Development of self-awareness in preschool age. Coursework: Features of the formation of self-awareness in preschool age Development of self-awareness and independence of a preschooler

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Introduction

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

Self-esteem cannot appear on its own, out of nowhere. It consists of the comments of adults, the family climate, the relationship between parents, their judgments about the character traits and actions of the child. Adults influence the formation of a child’s personality, the formation of his self-esteem and the definition of his personal “I”.

1. The concept of “self-awareness” and its structure

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

Self-consciousness is consciousness directed at itself: it is consciousness that makes consciousness its subject, its object. How is this possible from the point of view of the materialist theory of knowledge - this 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 bifurcates into subject and object, into consciousness that knows (subject), and consciousness that is known (object). Such a bifurcation, no matter how strange it may seem to ordinary thinking, is an obvious and constantly observed fact.

The problem of self-awareness was first posed by L.S. Vygotsky. He understood self-awareness as a genetically higher form of 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. Leontyev, considering self-awareness, believed that in a person’s awareness of himself as an individual, one must distinguish between knowledge about oneself and awareness of oneself. A.G. Spirkin understands self-awareness 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 when studying the problem of self-awareness to clarify the relationship between consciousness and self-awareness. She is convinced that these are one-order phenomena, the separation of which is possible only in abstraction, because in the real life of an individual they are united: in the processes of consciousness, self-awareness is present in the form of awareness of the attribution of the act of consciousness to my Self. The difference between these phenomena is that if consciousness is oriented towards the entire objective world, then the object of self-consciousness is the personality itself. In self-awareness, she acts both as a subject and as an object of knowledge. Chesnokova gives the following definition of self-awareness: “Self-awareness is a complex mental process, the essence of which consists in 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 the combination of these images into a single holistic formation - into a representation , and then into the concept of one’s own Self as a subject distinct from other subjects; formation of a perfect, deep and adequate image of the Self."

In psychological science, there are different opinions regarding the components included in the structure of self-awareness. Special attention deserves the concept of V.S. Mukhina. The central mechanism for structuring self-awareness is identification. In the ontogenesis of personality, mastering identification as the ability to attribute one’s characteristics, inclinations, feelings to others and the 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 a positive emotional basis. 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 “I” in the past, present and future, with those social values that ensure the existence of the individual in social space. The rebirth of personality is associated with the formation of a worldview, with the construction of a coherent system of personal meanings. Here the identification mechanism operates at the emotional and cognitive levels. A developed personality is guided by ideology, worldview and predicts himself into the future, forming an ideal image of his life position, emotionally and rationally identifies with it and strives to correspond to this image.

V.V. Stolin understands identity as a person’s self-awareness, which has a multifaceted structure, which includes the individual’s identification 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, manifesting his activity at different levels, he believes that just as in the process of the life of an organism a body diagram is formed, so the individual forms an image of himself (phenomenological self) adequate to his social and active existence. “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-awareness.” Correlating the processes of self-awareness with the levels of activity of a person as an organism, an individual and a personality, he identifies three levels of self-awareness:

I - “...self-selection and taking oneself into account (in motor acts)”; self-awareness identity preschooler self-esteem

II - individual’s self-awareness, i.e. acceptance of another’s point of view on oneself, identification with parents, with roles, formation of self-control;

III - individual self-awareness, as the identification of one’s social value and meaning of being, the formation of an idea of one’s past, present and future.

Based on such a multi-level model of self-awareness, reflecting on the idea of A.N. Leontyev about personal meaning, V.V. Stolin comes to the idea of the existence of a unit of self-awareness - 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 a relation to the motive or goal of the qualities of the subject relevant to their achievement and is formed in self-awareness in meanings (cognitive constructs) 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 dialogic nature of the individual’s self-awareness. In the process of numerous internal dialogues, an “image of the Self” is formed, as noted by V.V. Stolin: “The self-image is a product of self-consciousness.”

Views of V.V. Stolin is close to the thoughts of I.S. Kona. In the views of I.S. Kona identity (self) is one of the aspects of the “I” problem - “Ego” (subjectivity) and “I-image”. “Ego” as a regulatory mechanism presupposes the continuity of mental activity and the presence of information about oneself. The “Image of Self” is, as it were, being completed and at the same time correcting it. The problem of the human self runs like a red thread through all of his work. I.S. Cohn notes: “The totality mental processes through which an individual realizes himself as a subject of activity is called self-consciousness, and his ideas about himself develop into a certain “image of the Self.” According to I.S. Konu, the “image of the Self” is the attitudinal system of the personality, including the attitude towards oneself; awareness and self-esteem of one’s individual properties and qualities; physical characteristics (perception and description of one’s body and appearance). Thus, the “image of the Self” is the totality of an individual’s ideas about himself.

M.I. Lisina, exploring the nature of communication, comes to the conclusion about the formation of self-image in communication. It is an affective-cognitive image that includes attitudes toward oneself (self-esteem) and self-image. According to M.I. Lisina, the characteristics of the self-image are secondary, subjectivity and connection with the activity of the individual that generates it, selectivity of reflection of the original in it, dynamism and variability of the image, complex architectonics of the structure, 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 by visual thinking and even purely speculative schemes. The structure of the self-image consists of a 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 core and becomes overgrown with affective components. The self-image is dynamic and constantly evolving. It changes not in details, but is qualitatively transformed entirely. M.I. Lisina identifies two main sources for constructing the self-image:

I - experience of individual human activity;

II - experience of communicating with other people.

