TASKS OF FORMING SELF-ESTIMATION IN CHILDREN
JUNIOR SCHOOL AGE
Natalia V. Kozlova
3rd year student of the faculty of preschool, primary and special education
Belgorod State National Research University,
Belgorod
Scientific supervisor
Alexander V. Markov
senior lecturer
Foreign languages department
NRU BSU
Annotation.The article is devoted to the formation of an adequate self-esteem of a junior schoolboy, necessary for him to correctly assess himself, his strengths, capabilities and abilities in solving problems and requirements of society.The article reveals the general concept of self-esteem and separately considers the importance of the formed level of self-esteem for children of primary school age.
Key words: self-esteem, child, forming, training, adequate self-assessment, formation of self-esteem, psychological comfort, student, primary school age.
One of the central tasks of a general education school - preparing students for self-improvement of their knowledge - makes the problem of forming an active position of a student in the educational process especially significant. The latter requires the formation of a child's ideas about himself and his abilities, the ability to comprehensively and objectively assess the characteristics of his personality and activity, and take the role of a student. Correctly build your relationships with others, i.e. requires a certain level of self-esteem.
To establish the causes of failure due to the characteristics of the student's personality, it is necessary to identify which set of personality properties mainly determines the failure of learning. Despite the diversity of these properties, it is still possible to identify some typical combinations of them that have the greatest impact on the success of education in primary school age.
At primary school age, educational activity necessarily turns the student on himself, permanently setting him the task of assessing his capabilities, abilities, personality traits, joint forms of educational work, contributing to the development of a child's understanding of the relative value of his actions and opinions in comparison with the actions of another, intensify this process.
Self-esteem is the central link of arbitrary self-regulation, determines the direction and level of human activity, his attitude to the world, to people, to himself. It is a complex psychological phenomenon. It is included in many connections and relationships with all mental formations of the individual and acts as an important determinant of all forms and types of its activities and communication. The origins of the ability to evaluate oneself are laid in early childhood, and its development and improvement occurs throughout a person’s life.
In the psychological literature, both domestic and foreign self-assessment is given much attention. The issues of its ontogenesis, structure, functions, possibilities of directed formation are discussed in the works of L.I. Bozhovich, I.S. Kon, M.I. Lisina, A.I. Lipkina, E. Erickson, K. Rogers and other psychologists. Self-esteem is interpreted as a personal formation that is directly involved in the regulation of behavior and activity, as an autonomous characteristic of the personality, its central component, which is formed with the active participation of the personality itself and reflects the uniqueness of its inner world. [3]
As the main conditions for the development of self-esteem, psychologists put forward such factors as communication with others and the child's own activities. In communication, forms, types and criteria of assessments are assimilated, in individual experience they are tested, filled with personal meanings. From the assessments of himself by those around him, the child gradually singles out the criteria and methods for evaluating the other and transfers them to himself. "Overlay" on each other evaluation criteria and methods of evaluation and generates the activity of self-evaluation. [2]
Learning is a set of intellectual properties of a person, on which - in the presence and relative equality of other initial conditions (the initial minimum of knowledge, a positive attitude towards learning, etc.) - the productivity of educational activity depends. These properties are: 1) generalization of mental activity - its focus on abstraction and generalization of the essential in the educational material; 2) awareness of thinking, determined by the ratio of its practical and verbal-logical sides; 3) flexibility of mental activity; 4) stability of mental activity; 5) independence of thinking, susceptibility to help.
Self-esteem is a person's attitude to his abilities, capabilities, personal qualities, as well as to his appearance. It can be correct (adequate) when he really is. In cases where a person does not evaluate himself objectively, when his opinion about himself sharply differs from what others consider him to be, self-esteem is most often inadequate. [4]
Self-esteem is a value that an individual attributes to himself or to his individual qualities. The system of personal meanings of an individual acts as the main evaluation criterion. The main functions that are performed by self-esteem are regulatory, on the basis of which the tasks of personal choice are solved, and protective, which ensures the relative stability and independence of the individual. A significant role in the formation of self-esteem is played by the assessments of the surrounding personality and the achievements of the individual.
