Introduction……………………………………………………………………3

1. Self-esteem. Concept, types, structure………………………….4

2. Development of self-esteem………………………………………………..8

2.1. Stages of development of self-esteem………………………………..10

2.2. Factors affecting the development of self-esteem……….…..14

2.2.1. Family factors……………………………………14

2.2.2. Social factors………………………………...16

2.2.3. The principles of "self"………………………………....18

Conclusion……………………………………………………………...21

References……………………………………………………….23

Introduction

The intensive social development of our society, its democratization and humanization increase the requirements for the formation of an active, creative personality and make it especially significant to study the problems of the formation of regulatory processes that allow a person to act as a true subject of his own behavior and activity, independently determine the prospects for his development, ways and means of their implementation.

Among the factors that determine the formation of self-regulation mechanisms, the central place belongs to self-esteem, which determines the direction and level of activity of the subject, the formation of his value orientations, personal meanings and, ultimately, the "ceiling" of his achievements.

Self-assessment is the most important psychological factor in the formation of students' learning activities, plays a significant role in the formation of their individual characteristics and age characteristics. Questions related to its development are among the central problems of pedagogical and developmental psychology.

The ability to evaluate oneself is laid in early childhood, and its development and improvement occurs throughout a person’s life.

Theoretical problems of self-esteem have found the most complete development in the works of B.G. Ananyeva, L.I. Bozhovich, I.O. Kona, M.I. Lisina, A.I. Lipkina, V.V. Stolin, I.I. Lesnokova, E.V. Shorokhova, W. James, C. Cooley, J. Mead, E. Erickson, K. Rogers and others. Questions of the ontogenesis of self-esteem, the role in the formation of personality and self-consciousness, its structure and functions are discussed.

This paper will describe the concept of self-esteem, reveal its types, as well as directions for the development of self-esteem of the individual.

1. Self-esteem. Concept, types.

Personal self-esteem is the value that an individual attaches to himself or his individual qualities. The main criterion of self-assessment is the system of personal meanings of the individual. The main functions of self-esteem are regulatory, on the basis of which the tasks of personal choice are solved, and protective, providing relative stability and independence of the individual, while correcting the signals of the outside world. According to the definition of psychologist V.V. Stolin, self-esteem is "the consciousness of one's own identity, regardless of changing environmental conditions." It can also be said that self-esteem is a state when a person evaluates himself in different areas, giving an assessment to one or another of his qualities (attractiveness, sexuality, professionalism).

Adequate self-esteem

Self-assessment has a significant impact on performance and personality formation at all stages of development. Adequate self-esteem gives a person self-confidence, allows you to successfully set and achieve goals in your career, business, personal life, creativity, gives such useful qualities as initiative, enterprise, the ability to adapt to the conditions of various societies. Low self-esteem accompanies a timid person, insecure in making decisions.

High self-esteem, as a rule, becomes an integral quality of a successful person, regardless of profession - be it politicians, businessmen, representatives of creative specialties. However, cases of inflated self-esteem are also common, when people hold too high an opinion of themselves, their own talents and abilities, while their real achievements, according to experts in a particular field, seem more or less modest. Why is that? Practical psychologists often identify two types of behavior (motivation) - striving for success and avoiding failure. If a person adheres to the first type of thinking, he is more positive, his attention is less focused on difficulties, and in this case, the opinions expressed in society are simply less significant for him and his level of self-esteem. A person who comes from the second position is less risk-averse, more cautious, and often finds confirmation in life of his fears that his path to goals is fraught with endless obstacles and anxieties. This type of behavior may not allow him to raise his self-esteem.

Low (low) self-esteem and its causes

Low (low) self-esteem is often due to the influence and assessment of parents in childhood, and in later life - the external assessment of society. It happens that a child in childhood is given low self-esteem by the next of kin, saying: “You can’t do it!”, Sometimes using physical force. Sometimes parents abuse the "tyranny of shoulds", causing the child to feel hyper-responsible, which can subsequently lead to emotional constraint and tightness. Often the elders say: “You must behave very decently, since your father is a respected person”, “You must obey your mother in everything”. In the mind of the child, a model of the standard is formed, in the event of the implementation of which he would become good and ideal, but since it is not realized, there is a discrepancy between the standard (ideal) and reality. The self-assessment of the individual is influenced by the comparison of the images of the ideal and the real I "- the greater the gap between them, the more likely the person's dissatisfaction with the reality of their achievements and the lower its level.