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

2. Development of the image of “I” in preschoolers

Currently one of the priority goals preschool education is the formation of a holistic, harmonious personality of a preschooler. The solution to this problem is productive in 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 enough attention to the process of forming a child’s “I” image. Based on the research of M.V. Korepanova, by the image of “I” we understand the totality of a child’s developing ideas about himself, associated with their self-esteem and determining the choice of ways to interact with society.

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

Modern research materials show that a child’s ideas about himself and his attitude towards himself are not innate, but arise in the course of communication. The formation of a child’s “I” image fully depends on the information provided to him by his immediate environment: the world of adults and the world of peers.

In preschool age, a child’s ideas about himself are formed in correlation with 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, and discusses with interest his own affairs and the affairs of his comrades with elders. Gradually, the importance of communication with play partners increases so much that this makes it possible to highlight the process of a child’s communication with peers as one of the leading factors in the development of personality and self-awareness, especially in the first seven years of a child’s life. Contacts with peers greatly enrich the child’s experience of self-knowledge and deepen his attitude towards himself as a subject of activity. Therefore, we turned to studying the essence and patterns of this process. For this purpose, a model of the process of gradual formation of the “I” image of preschoolers in communication with peers was developed.

The first stage was devoted to self-knowledge through joint games and activities 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 developing an adequate self-perception in the child through overcoming the contradictions between positive self-presentation and peer assessment. We believe that a holistic idea of oneself can be formed only if the child learns to listen to his own feelings and talk about his 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 something he loves lifts his mood. Games and training exercises help to understand the inner world of feelings and states, learn to analyze and manage them. The ability to reflect on one's feelings encourages the child to consider the wishes of others and to conform his behavior to generally accepted rules.

The third stage was devoted to the process focused on preschoolers highlighting their “I”, contrasting themselves with others in order to determine a worthy place in a variety of social relations. Work of 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, acceptance of oneself as a unique, unique individual.

Thus, the child’s awareness of his “I” is a decisive moment in the holistic development of the preschooler’s personality. 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 children's independence, self-confidence and the results of their activities in the play space of the children's community.

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

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

Comparison of preschooler's self-esteem in different types activity shows an unequal degree of its objectivity (“overestimation”, “adequate assessment”, “underestimation”). The correctness of children's self-esteem is largely determined by the specifics of the activity, the visibility of its results, knowledge of their skills and experience in assessing them, the degree of assimilation of true assessment criteria in this area, and the level of the child's aspirations in a particular activity. Thus, it is easier for children to give an adequate self-assessment of the drawing they have completed on a specific topic than to correctly assess their position in the system of personal relationships.

Throughout preschool childhood, a general positive self-esteem is maintained, based on selfless love and care from close adults. It contributes to the fact that preschoolers tend to overestimate their capabilities. The expansion of the types of activities that the child masters leads to the formation of a clear and confident specific self-esteem, 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 assessment of himself by others. A preschooler’s knowledge of the limits of his strength occurs on the basis of not only communication with adults, but also his own practical experience; children with inflated or underestimated ideas about themselves are more sensitive to the evaluative influences of adults and are easily influenced by them.

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. Thus, 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 peer assessments are for them. At three or four years old, children’s mutual assessments are more subjective and more often influenced by emotional attitude to each other. At this age, the child overestimates his ability to achieve results, knows little about personal qualities and cognitive capabilities, and often confuses specific achievements with a high personal assessment. Subject to developed communication experience at the age of five, the child not only knows about his skills, but has some idea of his cognitive capabilities, personal qualities, appearance, responds adequately to success and failure. At six or seven years old, a preschooler has a good idea of his physical capabilities, evaluates them correctly, and develops an idea of his personal qualities and mental capabilities. Toddlers are almost unable to generalize the actions of their comrades in different situations, do not differentiate qualities that are similar in content. In early preschool age, positive and negative peer assessments are distributed evenly. Positive assessments predominate among older preschoolers. Children aged 4.5-5.5 years are most susceptible to peer assessments. Very high level Children of five to seven years old achieve the ability to compare themselves with their friends. For older preschoolers, rich experience of individual activity helps them critically evaluate the influence of peers.

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

Gradually, preschoolers’ ability to motivate self-esteem increases, and the content of motivations also changes. A study by T. A. Repina shows that in children three to four years old there is more often a tendency to base their value attitude towards themselves on aesthetic appeal rather than ethical one (“I like myself because I’m beautiful”).

Four- and 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 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 life, the child begins to differentiate two aspects of self-awareness - self-knowledge and attitude towards oneself. Thus, with self-esteem: “Sometimes good, sometimes bad,” an emotionally positive attitude toward oneself (“I like myself”) is observed, or with a general positive assessment: “Good,” a restrained attitude (“I like myself a little”) is observed. In 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 being general to being differentiated. The child draws conclusions about his achievements: he notices that he copes with some things better, and with others worse. 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 substantiated 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 realizing their qualities, older preschoolers try to comprehend the motives of their own and others’ 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 and his evaluative judgments about others gradually become more complete, deep, detailed, and expanded.

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 self-esteem of a preschooler reflects his developing feelings of pride and shame.

The development of self-awareness is closely related to the formation of the child’s cognitive and motivational sphere. Based on their development at the end preschool period an important new formation appears - the child turns out to be able in a special form to be aware of himself and the position that he currently occupies, that is, the child acquires “awareness of his social “I” and the emergence on this basis of an 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. By the end of the preschool period, independence and criticality of children's assessment and self-esteem also increases.

