Introduction
Theformation of a socially active, moral, realizing their individual abilities — the main objectives of education, successful solution of which depends on thedirection and pace of reform of school life. One of the urgent problems facingteachers of the modern school is a psychological-pedagogical dualism withregard to developing personality — training and education is not always basedon knowledge about the psychology of child development and the formation of hispersonality.
Analyzingthe various studies should be noted that the central feature of any individualis a self-assessment, which is relatively stable and conscious system of ideasof personality about himself, on the basis of which a person builds arelationship to itself and its interaction with other people.
Partand parcel of the assessment is self-esteem. Self-assessment — assessment ofthe personality itself, its appearance, the place among other people, itsqualities and capabilities. Self-esteem is a core backbone of individualpersonality, which largely determines the position of human life, the level ofits claims, the entire system of ratings. Self-esteem affects the formation ofa style of behavior and human activity. In other words, self-esteem largelydetermines the dynamics and direction of development of the subject.
Theage of educational psychology and primary school age has a special place: inthis age mastered learning activities, formed the arbitrariness of mentalfunctions, there are reflection, self-control, and the actions begin to relateto the internal plan.
Learningactivity is one of the most important factors influencing the formation ofself-esteem of children of primary school age, so primary school teacher shouldknow the psychological characteristics of younger students and take intoaccount the individual characteristics of assessment in the learning process,carrying out individual and differentiated approach to learning.
Thepurpose of this course is to study the features of evaluation and self-esteemof children of primary school age.
Theobject of study: personal sphere junior student.
Subjectof research: assessment of the specifics and self-education of schoolchildren.
Objectives:
1. Explore self-esteem as a psychologicalcategory.
2. Identify the factors shaping evaluationand self-esteem of children of primary school age.
3. Produce an experimental study of theproblem.
4. Analyze the results.
Basedon the tasks the author picked up a few techniques for writing this coursework: firstly, this is a theoretical analysis of the psychological andeducational literature on the problem under consideration, and secondly,empirical observation, interviews, diagnostic techniques, as well as staticmethods of data processing.
Chapter 1. The problem of evaluation and self-esteem inmodern psychology/>1.1 Self-assessmentof personality as a psychological category
Theconcept of self-esteem was included in the dictionary Russian teacher — in theearly 80’s. But the study of the psychological structure was carried out longago.
Whatis self and what role it plays in mental life of children of primary schoolage?
Self-esteem- is the result, the final product of self-consciousness, is a system ofrepresentations of a person about himself, which includes three components.
Thefirst component — the words, usually adjectives, to which we resort to describethe features of his character, the composite personality traits. For example,«sociable», «cunning», «strong»,«patient», etc.
Thesecond component — self-esteem, emotional — affective score of therepresentation that we make about yourself.
Thethird component — the behavioral response, ie specific actions that can be calledas «I» and self-esteem.
Accordingto Robert Burns, self-esteem includes the following three components:
Cognitivecomponent — the presentation of the child abouthimself, as a rule, seem to him convincing in their opinion, whether they aretrue or false. Describing some man, we usually resort to using adjectives:«reliable,» «sociable,» «strong,»«conscientious,» etc. All these abstract characteristics that are notlinked to specific events or situations. As elements of the generalized imageof the individual they represent, on the one hand, the stable trend in hisbehavior, but on the other — the selectivity of our perception. The same thinghappens when we describe ourselves: we try to express in words the maincharacteristics of our self — perception. They can transfer up to infinity,since they include any attribute, role, status, and psychologicalcharacteristics of an individual, a description of the property, life goals,etc. The significance of the elements of self and their respective hierarchiesmay vary depending on the context of life experience of an individual or just aspur of the moment. This kind of self — is a way to characterize the uniquenessof each individual through a combination of individual features.
Estimatedcomponent — the qualities that we ascribe to the self, are not necessarilyobjective, and probably they were not always willing to accept other people. Itmay be that only age, sex, height, occupation and some other data withsufficient cogency, not cause controversy.
Forthe most part trying to describe myself, as a rule, there is a strongpersonality, the estimated time. In other words, self-esteem — is not just astatement, a description of his personality traits, but also the totality oftheir performance appraisal and related experiences. Even such seeminglyobjective indicators such as growth or age, can different people have differentmeanings due to the overall structure of their self-esteem.