In adults, low self-esteem of the individual is maintained in cases where they attach too much importance to this or that event, or believe that they are losing in comparison with others. In doing so, they may be forgetting that failure is also a valuable resource of experience, and also that their individuality is no less unique than that of other people. Also important is the question of the criteria for assessment and self-assessment (how and what exactly to assess?). in some, even professional areas (not to mention personal relationships), they may remain relative or not clearly clarified.

Inflated self-esteem and its causes

It happens that parents or close relatives of a child tend to overestimate, admiring how well he (a) reads poetry or plays a musical instrument, how smart and quick-witted he is, but getting into another environment (for example, in a kindergarten or school) such a child sometimes he experiences dramatic feelings, because he is evaluated on a real scale, according to which his abilities are not so highly valued. In these cases, an overestimated parental assessment plays a cruel joke, causing a child's cognitive dissonance at a time when their own criteria for adequate self-esteem have not yet been developed. Then the overestimated level of self-esteem is replaced by an underestimated one, causing a psychological trauma in the child, all the more severe than it occurred at a later age.

Perfectionism and self-esteem

Perfectionism - the desire to meet the maximum criteria for excellence in certain areas - often serves as another reason for overestimated or underestimated self-esteem. The problem is that the evaluation criteria in certain areas may differ, and it is obviously impossible to achieve excellence in all possible areas (“to be an excellent student in all subjects”). In this case, in order to increase a person's self-esteem (or rather, to make self-esteem more adequate), it is worth highlighting separate areas with more or less general criteria and forming a separate self-esteem in them.

Structure of self-assessment is considered by researchers as consisting of two components - cognitive and emotional, functioning in an inseparable unity. The first reflects a person's knowledge of himself in varying degrees of formalization and generalization, the second - the attitude towards himself, the accumulating "affect on himself." A person acquires knowledge about himself in a social context, and they inevitably "grow" with emotions. However, the qualitative difference between the selected components gives their unity an internally differentiated character, and therefore the development of each of them has its own specifics. It is noted that self-assessment functions in two forms - general and particular (partial, specific, local).

More studied are the nature, characteristics and age dynamics of private self-assessments, reflecting the subject's assessment of his specific manifestations and qualities; less discussed are the problems of the formation and functioning of a general self-assessment. Everyone understands it as a one-dimensional variable that reflects the degree of self-esteem of an individual. High self-esteem is associated with the maximum activity of the individual, the productivity of his activity, the realization of creative potential. Such an approach to understanding general self-esteem leaves no room in the subject's attitude of dissatisfaction with himself, a critical attitude towards himself as a motivating force for development, the birth of a need for self-improvement. And the theoretical approach to understanding general self-assessment is implemented in studies that define it as a hierarchically built system of private self-assessments that are in constant interaction with each other. At the same time, the irreducibility of a holistic attitude towards oneself to a simple set of private self-assessments is emphasized. Such an understanding of general self-assessment makes it possible to characterize it according to the leading tendencies manifested in the functioning of private self-assessments - in terms of adequacy, criticality, reflexivity, stability.

Analysis of the data accumulated in the studies allowed scientists to identify the qualitative characteristics of general and private self-assessments. General self-esteem at different levels of development it is characterized by different completeness of reflection of the mental world of the personality, its physical data; different measure of consistency, coordination, integration of private self-assessments, stability and dynamism as a system. Private self-assessments differ not only in the specifics of the content reflected in them, but also in the degree of significance for the individual, the measure of generalization and emancipation from external assessments. Indicators that are equally related to one or another form of self-esteem functioning are presented, as a rule, in the form of oppositions: self-esteem is defined as adequate - inadequate, high - low, stable - dynamic, real - demonstrated, conscious - unconscious, accurate - inaccurate, confident - uncertain, etc.

Self-esteem functions in different modalities: categorical, reflecting an unambiguous assessment by the subject of his qualities, or problematic, realizing an ambiguous attitude towards himself, in our opinion, determined by a reflexive analysis of the evaluation situation, the admission of the possibility of its diverse trawl formations.

2. Development of self-esteem

Our self-assessments are a kind of cognitive schemes that summarize the past experience of the individual and organize new information regarding this aspect.<Я>. At the same time, self-esteem, especially when it comes to the abilities and potentialities of the individual, also expresses a certain level of claims. And it depends on many conditions. A boy boastful in his relations with his comrades can evaluate himself much more modestly in a conversation with a teacher. In other words, self-esteem can simply be a means of self-affirmation, creating a more favorable impression of yourself among others.