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. The eldest preschooler asks adults to talk about how he was little, and he himself happily recalls individual episodes of the recent past. It is characteristic that, completely unaware of the changes occurring within himself over 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 his loved ones. The preschooler develops the ability to realize and the child wants to go to school, master some profession, grow in order to acquire certain advantages. Awareness of one's skills and qualities, representation of oneself in time, discovery of one's experiences - all this constitutes the initial form of a child's self-awareness, the emergence of personal consciousness. It appears towards the end of school age, stipulating a new level of awareness of one’s place in the system of relationships with adults (i.e. now the child understands that he is not big yet, but small).

An important component of self-awareness is the awareness of one’s belonging to a male or female, i.e. gender identity. Primary knowledge about it usually develops by the age of one and a half years. At two years old, the baby, although he knows his gender, cannot justify his belonging to it. By the age of three or four, children clearly distinguish the gender of those around them and know about their gender, but often associate it not only with certain somatic and behavioral properties, but also with random ones. external 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 behavioral stereotypes. Now the preschooler pays attention to the differences between men and women not only in appearance, clothing, but also in their manner of behavior. The foundations of ideas about masculinity and femininity are laid. Gender differences between boys and girls in preferences for activities, types of activities and games, and communication are increasing. 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 concern of the individual. The self-esteem of an individual is determined by the relationship of his actual achievements to what a person claims to achieve and what goals he sets for himself. Self-esteem is one of a person’s social feelings, which is associated with the development of such a personal quality as self-confidence, and plays a significant role in the formation of a child’s personality.

A preschooler's assessment of himself largely depends on the adult's assessment. Low estimates have the most negative impact. And inflated ones distort children’s ideas about their capabilities towards exaggerating the results. But at the same time, they play a positive role in organizing activities, mobilizing the child’s strength.

The more accurate the adult’s evaluative impact, the more accurate the child’s understanding of the results of his actions. A formed idea of one’s own actions helps the preschooler to be critical of adults’ assessments and, to some extent, resist them. How younger child, the more uncritically he perceives adults’ opinions about himself. Older preschoolers interpret adults' assessments through the prism of those attitudes and conclusions that their experience tells them. A child can even, to a certain extent, resist the distorting evaluative influences of adults if he can independently analyze the results of his actions.

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

Evaluative activity requires an adult to be able to express kindness in addressing children, justify their demands and evaluations in order to show the need for the former, flexibly use evaluations without stereotypes, soften negative evaluations by combining them with anticipatory positive ones. When the specified conditions are met, positive assessments strengthen approved forms of behavior and expand the child’s initiative. And negative ones - they restructure activities and behavior and focus on achieving the required 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 former. Only a balanced combination of positive and negative evaluations 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, and tries very hard to earn it. Also, in 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, and 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 child’s life, support and trusting relationship, as well as relationships that do not interfere with the development of his independence and enrichment of individual experience.

Conclusion

The problem of self-awareness is one of the most difficult in psychology. The most effective way to study it is to study the genesis of self-awareness, which is formed mainly under the influence of two main factors - the child’s own practical activities and his relationships with other people. Preschool age is considered the initial stage of personality formation. The senior preschool age occupies a special place in the childhood period. 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 towards success and failure in activity. There is a further development of the component of self-awareness - self-esteem. It arises on the basis of knowledge and thoughts about oneself.

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

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

So, the formation of self-awareness, without which the formation of personality is impossible, is a complex and lengthy process that characterizes mental development as a whole. It occurs under the direct influence of others, primarily adults raising a child. The child’s communication with adults is of decisive importance in the genesis of self-esteem in the first stages of personality development (end of the early, beginning of the preschool period).

Bibliography

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

3. Bozhovich L. I. Personality and its formation in childhood. - M., 1968 - 524 p.

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

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

6. Garmaeva T.V. Features emotional sphere and self-awareness in the context of the formation of a preschooler’s personality // Psychologist in kindergarten. - 2004, No. 2. - P. 103-111.

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2. Early age (1-3 years)

At this age, the surrounding objective world becomes unusually interesting for the child. It is very important for a child to master ways of working with objects, learn to use them correctly, and learn about their properties. The child, as it were, tests reality, enters the objective world created by humanity. It is at this age that the child penetrates into all previously inaccessible corners of the house and experiments with sometimes dangerous objects. Now the source of ideas about oneself becomes not only the emotional attitude of adults, but also the child’s achievements in the sphere of mastering the objective world. Therefore, a very important task of parents at this stage is to help the child master the reality of objects, support his curiosity and initiative, demonstrate ways of working with objects, their hidden properties and features. At this age, a child no longer needs only friendly attention, but also a positive assessment by adults of his actions and achievements. The culmination of this stage of development is the appearance in a child at the age of 3 of such a phenomenon as pride in achievements. This is a special form of self-awareness, self-image, which can be expressed in the formula: “I am what I can do.” The child’s “I” at this stage is expressed by achievements, successes in the subject area, the objective world becomes not only a sphere of practical knowledge, but also a sphere of self-affirmation. But the result of actions acquires its value and significance only after it is assessed. This is why the child becomes so demanding and sensitive to evaluation. In this way the child gets to know his “I”. At the same time, we must not forget that the assessment must be objective and fair; constant unfounded admiration is dangerous because the child develops an incorrect image of himself that does not correspond to reality. It is also worth remembering that a child’s actions, but not his personality, can be assessed.