Ifa person has an unattractive appearance, physical disabilities, is sociallyinadequate (even if it is only a guess) that accompany it in any interactionwith the social environment. In this case, to the development of positiveself-esteem may cause serious difficulties. Even emotionally neutral at firstglance, the characteristics of self typically contain open assessment. Thinkabout any of the characteristics of your self, you are likely in each of themwill be able to detect at least a light shade of evaluation, sometimes existingonly on the periphery of consciousness.
Manlearns the meaning of the evaluation of various characteristics that arepresent in his self-esteem. In this case, the assimilation of new assessmentsmay change and the importance of lessons before. For example, a student whosuccessfully passing grades, considers himself an apt pupil. He was proud andpleased with myself, because it is recognized by others: his success is thepositive reaction of teachers who meet the support of family and generally havea favorable social impact. However, this positive self-esteem can be shaken asa result of failure in examinations, or if in a circle of peers the value ofperformance will be put into the background with some other values, saysporting achievements. In addition, as they grow older is capable student canfind that academic success in themselves do not bring happiness and do notguarantee success in other situations. In this case, the total self-esteem canbe reduced, but generally remain positive. Thus, self-esteem is not constant,it varies depending on the circumstances.
Thesource estimates different views of the individual currently is itssocio-cultural environment in which they are fixed in the language of normativevalues. For example, the word «boring», «fat»,«lazy» contain inherent negative evaluation, while the «smart»,«bold», «reliable» — positive. Source of evaluativerepresentations of an individual may be the social reaction to some of itsmanifestations and introspection.
Self-esteemmanifests itself in conscious judgments of the individual, in which he tries toformulate its significance. However, as was shown, it is implicitly orexplicitly present in any self-description. Any attempt to characterizethemselves contain evaluative element defined by generally accepted standards,criteria and objectives, ideas about levels of achievement, moral principles,rules of conduct, etc.
Behavioralcomponent — the fact that people do not always behave in accordance with theirbeliefs, is well known. Often direct and immediate expression in the behaviorof the installation is modified or completely constrained by its socialunacceptability, moral scruples of the individual or his fear of possibleconsequences. For example, a teenager who considers himself a man of firm andsevere, can not manifest such qualities of character in relation to theirclassroom teacher.
Everyplant — it’s an emotionally tinged beliefs associated with a particular object.Feature of self-esteem as a complex of facilities is only in the fact that theobject in this case is itself the installation media. With thissamonapravlennosti all the emotions and the estimates are very strong andresilient.
Developmentand complication of the system self-assessment system of self-awarenesscontinues in the future. It passes through several phases, stages, and each newstep adds something new to our ‘I’, make it more complicated.
Sovietpsychologists view self-consciousness of the person as a party, as a product ofits development, generated by all her vital functions. Self-esteem, andself-consciousness as a whole, has a social character and is due to socialconditions.
Studiesshow that the criteria by which assess the quality of the individual in societyand on which he evaluates the quality of others, and apply them toward himself.Stressing the determination of self-identity social relations, SL Rubinsteinwrote: «Public assessment of rights is based with us… its sociallyuseful work… on the fact that he represents and what it gives. Therefore,his self-esteem is determined by what he does as a public individual tosociety. This new… attitude to work is the backbone on which rebuilds theentire personality psychology, it also becomes the foundation and core of itsidentity ».
Self-esteem- is a complex dynamic personal education, personal parameters of mentalactivity. Initial methodological guidelines for researchers self-esteem is theclassic situation of Karl Marx that «people first looked like a mirror inthe other person. Only treated the man as Paul, to their own kind, man Peterrefers to himself as a man. „
Accordingto LI Bozovic, knowledge of another is not only faster than the knowledgeitself, but also serves as the source of his and support. Comparison, thecomparison yourself with others is a recognized criterion of self-esteem. Comparingyourself with other people in the normal course of business, the man notices afact that the first notice of others, and as a result of coming to realizetheir actions and activities, properties and qualities of personality. Occurs akind of transfer of various properties of the individual. Podmechennyh anotherman for himself.
Thisis confirmed by the results of psychological research.
