inner position. This shift in the development of self-esteem is important in the psychological readiness of a preschooler to study at 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-awareness 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 the initial form of a child's awareness of himself, 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 the social feelings of 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 a 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. The younger the 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; - self-criticism develops by the end of preschool age; 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.

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