At this stage of development, the most important task of an adult is to show and explain to the child The right way actions, check whether the child is coping with the task, correct his actions if necessary, help and at the end give him feedback on his successes, highlight his achievements, help correct shortcomings. An unfavorable influence on the development of a child at this age, on the formation of his self-esteem, will be exerted by both excessive control on the part of parents, the desire to do everything for the child, help “at the first cry,” and connivance, the desire to give everything into the hands of the child according to the principle: “let him do it himself.” understands." It is always necessary to remember that a child comes into this world without the means of mastering it, and only in communication with an adult acquires them. Any independent action of a child grows out of the situation joint activities with an adult.

Thus, at an early age, such a form of self-awareness appears as pride in achievements; a child’s self-esteem at this stage of development depends on the degree of his success in mastering the world of objects and adults’ assessments of his achievements. Therefore, at this age, it is very important for a child to have competent, wise guidance from a close adult, his help and guidance in joint subject activity, support for his initiative and increasing independence, a positive assessment of his achievements.

3. Preschool age (3 – 6(7) years)

At this age, the child gradually frees himself from situational connectedness, he becomes interested not only in the objects currently present in his field of perception, but also in non-situational objects and phenomena, he becomes more and more interested in causes and connections in the physical world, and begins to penetrate into the sphere of human relationships. Penetration into the sphere of relationships between people makes preschool age a period of formation of true differentiated self-esteem; the child no longer identifies himself with his achievements, but becomes able to evaluate his personal qualities and traits, physical and mental abilities. It is very important at this age not to ignore the constant questions “Why?”, to support the child’s curiosity and cognitive activity, because it is by asking these questions and receiving answers to them that the child receives information about the world around him, people, and himself.

In addition, in preschool age there is a significant expansion of the social circle; the child begins to actively communicate with peers, which is completely a necessary condition development of his personality, self-esteem. Also at this age, the child, as a rule, masters new institutions of socialization (preschool educational institutions, kindergartens, sections and other additional activities). In these areas, the child gains new ideas about himself, his capabilities, qualities, successes or failures.

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Introduction

In preschool age, the emergence of self-awareness is considered the most important achievement in personality development. Therefore, determining the psychological conditions for the formation of self-awareness and identifying the main causes of undesirable deviations in its development becomes especially relevant for the correct construction of the foundations of the child’s future personality. The problem of self-awareness is widely discussed within the framework of domestic and foreign psychological research. The study of the structure of self-consciousness and the dynamics of its development is of great interest, both theoretically and practically, 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 a child in modern conditions, his abilities to transform himself and the world around him.

1. The concept of “self-awareness” and its structure

In psychological science, there are different opinions regarding the components included in the structure of self-awareness. The concept of V.S. deserves special attention. Mukhina. The central mechanism for structuring self-awareness is identification. In the ontogenesis of personality, mastering identification as the ability to attribute one’s characteristics, inclinations, feelings to others and the 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 a positive emotional basis. 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 “I” in the past, present and future, with those social values that ensure the existence of the individual in social space. The rebirth of personality is associated with the formation of a worldview, with the construction of a coherent system of personal meanings. Here the identification mechanism operates at the emotional and cognitive levels. A developed personality is guided by ideology, worldview and predicts himself into the future, forming an ideal image of his life position, emotionally and rationally identifies with it and strives to correspond to this image.

I - “...self-selection and taking oneself into account (in motor acts)”; self-awareness identity preschooler self-esteem

II - individual’s self-awareness, i.e. acceptance of another’s point of view on oneself, identification with parents, with roles, formation of self-control;

III - individual self-awareness, as the identification of one’s social value and meaning of being, the formation of an idea of one’s past, present and future.

Views of V.V. Stolin is close to the thoughts of I.S. Kona. In the views of I.S. Kona identity (self) is one of the aspects of the “I” problem - “Ego” (subjectivity) and “I-image”. “Ego” as a regulatory mechanism presupposes the continuity of mental activity and the presence of information about oneself. The “Image of Self” is, as it were, being completed and at the same time correcting it. The problem of the human self runs like a red thread through all of his work. I.S. Cohn notes: “The set of mental processes through which an individual realizes himself as a subject of activity is called self-consciousness, and his ideas about himself develop into a certain “image of the Self.” According to I.S. Konu, the “image of the Self” is the attitudinal system of the personality, including the attitude towards oneself; awareness and self-esteem of one’s individual properties and qualities; physical characteristics (perception and description of one’s body and appearance). Thus, the “image of the Self” is the totality of an individual’s ideas about himself.

I - experience of individual human activity;

II - experience of communicating with other people.

. Development of the “I” image in preschoolers

When studying the characteristics of the formation of the image of “I,” it is necessary to take into account the sensitivity of the period of preschool childhood and its influence on the nature of the child’s interaction with peers.

The third stage was devoted to a process focused on preschoolers identifying their “I” and contrasting themselves with others in order to determine a worthy place in various social relationships. The work of preschool educational institutions at this stage is to provide preschoolers with a new level of self-awareness, which is expressed in a holistic, true understanding of oneself, acceptance of oneself as a unique, unique individual.

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

A comparison of a preschooler’s self-esteem in different types of activities shows an unequal degree of its objectivity (“overestimation”, “adequate assessment”, “underestimation”). The correctness of children's self-esteem is largely determined by the specifics of the activity, the visibility of its results, knowledge of their skills and experience in assessing them, the degree of assimilation of true assessment criteria in this area, and the level of the child's aspirations in a particular activity. Thus, it is easier for children to give an adequate self-assessment of the drawing they have completed on a specific topic than to correctly assess their position in the system of personal relationships.