Themost important source of self-assessment is the assessment of people around theresults of human behavior and activities, as well as directly to the qualitiesof his personality. According to Bozhovich, public perception has a dual rolein shaping student identity. “First, as to the eligibility criteriarequirements of his behavior around, she would indicate the person on thenature of his relationship with the environment, and thereby determines hisemotional well-being, his behavior and his attitude to himself as the subjectof behavior. Second, the public perception helps an individual to allocate aparticular quality of the specific behaviors and activities and make it asubject of consciousness assessment of the man himself ».
Formedduring the entire life of personality, self esteem, in turn, performs animportant function in its development, supports the regulator variousactivities and human behavior. According to DB Elkonin already have children ofpreschool age control his behavior becomes an «internal mechanism».The child begins to regulate his conduct through its relation to themselves,their abilities.
Self-esteemdepends on their shape (adequate, overstated, understated) can stimulate or,conversely, inhibit the activity of man. Inadequate, low self-esteem reducesthe level of social rights claims, fosters uncertainty in their own ability,limits the life prospects of people. Such self-esteem can be accompanied by asevere emotional breakdown, internal conflict, etc. Low self-esteem and harmsto society, because people do not fully realizing its power and capabilities,not working at full capacity.
Ofhuman self-esteem depends on the nature of his communication, relationshipswith others, the success of its activities, further development of hispersonality. Adequate self-esteem makes a person moral satisfaction.Self-esteem, especially ability and opportunity to the person, expresses acertain level of aspiration, defined as the level of the tasks that the personposes a life and for the fulfillment of which considers itself capable of.Level of aspiration of man and, consequently, the nature of his self-esteemclearly identified in various situations of choice, as in difficult situationsand in daily activities in community work. Failure or success of the mostacutely experienced in the activities that the person believes themselves tothe fundamentals, where he has high aspirations.
Self-esteem- the result of constant comparison of what a person observes himself, that hesees in other people, and at the same time so that, as he suggests, see it asothers.
Disbursementself can only be done conditionally, since the real process ofself-characterized their interaction, and unbroken affection.
Themain tools and techniques of self-esteem include: self-observation,introspection, self-report, self-control comparisons.
Themost important feature of the junior student self-assessment is its high level.This feature is the age norm for this period of personality development. 1.2 Factors of formation evaluationand self-esteem of children of primary school age
Thechild was in high school. This leads to a new routine of his day, gives rise tonew responsibilities. From the need to learn each day follow many of thechanges in the child’s life. Need time to get up every day for homework, tobring to school all that is needed for employment. School life requires achild’s ability to coordinate its actions with the requirements of teachers,with the routine of school life, with actions and desires of their classmates.Awareness of this new position is the restructuring of the child to much in hisdaily life. The idea that he was a schoolboy, forcing him to change hisbehavior in the one or the other. His motives are new — to be a good student,get praise teachers. School and generate new experiences — the desire andexpectation of success and fear of failure. Younger pupils concerned about thecomments the teacher, and he tries to make efforts to ensure that they werenot. Children are usually willing to obey the new regime, agree with therequirements of parents of the regulations about employment, leisure, walks.Admission to the school puts the child in a new position in the family, amongothers, and change their attitude. The child appeared clear responsibilities — and with it are similar. The changed perception of the child and other peoplegradually affects the perception of itself.
Inhis life included new phenomenon: every day he learns, acquires new knowledge,acquire skills, numeracy.
Greatlyinfluenced by his teacher, who gives knowledge. Checks and monitors theirimplementation, evaluate its validity, put a mark not only knowledge but alsofor diligence, for the behavior in the classroom and change. Teacher in thelife of the younger students have a special place. His authority is recognizedimplicitly. He entrusted the secrets, joy and frustration.
Thenew role of the Child places special demands on their daily lives. He has comenew ideas about how to behave on the street, what are his duties towards hiscomrades. However, there are ideas about their rights — the right to carry outany instruction at home, right on the mark for the assignment. Here is a littleschoolboy desire to show his new position among the people actually exercisetheir new rights and obligations should be accounted for parents and educators.
Inschool the child meets the clear and expanded system of moral demands. Seniormonitored to ensure that these requirements are adhered to and assimilatedchildren — this is the way to the formation of their social orientation of theperson.
«Appealto the team» leads to the fact that younger students begin consciously tosubordinate their awakening to the overall goals and objectives that stand infront of him and his peers, learns to control his behavior.