Ideas about oneself at primary school age (from 7 to 11 years old) are formed in the process of evaluative activity of the child himself, in the process of his communication with other people. Younger schoolchildren distinguish more qualities in themselves than preschoolers. There is an enrichment of the psychological vocabulary, assessments and self-assessments are differentiated. There is an ability to analyze and explain one's behavior, to argue one's own and others' assessment.
All types of self-assessments are found in junior schoolchildren: adequate stable, overestimated stable, unstable towards inadequate overestimation or underestimation. Moreover, every year the ability to correctly assess oneself, one's capabilities increases, and at the same time, the tendency to overestimate oneself decreases. All this suggests that the self-esteem of a younger student is dynamic and at the same time tends to be stable, later passes into the internal position of the individual, becomes a motive for behavior, and influences the formation of certain personality traits.
Children with adequate self-esteem are active, cheerful, resourceful, sociable, have a sense of humor. They usually look for errors in their work with interest and independently, choose tasks that correspond to their capabilities.
Children with high adequate self-esteem are active, striving to achieve success in every activity. They are characterized by maximum independence. They are confident that their own efforts will be able to achieve success. These are the optimists. Moreover, their optimism and self-confidence are based on the correct self-assessment of their capabilities and abilities.
Inadequate low self-esteem in younger students is clearly manifested in their behavior and personality traits. A characteristic feature of such children is uncertainty in themselves and in their plans for the future. They tend to “withdraw into themselves”, look for weaknesses in themselves, obsessing over them. The normal development of children with low self-esteem is hindered by their increased self-criticism and self-doubt. In all their undertakings and deeds, they expect only failure. Very vulnerable, anxious, shy, timid.
Children with high self-esteem overestimate their capabilities, performance, personal qualities. They choose tasks that they clearly cannot do. They do not necessarily praise themselves, but they willingly reject everything that others do, they are critical of others. Arrogance, snobbery, tactlessness, excessive self-confidence - these personality traits are easily formed in children with high self-esteem. [1]
The problem of school performance, evaluation of the results of children's educational work is central at primary school age. The development of learning motivation depends on the assessment, it is on this basis that in some cases there are difficult experiences and school maladaptation. School assessment directly affects the formation of self-esteem. Children, guided by the assessment of the teacher, consider themselves and their peers excellent students, twos and threes, good and average students,endowing the representatives of each group with a set of appropriate qualities. Assessment of progress at the beginning of schooling is, in essence, an assessment of the personality as a whole and determines the social status of the child. High achievers and some well-performing children develop inflated self-esteem. For underachieving and extremely weak students, systematic failures and low grades reduce their self-confidence, in their abilities. Their self-esteem develops in a peculiar way. The unrealized need to get out of the ranks of the lagging behind, to acquire a higher status is gradually weakening. The number of retarded children who consider themselves even weaker than they really are increases by almost three times from 1st to 4th grade. Self-esteem, overestimated at the beginning of training, decreases sharply.
Children with low and low self-esteem often have a feeling of inferiority, and even hopelessness. The severity of these experiences is reduced by compensatory motivation - the focus is not on educational activities, but on other types of activities. Asserting himself in the types of activities that are feasible for him, the child acquires an inadequately high self-esteem, which has a compensatory character. But even in those cases when children compensate for their poor performance in other areas, the “muted” feeling of inferiority, inferiority, and the adoption of a lagging position lead to negative consequences.
For the development of adequate self-esteem and a sense of competence in children, it is necessary to create an atmosphere of psychological comfort and support in the classroom. The formation of self-esteem of a younger student depends not only on his academic performance, the style of family education, the values \u200b\u200baccepted in the family and the features of communication between the teacher and the class are of great importance. Parents set the initial level of the child's claims - what he claims in educational activities and relationships. Children with a high level of ambition, high self-esteem and prestigious motivation rely only on success and, together with their mother, experience a four as a tragedy. Their vision of the future is just as optimistic. Children with low aspirations and low self-esteem do not claim much either in the present or in the future. They do not set high goals for themselves and constantly doubt their abilities, quickly come to terms with the level of progress that develops at the beginning of their studies. Plans for their future adult life are simple and vague.
Thus, being formed in educational activities and the process of communication, self-esteem of a younger student can become a stable personality trait and influence the emergence of other personality traits. Stable habitual self-esteem leaves an imprint on all aspects of a child's life.
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