The younger the preschoolers, the less significant peer assessments are for them. At three or four years old, children’s mutual assessments are more subjective and more often influenced by their emotional attitude towards each other. At this age, the child overestimates his ability to achieve results, knows little about personal qualities and cognitive capabilities, and often confuses specific achievements with a high personal assessment. Given developed communication experience at the age of five, the child not only knows about his skills, but has some idea of his cognitive capabilities, personal qualities, appearance, and reacts adequately to success and failure. At six or seven years old, a preschooler has a good idea of his physical capabilities, evaluates them correctly, and develops an idea of his personal qualities and mental capabilities. Children are almost unable to generalize the actions of their comrades in different situations and do not differentiate qualities that are similar in content. In early preschool age, positive and negative peer assessments are distributed evenly. Positive assessments predominate among older preschoolers. Children aged 4.5-5.5 years are most susceptible to peer assessments. The ability to compare oneself with friends reaches a very high level in children aged five to seven years. For older preschoolers, rich experience of individual activity helps them critically evaluate the influence of peers.

Four- to 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 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 life, the child begins to differentiate two aspects of self-awareness - self-knowledge and attitude towards oneself. Thus, with self-esteem: “Sometimes good, sometimes bad,” an emotionally positive attitude toward oneself (“I like myself”) is observed, or with a general positive assessment: “Good,” a restrained attitude (“I like myself a little”) is observed. In 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.

The development of self-awareness is closely related to the formation of the child’s cognitive and motivational sphere. Based on their development, at the end of the preschool period, an important new formation appears - the child turns out to be able in a special form to be aware of himself and the position that he currently occupies, that is, the child acquires “awareness of his social “I” and the emergence of this basis of 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. By the end of the preschool period, independence and criticality of children's assessment and self-esteem also increases.

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 the age of one and a half years. At two years old, the baby, although he knows his gender, cannot justify his belonging to it. By the age of three or four, children clearly distinguish the gender of those around them and know about their gender, but often associate it not only with certain somatic and behavioral properties, but with random external signs, such as hairstyle, clothing, and allow the possibility of changing gender.

The more accurate the adult’s evaluative impact, the more accurate the child’s understanding of the results of his actions. A formed idea of one’s own actions helps the preschooler to be critical of adults’ assessments and, to some extent, resist them. The younger the child, the more uncritically he perceives adults’ opinions about himself. Older preschoolers interpret adults' assessments through the prism of those attitudes and conclusions that their experience tells them. A child can even, to a certain extent, resist the distorting evaluative influences of adults if he can independently analyze the results of his actions.

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, and tries very hard to earn it. Also, in 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, and 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 child’s life, support and trusting relationships, as well as relationships that do not interfere with the development of his independence and enrichment of individual experience.

Conclusion

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

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

Bibliography

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

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

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

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

Garmaeva T.V. Features of the emotional sphere and self-awareness in the context of the development of a preschooler’s personality // Psychologist in kindergarten. - 2004, No. 2. - P. 103-111.

7.Zaporozhets A.V. On the psychology of children of early and preschool age. - M., 1969.

Zinko E.V. Correlation between the characteristics of self-esteem and the level of aspirations. Part 1. Self-esteem and its parameters // Psychological Journal. - 2006. volume 27, no. 3.

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

Nemov R.S. Psychology: Textbook for higher students. ped. textbook institutions: In 3 books - Book. 3: Psychodiagnostics. Introduction to scientific psychological research with elements of mathematical statistics - 3rd ed. - M.: Humanit. Ed. VLADOS center, 1998

Uruntaeva GA. Preschool psychology. - M.: “Academy”, 1998.

Rosa Druzhinina
Development of self-awareness in preschool age

Introduction…. 3

1. The initial stage of the formation of a child’s personality…. 4

2. Developing a child's self-awareness.... 10

Conclusion...17

List of used literature….18

Introduction

IN During preschool age, children intensively develop self-awareness. This process consists in the fact that the child begins to analyze himself, his actions and their consequences, thinks about the attitude of others towards him and the reasons for this particular attitude, the motives of his actions become more conscious. Prerequisites for the formation self-awareness appear already in the early age when the child begins to separate himself from the people around him. But upon joining preschool age the child is aware only of the very fact of his existence and has no idea of his personal individual qualities that distinguish him from others. At three or four years old, children generally attribute to themselves such qualities that receive a positive assessment from adults; often the child cannot understand what exactly these qualities are.

In senior preschool age Children can already look at themselves objectively from the outside and take into account the attitude of others towards their actions. Thanks to this, the child learns the norms of behavior in society and positive samples for imitation, which contributes to further development of his personality. During the same period preschoolers begin to consciously take advantage of the attitude of others towards their actions. For example, children already understand perfectly well that stubbornness is considered a violation of behavioral norms, but they use it in communicating with compliant people, seeking the fulfillment of their desires. Often, for such purposes, a child can exploit his charm, which causes affection in adults.

1. The initial stage of development of the personality of a child aged 3-7 years.

Development The child's personality includes two sides. One of them is that the child gradually begins to understand the world around him and realizes his place in it; this gives rise to new types of behavioral motives, under the influence of which the child performs certain actions. Other side - development of feeling and will. They ensure the effectiveness of these motives, the stability of behavior, and its certain independence from changes in external circumstances.