Changesin the moral sphere is connected with the emergence of a younger student’s ownattitudes, relationships, their own requirements and assessments. What changesoccur in the junior student self-esteem? With the advent of new activities,with the emergence of new relationships with others in the child there and somenew criteria for evaluation of measurements, like their comrades, and himself.Relying on the judgments of teachers, parents and friends, he evaluates himself- against all that is associated with the school. This does not mean that hisestimates are correct — it is often the opposite. Score yourself rather speaksabout the desires of the child than the actual state of affairs. Child — afirst grader can be sure that he is a good student, as introduced in his work alot of diligence and zeal. He and classmates began to assess not only from thestandpoint of how they play during recess, but also in terms of their qualitiesas the students (who knows — maloznayuschy, active — passive). So in the lifeof a schoolboy new categories of phenomena and valued accordingly ratings. Inthe beginning, he realizes it’s bad, but in his demeanor, his attitude to thefacts of school life, in statements on a particular occasion is clearlyidentified.
Familiarizationwith the new phenomena of life around with the facts of human history, works ofart with the natural world not only expand the children circle representationsof reality. They have formed a definite relation to them.
Inthe formation of self-junior student huge impact is the role of teacherevaluation. The role of these influences on the formation of self-esteem ofschoolchildren revealed in several studies in which the authors indicate theneed to take into account the motives of students to teacher evaluation oftheir actions, reveal the complexity of the relations of students to teacherevaluation and the experiences it has caused, emphasize transforming the natureof educational evaluation, which affects the degree of awareness of theschoolboy’s own level of development. The need for clarity, certaintyeducational evaluation. Even negative (fairly) estimate is more useful forself-esteem than the «vague estimate.
Internalizingthe process of training and education specific norms and values, the childbegins under the influence of value judgments of others (teachers, peers) toact a certain way as the real results of its training activities, and toyourself as a person. With age, he is more definitely distinguish between theiractual accomplishments and what he could achieve, having a certain personalqualities. So the student in the educational process of forming plant to assessits capabilities — an essential component of self-esteem.
Inthe self-assessment reflected that the child learns about himself from others,and his own increasing activity aimed at understanding their actions and personalqualities.
Childrenin different ways relate to the tolerance of errors. Some of them, doing thejob, carefully check it, others immediately give the teacher, others longoverdue work, especially if it is control, afraid to let her out of hand. Tothe comment the teacher students react differently. Some are asked not toindicate where the error, and give them opportunity to find it and fix it.Others unconditionally agreeing with the teacher, humbly accept his help. Stillothers immediately try to justify reference to the circumstances. Attitude tomistakes, for their own blunders, shortcomings only in academics but also inbehavior — most important indicator of self-identity.
Mostnaturally, as already noted, respond to errors in their work, children withproper self-esteem. They are usually even with the interest on their ownlooking for the error: Children with low self-esteem if they offer themselvesto find a mistake, usually silently reread the work several times, nothing init changing. Often they just throw up their hands and refuse to questionthemselves, arguing that still did not see it. As already mentioned, thechild’s self-esteem is reflected not only his attitude toward the alreadyachieved but also how he wanted to be, its aspirations, hopes.
Self-evaluationof the child is found not only in how it evaluates itself, but also in how itrelates to the achievements of others. Children with high self-esteem does notnecessarily praise themselves, but they are willing to deny everything thatothers do. Students with low self-esteem, in contrast, tend to overestimate theachievement comrades.
Achild is born into this world with some attitude. Like all the other featuresof personality, his self-esteem develops in the process of education, in whichthe main role belongs to the family and school.
Childrenwith high self-esteem differed activity, desire to achieve success in bothteaching and social work, and in games. Quite different behavior, children withlow self-esteem. Their main feature — the self-doubt. In all its endeavors andaffairs, they are just waiting for failure.
Duringthe educational process in school is gradually increasing criticality, demandson himself. First-graders mostly positive assessment of its trainingactivities, and failures associated only with the objective circumstances.Second graders, third graders in particular are currently more than critical,making the subject of evaluation is not only good but also bad things, not onlythe successes but also failures in the study.
Graduallyincreases and the independence of self-evaluation. If self-esteem offirst-graders are almost entirely dependent on the ratings of their behaviorand performance of teachers, parents, students second and third grades assessedin more independently, making it as we have said, the subject of criticalassessment and evaluation activities of the teacher (always whether he isright, whether the objective ).