The child is psychologically separated from close adults with whom he was previously inextricably linked, and is opposed to them in everything. The child’s own self moves away from adults and becomes the subject of his experiences. A feeling appears "I myself", "I want", "I can". It is characteristic that it is during this period that many children begin to use the pronoun "I"(before that they talked about themselves in the third face: "Sasha is playing", “Kate some tea”). D. B. Elkonin defines the new formation of the crisis of three years as personal action and consciousness "I myself". But the child’s own self can stand out and be realized only by pushing away and opposing another self, different from his own. Separation and alienation of oneself from an adult leads to the fact that the child begins to see and perceive the adult differently. Previously, the child was primarily interested in objects; he himself was directly absorbed in his objective actions and seemed to coincide with them. All his affects and activities lay precisely in this area. Objective actions covered the figure of the adult and the child’s own self. With the separation of oneself from one's action and from the adult, a new discovery of oneself and the adult occurs. Adults, with their attitude towards the child, seem to appear for the first time in the inner world of a child’s life. From a world limited by objects, the child moves into the world of adults, where his I takes a new place. Having separated from the adult, he enters into a new relationship with him.

The main way adults influence development children’s personalities – organization of assimilation of moral norms. These norms are acquired by the child under the influence of models and rules of behavior. Models of behavior for children are, first of all, adults themselves - their actions, relationships. The child is inclined to imitate them, adopt their manners, and borrow from them their assessment of people, events, and things. However, the matter is not limited to loved ones. Child preschool age gets acquainted with the life of adults in many ways - watching their work, listening to stories, poems, fairy tales. The model for him is the behavior of those people who evoke the love, respect and approval of others. Adults teach the child rules of behavior, and these rules become more complex over time. preschool childhood. It is also adults who organize children’s daily behavior and ensure that they practice positive actions. By making demands on children and evaluating their actions, adults get children to follow the rules. Gradually, the children themselves begin to evaluate their actions based on ideas about what behavior others expect from them.

The subordination of motives is the most important new formation in personality development of a preschooler. The emerging hierarchy of motives gives a certain direction to all behavior. As development it becomes possible to evaluate not only the child’s individual actions, but also his behavior as a whole as good and bad. If social motives become the main motives of behavior, compliance moral standards, the child in most cases will act under their influence, without succumbing to opposing impulses that push him to, for example, offend another or lie. On the contrary, the predominance of motives in a child that force him to receive personal pleasure and demonstrate his real or imaginary superiority over others can lead to serious violations of the rules of behavior. This will require special educational measures aimed at restructuring the unfavorably developing foundations of personality. Of course, after a subordination of motives has arisen, the child is not necessarily guided by the same motives in all cases. This does not happen in adults either. The behavior of any person reveals many different motives. But subordination leads to the fact that these various motives lose their equality and are built into a system.

As practice shows, to form independence in behavior(and then in reasoning) the child must learn to distinguish in each specific case the most important, essential and understand what is more important. But this is not immediately given to children. Although preschooler can be guided by various things known to him motives: duties, instructions from mom, by one's own desire or a feeling for a comrade, he does not yet have the usual subordination of all motives, their hierarchy. Therefore, a five- or six-year-old child often finds himself in conflict situations. And they most often obey the impulse that is emotionally strongest and most vivid.

Example: Olya (five years seven months) puts the doll to bed and undresses it. Mom calls Olya for dinner for the second time, but the girl continues to put the doll to bed. Mom is angry for disobedience. But Olya, in turn, is angry with her mother. She can't leave hers daughter: After all, she’s undressed, how can I leave. Now I’ll cover you with a blanket and then I’ll go.

Vitya (six years four months) finds out that his older brother, second-grader Borya, received a bad mark for an unlearned lesson.

Vitya: Oh, how angry mom will be! Will you be punished? Yes?

Borya: Here’s another thing, but I won’t tell my mom about the deuce, she won’t know.

Vitya: A is it possible to cheat? This is not good!

Borya: Well, is it better to upset? You do not understand anything? How will my mother know when I’ve already corrected the F, and she won’t be upset, but now, of course, she’ll get angry and get in trouble with me. It's better not to talk. We need to take care of mom.

Vitya is puzzled. He learned a lesson about getting around difficult things. life situations. But for him it became even more difficult to resolve the question of what was more important.

Research by K. M. Gurevich, N. M. Matyushina showed that throughout preschool period, great changes occur in the subordination of motives. A two- or three-year-old child does not have any internal conflicts at all. An attractive goal directly causes corresponding actions on his part. The desire to get what he likes is the only motive for a child’s actions. preschooler. But the introduction of the ban already introduces significant complications into its actions. Now the need to obey the rule comes into conflict with one’s own desire. In each case, you need to decide what is more important. Here the beginning of disobedience arises when, obeying his personal motives, the child ignores the demands of adults.

In senior preschool age, when children’s relationships with others become more complicated, when more and more often they themselves have to determine their own attitude towards something, evaluate their actions and there are more mandatory rules, the clashes of different motives become more frequent and acute. It is especially difficult for children to choose between personally significant and socially significant motives.

Personally significant include not only various egoistic desires that express the child’s need for something sweet, attractive, or to receive some kind of toy, that is, motives of personal gain. Personally significant and experienced by the child is a sense of self-esteem, fear of ridicule, neglect from peers, in order to hide their inability, lack of preparedness, missed mistake, children sometimes resort to deception, deliberately breaking the rules.