Throughoutthe school, already within the primary school, meaning a mark for a childvaries considerably, while it is in direct connection with the motives ofteaching, with requirements that he presents himself to the student. Thechild’s relationship to the assessment of his achievements all the more andmore associated with the need to have perhaps a more reliable representation ofhimself.
Consequently,the role of school assessments is not limited by the fact that they need towork on the cognitive activity of the student. Assessing the knowledge, theteacher, in essence, simultaneously evaluates the personality of itsopportunities, its place among others. It is well perceived assessment ofchildren. Focusing on the evaluation of teachers, they rank themselves andtheir comrades as honors average. Weak, or nestaratelnyh diligent, responsibleor irresponsible, disciplined or undisciplined.
Themain trend in the development of self-esteem is the gradual separation of thechild or other qualities of the individual activities and behavior,generalization and comprehension of their first as behaviors, and then as arelatively stable personality traits.
Thedevelopment of self-esteem in children, according to PT Chamaty, takes place intwo phases: the first children, evaluating themselves, are limited mainly toevaluate their actions and deeds, and the second within the scope ofself-assessment included the internal state and the moral qualities of theindividual. Formation of a second, higher stage of self-esteem begins in adolescenceand continues throughout life as the accumulation of social experience and tofurther intellectual development.
Butthe formation of a child a certain range of values is,of course, not only in school. The child draws them from books, from interviewswith their relatives, their sources of information such as radio andtelevision.
Partcount carries a child for himself — an assessment of behavior and personalitytraits. Already after the first half of a first grader has a fairly distinctcriteria for evaluating results of educational work. In this case revealed apattern — first, the child formed the evaluation criteria and their applicationin relation to others, and then — and not in full uniform — to themselves.
Mostchildren can and at the end of first year predrazobratsya as a man who findthemselves in certain forms of behavior: strong, agile, quick, polite, rude,etc. But he finds it difficult to assess quality, which shows the innerrelation of man to other people. Rate yourself in this regard, first grade iseven more difficult. In regard to some of the qualities he generally finds itdifficult to answer, and for those about whom he might have something to say,reveals the subjectivity and imprecision.
Constantlyconfronted with the estimates of the educational work and classmates, youngerstudents begin to understand to some extent in their own abilities andeducational opportunities. He develops a certain level of claims on theassessment of writing, oral responses, etc. Initially, the level of claims issustainable, but then this level should be set at what is characteristic thatit is sufficiently differentiated, depends on what the child is and how much itis for him significant.
Often,students there is a clear overestimation of their strength and capabilities.May receive a sense of conceit: unduly exaggerating its capabilities, studentposes a problem, execute it can not. Inflated self-esteem is in contradictionwith the assessment by other people, meets resistance band and can cause conflictin relationships with its members. In addition, multiple collision inadequate,excessive self-esteem with failures in practice gives rise to serious emotionalbreakdowns. Explicit re-evaluation of their capabilities are often accompaniedby internal self-doubt, which leads to acute feelings and inappropriatebehavior.
Internalconflict may cause a discrepancy between:
a)self-esteem and grades, which give a person the other people;
b)self and ideal self, which seeks to people.
Inthe formation of an adequate self-junior student may encounter the followingproblems:
Theproblem of growth: a student suffers from the fact that her height 170 cm It isabove all in the classroom. The board goes hunched. Stooping. Each output — suffering. A child thinks in images. His self objectively and figurative. Hesees himself among others the way his image has developed the „I“.And if this image is endowed with negative traits, then conduct themselves,augmented by „bloated“ and curved parts, very, very unattractive.This is a self-painted his own imagination ugly model gives the child physicalpain.
Theproblem of appearance: it happens so that the child look after yourself: doesnot like his looks, hates their abilities — in general, weary of himself. Thiskind of reflectors negativism — a phenomenon quite frequently. And thisnegativity is born on the verge of positive qualities — a dissatisfaction. Withthe development of the individual junior student whiter accurate is hisknowledge of himself, more correctly samoorientatsiya, improved ability tounderstand their abilities and capabilities, there is a desire to act incertain situations, relying not on the assessment of surrounding, and on theirown self-esteem. At what self-esteem is not only more reasonable, but alsocaptures a wider range of qualities.
Thus,the main factors influencing the formation of self-esteem of children ofprimary school age are estimated impact of teachers, parents, and their relationto training activities.