On the other hand, a child may give up an attractive game for the sake of a more important, although perhaps more boring, activity approved by an adult. If the eldest preschooler failed in some matter that is significant to him, then this cannot be compensated by the pleasure received from "other line" (as it happens in babies). Since one of the parties development motives of behavior in preschool age is to increase their awareness. The child begins to become more and more aware of the motivating forces and consequences of his actions. This becomes possible due to the fact that the preschooler develops self-awareness - an understanding of what he is, what qualities he has, how others treat him and what causes this attitude. Most obviously self-awareness manifests itself in self-esteem, i.e., in how the child evaluates his achievements and failures, his qualities and capabilities.

For example, a child could not cope with the proposed task and was very upset because of this. But they told him that he had done well and, like all the other more successful children, they gave him a small prize - a delicious candy. He, however, took this candy without any pleasure and resolutely refused to eat it, and his grief did not diminish in the least. Due to bad luck, the undeserved candy turned out to be for him "bitter".

Thus, by the beginning of the school period of childhood, the child not only becomes a subject of activity, but also recognizes himself as a subject. It is formed self-awareness, ability to self-assessments of their actions, actions, experiences.

2. Developing Self Awareness.

Under self-awareness you should understand the process of realizing your personality, your "I", as a physical, spiritual and social being. Self-awareness– this is knowledge and at the same time an attitude towards oneself as a certain person. All aspects of personality (physical, spiritual, social) are in the closest unity and influence each other. The process of awareness of these aspects of personality is a complex unified process. Awareness of oneself as a physical being is also an attitude towards oneself as a specific living organism possessing certain physical qualities. When we talk about awareness of ourselves as a spiritual being, then knowledge and attitude towards ourselves as a person who knows, experiences and acts comes to the fore. Finally, awareness of oneself as a social being consists of awareness of one’s social role, one’s place in the team.

Emergence and development of self-awareness of a child during the first 7 years of life are inextricably linked with development interpersonal relationships with others. Let's try to trace the main stages of this development.

Early child age attitude towards oneself borrows from adults. Therefore, he calls himself in the third person (Dima tea, “Give Dasha a pyramid”) and often talks to himself as to to outsiders: persuades, scolds, thanks. The unity with other people that a child experiences is often manifested in his statements. A boy whose parents They say: “Sasha, we are going to visit, asks: “Will we take me? Here "We" used to refer to the whole family, including the child himself: all of us - you, you and me.

Awareness of oneself 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 increasing practical independence of the child. The child begins to master the performance of a variety of objective actions without the help of parents, masters the simplest skills self-service. He masters upright walking, speech, and object-manipulative activities. He has special feelings, which in psychology are called feelings pride: a feeling of pride and a feeling of shame (primary manifestations of the emotional-value component self-awareness). This period ends with a truly epochal event, the child begins to establish himself for the first time as an individual. He begins to understand that it is he who performs this or that action. Outwardly, this understanding is expressed in the fact that the child begins to talk about himself not in the third, but in the first face: "I myself", "I will", "I want", "Give me", "Take me with you". In communicating with adults, he learns to separate himself from other people.

Entering preschool age, the child is aware only of the fact that he exists, without really knowing anything about himself and his qualities. Striving to be like an early adult child age does not take into account his real capabilities. This was revealed quite clearly during the crisis of those years.

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 independence. And not later (someday, but now, here and immediately. That is why he has a desire for expression of will: he strives for independence, to contrast their desires with the desires of adults. This is how the early crisis arises age. During this period, adults experience significant difficulties in relationships with the child and are faced with his stubbornness and negativism.

Andryusha (2.10.) He likes to say inappropriate words. When he's angry with his grandma, teases: "granny".

Denis (2.11.) Negative. I beg: “baby, take this mug to the kitchen”.

Well! So, Kiryusha will take it.

Denis runs after his brother to the kitchen, takes the mug, returns to the room, puts the mug in its original place, picks it up again and carries it to the kitchen.

There is still no justified and correct opinion about yourself and the younger one. preschooler, who simply ascribes to himself all the positive qualities approved by adults, often without even knowing what they are. When one child who claimed to be neat was asked what that meant, he answered: "I'm not afraid". Other children, who are also proud of their neatness, answer this question answered: "Don't know".

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

Gender identification, identification with members of the same gender, develops around three years of age, in the process of the child learning to recognize himself as future man or a woman. "I'm a boy" or "I am a girl" become the child’s knowledge and belief. Here is the awareness of your "I" certainly includes the norm and awareness of one’s own gender. Feelings of one’s own gender normally already become stable in a child of primary and secondary age. preschool age.

According to perception himself The child begins to choose playing roles for himself as a boy or a girl. At the same time, children are often grouped into games based on gender.

In junior and middle preschool age benevolent partiality towards children of the same sex is revealed, which determines development of self-awareness.

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

At 4 - 5 years old, independent The child's 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 characters in stories and fairy tales. Any action of a good, positive character is assessed as good, and any action of a bad character is assessed as bad. But gradually the assessment of the actions and qualities of the characters is separated from the general attitude towards them, and begins to be built on an understanding of the situation and the meaning that these actions and qualities have. After listening to a fairy tale "Teremok", the child answers questions: “Did the bear do good or bad?” - "Badly". “Why did he do something bad?” - "Because destroyed the little mansion» . - “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 to evaluate other people. But apply these measures to himself It turns out to be much more difficult for yourself. The experiences that captivate the child, pushing him to take certain actions, obscure from him the real meaning of the actions committed and do not allow him to evaluate them impartially. Such an assessment becomes possible only on the basis of comparing one’s actions and qualities with the capabilities, actions and qualities of other people.

When asked who sings songs best in the group, Marina speaks: “Galya and me. Lena sings well. And Galya and I a little. I’m a little good and Galya is a little good.”

Vera when asked who is the best at being on duty, answers: “All the guys are doing a good job, everyone is the best”.

To the elder preschool age(by 6-7 years) the attitude towards oneself changes significantly again. To that 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 assessment and comparison, but unite and consolidate the child’s personality as a whole (I want, I love, I strive, etc.) all this is reflected in the strengthening of the subjective component self-awareness 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 merits and assessment of its objective qualities, but is open to other people, their joys and problems. Self-awareness the child goes beyond his own object characteristics and is open to the experiences of others. The other child no longer becomes only an opposite being, not only a means self-affirmation and a subject of comparison with oneself, but also self-valuable personality, 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 own defeat.

This is the general logic of normal age development interpersonal relationships of the child with other people. However, it is not always realized in development of specific children. It is widely known that there are various individual options in development children's personalities and their relationships with peers. Of particular concern are problematic forms of interpersonal relationships (increased conflict, shyness, lack of self-confidence, aggressiveness). Special analysis psychological characteristics such problematic preschoolers(research by A. G. Ruzskaya, L. N. Galiguzova, E. O. Smirnova, 2001) showed that all these children do not differ from their peers in terms of level intelligence development, arbitrariness or play activity. Psychological reasons their difficulties lie elsewhere.

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 fixation on one’s objective qualities or the predominance of an evaluative, object-based attitude towards oneself and others. Such fixation generates constant self-evaluation, self-affirmation. Demonstration of one's strengths, etc.

So, aggressive children characterized by an increased desire for self-affirmation, protection of one’s Self, proof of one’s strength and superiority; others become a means for them self-affirmation and the subject of constant comparison with oneself. Distinctive feature conflict preschoolers is an intense need for recognition and respect from peers, to maintain and reinforce positive self-esteem. The basis of childhood shyness is self-fixation, constant doubt about the value of one’s personality. Anxiety about one’s self and fear of the assessment of others obscures the content of joint activities and communication. As you can see, at the heart of the most various violations interpersonal relationships are the features child's self-awareness.

It is significant that in conflict-ridden, extremely active, aggressive preschoolers and in shy children, identified general features self-esteem. In general, the serya's positive assessment is in sharp contrast to their assessment of themselves through the eyes of others. Having a high overall self-esteem and considering himself the best, the child doubts the positive attitude of others, especially strangers. In the case of shyness, this discrepancy is expressed in uncertainty, withdrawal, anxiety and fear of new situations; in the case of aggressiveness - in demonstrativeness and a constant desire to prove one’s advantages, to assert one’s self. However, both options are based on a single mental basis - fixation on one’s own self-esteem and image. "I" the child, as it were, grows together, coincides with its image and strives to hold it. He constantly looks at himself through the eyes of another, as if being in a system of mirrors. Some children try to hide from this gaze, to withdraw into themselves. Others, on the contrary, admire themselves and demonstrate their virtues. But in both cases, these mirrors allow them to see only themselves, closing off the world around them and other people, in whom they see only a relationship to themselves, but not themselves.

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

Conclusion

Self-awareness is a personality trait that depends on individual characteristics child and, mainly, on the conditions of his life, upbringing and education. In manifestation self-awareness in preschool children Directly opposite qualities are observed. Properly raised children understand that it is not good to tell a lie, that they need to be polite, modest, sincerely admit their wrongdoings and errors: This is what parents and teachers instill. But there are children who are not raised correctly in the family. Parents and relatives turn them into objects of worship. All their demands are immediately satisfied, they are praised and pampered. Such children become capricious, selfish, cheeky and rude, they do not want to obey the rules, because the wrong things were instilled in them in the family self-awareness: unnecessary conceit, disdainful attitude towards other people - adults and children.

List of used literature

1. Wenger L. A., Mukhina V. S. psychology. – M., 2013.

2. Lyublinskaya A. A. Child psychology. – M., 2011.

3. Kravchenko A. I. Psychology and pedagogy: Tutorial. – M.: RIOR, 2010.

4. Smirnova E. O. Child psychology. – M., 2010.

5. Sorokoumova E. A. Age-related psychology . - St. Petersburg: Peter, 2013.

6. Uruntaeva G. A. Psychology preschooler. Reader. – M., 2012.

Protest is a rebellion when everything in a child’s behavior begins to be of a protesting nature;

A symptom of devaluation of an adult, his discredit;

The desire for despotism is the desire to exercise despotic power in relation to others;

Jealousy towards younger and older people, if there are still children in the family;

Reactions of a neurotic or psychopathic nature (fears, restless sleep, nocturnal enuresis, severe speech difficulties, etc.).

Features of the development of self-awareness at an early age:

The child begins to separate actions from the object and himself from his actions;

Genuine independence gradually develops, as evidenced by the manifestation of goal-setting and determination;

Pride arises in one's own achievements - a new personal formation in early childhood.

§ 3. Development of self-awareness in preschool age

For a preschooler, the content of self-image includes a reflection of his properties, qualities, and capabilities. Data about one’s capabilities accumulates gradually through the experience of various activities and communication with adults and peers. The child’s ideas about himself are supplemented by an appropriate attitude towards himself. The formation of an image of oneself occurs on the basis of establishing connections between the child’s individual experience 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 gains new knowledge not only about the other person, but also about himself.

A 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. Low estimates have the most negative impact. And inflated ones distort children’s ideas about their capabilities towards exaggerating the results. But at the same time, they play a positive role in organizing activities, mobilizing the child’s strength.