Learningactivity is one of the most important factors influencing the formation ofself-younger students, so the primary school teacher should know thepsychological characteristics of younger students and take into account theindividual characteristics of self-esteem in the learning process.psychological schoolevaluation study
Chapter 2. An experimental study of characteristicsevaluation and self-esteem in children in primary school age 2.1 Diagnosis of self-esteem ofjunior pupils
Ourstudy was conducted among schoolchildren of the second class. Children age 7-9years. In the class of 21 students.
Thepurpose of this research: to study the features self-school-age children.
Theobject of study: personal sphere junior student.
Subjectof research: self-esteem especially younger students.
Problemdiagnostic work:
1.find diagnostic tools
2.diagnose
3.treat the results
4.arrange study protocols
5.develop recommendations for parents and teachers.
Methodologyaimed at identifying quantitative level of self-esteem.
Material:calculator card with a set of words that characterize the individualpersonality traits.
Theexperimental part of the experience carried out in the audience. Theexperimenter gives the subjects of stimuli and asked to select the fivequalities which, according to the test, characterize the ideal personality. Thesubject chooses from a list proposed by the qualities of a specified number ofwords and the amounts of these two series. The first row is a set ofpersonality traits of the ideal test is the most important for the ideal.Further written as an ideal in descending order of their relevance to thesubject. In the second row examinee writes that quality which, in his opinion,developed from him the most. Then, just as in the first row, the subject writesthe quality of the self as the decreasing degree of their development at home.
Results:After filling in the two series is calculated rank correlation coefficient ofSpearman and concludes on the quantitative level of self-esteem. Formula: R = 1- (6 / a * (a -1)) * b, where a — is the number of qualities, and b-is the sumof squared differences. It must be borne in mind that the coefficient of lessthan 0.35 corresponds to the low self-esteem, from 0,35 to 0,7 — average andmore than 0,7 — corresponds to a high level of self-esteem.
TechniqueDembo — Rubinstein: based on directestimation of students a number of personal qualities, such as health, ability,character, credibility with peers, ability to do many things with his hands,looks, self-confidence. Surveyed offered at the vertical lines mark the levelof development of certain characters they have these qualities and the level ofclaims, ie, level of development of these same qualities that would satisfythem.
Instructions:Anyone who appreciates their abilities, capabilities, character, intelligence,etc. The level of development of each quality of the human personality can bedivided to represent a vertical line, the lower point of which will symbolizethe lowest development and the top — the highest.
Theform drawn by seven lines. They represent: the mind, abilities, character,credibility with peers, ability to do many things with his hands, looks,self-confidence.
Beloweach line is written, what it means. On each line below (-) mark, how do youassess the development of hosting the quality of your personality at themoment. After this, a cross (x) mark, at what level of development of thesequalities, the parties would you be satisfied with themselves or feel proud ofourselves.
Treatmentoutcomes: treatment is for 6 scales. Each response is expressed in points.
Thedimensions of each scale of 100 mm. In accordance with these responses,students receive a quantitative characteristic.
1.For each of the six scales is determined by: a) the level of claims — thedistance in mm from the bottom of the scale (»0″) to mark the«x» and b) the height of self-esteem — the distance in mm from thebottom of the scale of the sign “-“.
2.Take the average performance self-esteem and level of aspiration for all sixscales. Mean values ofparameters are compared with the table:
LowMedium High
Thelevel of claims to 60 60-74 75-100
Self-esteemup to 45 45-59 60-100
Nexttechnique aimed at identifying the emotional self-esteem, author AV Zakharov.
Material:the drawings to run subtests.
Theexperimenter presents the subject figure and asks him to perform a taskrelevant subtests.
Proceedingsof experience:
1) Experimental.
Subtestnumber 1. Imagine that shown in the figure a number of circles — is its people.Specify where you are.
Subtestnumber 2. Large circle — it is your ego. Small circles — this is your family,friends and teachers. Show me where there will be a father, mother,grandmother, grandfather, brother (sister), teachers, friends.
Aboutthe father
M-mother
D-grandfather
B-grandmother
B2-brother
C-sister
Others- friends
U-teacher
Subtestnumber 3. Here’s the picture your parents, teachers, friends. Put a cross (point)where you are visiting.
Subtest№ 4. Put an end to that place circle where you are you.
Subtestnumber 5. Imagine that you are in the bottom row. Which of the two circles willbe you?
Treatmentresults: Subtest number
1.Norm for the child is an indication of the third or fourth round to the left.In this case the child to perceive features of their «I-way», awareof its value and accept yourself. When referring to the first circle isoverestimated, while pointing out the circles on the fifth low self-esteem.
Subtestnumber
2.allows you to define the relationship with relatives. While lying on toprecognizes excellence and admits the pressure of this man for themselves.Exerts pressure on the located at the bottom, feels his superiority over him.
Subtestnumber
3.determines the social interest (whether the child feels himself included,accepted in the human world), as well as the degree of closeness with one oranother category of people. If you have a child outside the triangle, we cansay that he feels rejected or is not interested in social contacts.
Subtest№ 4. Determining the degree of self-centeredness. For preschool childrencharacterized by high self-centeredness (location in the center of the circle).An older child should be reasonably self-centered.
Subtestnumber 5. Individualization. Reveals the awareness of its similarity (with anindication of the left circle) or its uniqueness (right circle). 2.2Analysis of the results of studies self-esteem of children of primary schoolage
Tostudy the psychological characteristics of self-esteem of junior schoolchildren to identify children at risk we used the following methods:
1.Methodology aimed at identifying quantitative self-esteem.
2.Investigation of self-assessment methodology Dembo-Rubinstein.
3.Methods aimed at determining the level of emotional self-assessment (written byA. Zakharov).
Analysisof the results presented in tables.
Investigationof self-assessment methodology Dembo-Rubinstein.
Childrenwere handed forms, which were already lines are drawn, each of which hasalready been signed. Students have noted a corresponding icon:
Atwhat level of development of these qualities, the parties they would besatisfied with themselves or feel proud of yourself (x);
Howdo they assess the development of hosting the quality side at the moment (-).
Thestudy was conducted in a calm atmosphere. Time for performance was given 25minutes.
Whenprocessing into account indicators of self-esteem. As a result of thistechnique, we can conclude that 16 people inflated self-esteem, which is 89%,in 2 patients — average (11%). Students with low self-esteem is not revealed.
Thefollowing method is aimed at identifying the emotional level of self-esteem.
Childrenwere given forms that contain 5 assignments (5 subtests).
Tofulfill the children were given 25 minutes. The study was conducted in a calmatmosphere.
Analyzingthe results obtained, we can draw the following conclusion: in 2 students’ highself-esteem, a 9-and 7 medium — low. That is according to this method a highlevel of self-assessment in only 12%, average — 50%, while the lowest 38% ofthe students. You can also say that 61% of students in the 2 «B»class recognized its similarity to the other, but 39% consider themselves asunique.
Inthe learning activities the teacher should pay attention to a group of childrenwith high self-esteem and a group of children with low self-esteem.
Recommendationswere developed by teachers working with children with high self-esteem:
Inorganizing extra-curricular activities to include students in group work,learning to listen to others, bring a sense of empathy, appreciating the work,showing both positive and negative aspects; substantiate the assessment.
Recommendationof a teacher working with children with low self-esteem: Do not bring a childto excessive demands, do not use words that demean the dignity of man, ie,evaluates performance, not personality; engage students in teamwork, theorganization of extracurricular activities to assign students to positions ofresponsibility, to offer educational activities in the creative nature of thejob.
Conclusion
Analyzingthe current literature, it should be noted that the central feature of anyindividual is a self-assessment, which consists of the following components:cognitive, evaluative, behavioral.
Partand parcel of the assessment is self-esteem, which is defined as the assessmentof personality itself, its appearance, the place among other people, itsqualities and capabilities.
Themain factors influencing the formation of self-esteem of children of primaryschool age are estimated impact of teachers, parents, and their relation to trainingactivities.
Inthe development of practical work carried out a diagnostic study for studentsof the second class using the following methods:
1.Metodikaaimed at identifying quantitative level of self-esteem.
2.Issledovanieself-evaluation by the method of Dembo-Rubinstein.
3.Metodikaaimed at determining the level of emotional self-assessment (written by A.Zakharov).
Theresults showed that out of 18 students of the class: students at 2 highself-esteem, a 9-average and 7 — is low.
Highself-esteem is the age norm for children of primary school age.
Sincethe learning activity is an important factor influencing the formation ofself-assessment, the teacher must know the individual characteristics ofself-esteem and integrate them into the learning process.
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