Self-assessment criteria are also ambiguous. An individual evaluates himself in two ways: 1) by comparing the level of his claims with the objective results of his activities and 2) by comparing himself with other people. The higher the level of claims, the more difficult it is to satisfy them. Successes and failures in any activity significantly affect an individual's assessment of his abilities in this type of activity: failures, most often, reduce claims, and success increases them. The moment of comparison is no less important: when evaluating oneself, an individual voluntarily or involuntarily compares himself with others, taking into account not only his own achievements, but also the entire social situation as a whole. The overall self-esteem of a person is also strongly influenced by his individual characteristics and how important the assessed quality or activity is to him. There are infinitely many private self-assessments. It is impossible to judge a person by them without knowing the system of his personal values, what qualities or areas of activity are the main ones for him.

Self-esteem is not constant, it changes depending on the circumstances. Assimilation of new assessments can change the meaning of previously learned ones. For example, a student who successfully passes exams considers himself a capable student. He is proud and pleased with himself, as it is recognized by others: his successes cause positive reactions from teachers, meet with support in the family and generally have a favorable social response. However, this positive self-esteem can be shaken as a result of a failure in exams or if, among peers, the value of academic performance is pushed into the background by some other value orientation, say, sports achievements. In addition, as an able student matures, he may discover that academic success alone does not bring happiness, nor is it a guarantee of success in other life situations. In this case, the overall self-esteem may decrease, but generally remain positive. There are three points essential to understanding self-esteem. First, an important role in its formation is played by the comparison of the image of the real<Я>with the ideal<Я>, i.e. with an idea of ​​what a person would like to be. Who achieves in reality the characteristics that determine for him the ideal<образ Я>he must have high self-esteem. If a person feels a gap between these characteristics and the reality of his achievements, his self-esteem is likely to be low.

The second factor, important for the formation of self-esteem, is associated with the internalization of social reactions to a given person. In other words, a person tends to evaluate himself the way he thinks others evaluate him. And, finally, another view of the nature and formation of self-esteem is that a person evaluates the success of his actions and manifestations through the prism of his identity. He feels satisfaction not from the fact that he simply does something well, but from the fact that he has chosen a certain business and does it well. In general, the picture looks in such a way that people make great efforts to ensure that with the greatest success<вписаться>into the structure of society.

It should be emphasized that self-esteem, regardless of whether it is based on a person's own judgments about himself or interpretations of other people's judgments, individual ideals or culturally set standards, is always subjective.

2.1. Stages of development of self-esteem

Early age. Many children already at an early age mark their successes or failures in activities with appropriate emotional reactions to them. Most children of this age simply state the result achieved; some perceive success or failure, respectively, with positive and negative emotions. In the same age group, the first individual manifestations of self-esteem are observed, and mainly only after success in activity. The child not only rejoices in success, but shows a peculiar sense of pride, deliberately and expressively demonstrating his merits. However, even such elementary self-evaluative reactions at this age are still extremely rare.

At about 3.5 years old, children can already observe mass reactions to success and failure, obviously related to self-esteem. The child perceives the corresponding results of activity as depending on his abilities, and the result of his own activity is correlated with his personal capabilities and self-esteem.

The self-esteem of the child, the awareness of the requirements placed on him, appear by about three or four years on the basis of comparing himself with other people.

By middle school age many children develop the ability and ability to correctly assess themselves, their successes, failures, personal qualities, not only in play, but also in other activities: learning, work and communication.

Such an achievement should be considered as another step towards ensuring normal schooling in the future, since with the beginning of schooling, the child constantly has to evaluate himself in various activities, and if his self-esteem is inadequate, then self-improvement in this type of activity is usually delayed.

A special role in planning and predicting the results of a child's personal development is played by the idea of ​​how children of different ages perceive and evaluate their parents. Those parents who are a good role model and at the same time arouse a positive attitude of the child towards themselves are able to exert the strongest influence on his psychology and behavior. Some studies have found that children between the ages of three and eight are most affected by their parents, with some differences between boys and girls. Thus, in girls, the psychological influence of parents begins to be felt earlier and lasts longer than in boys. This time period covers years from three to eight years. As for boys, they change significantly under the influence of parents in the period of time from five to seven years, i.e. three years less.

At senior preschool age children attach great importance to the assessments given to them by adults. The child does not expect such an assessment, but actively seeks it himself, strives to receive praise, tries very hard to deserve it. All this indicates that the child has already entered a period of development that is sensitive for the formation and strengthening of his motivation to achieve success and a number of other vitally useful personal qualities that in the future will have to ensure the success of his educational, professional and other activities.

Junior school age. A feature of children of primary school age, which makes them related to preschoolers, but is even more intensified with school entry, is boundless trust in adults, mainly teachers, submission and imitation of them. Children of this age fully recognize the authority of an adult, almost unconditionally accept his assessments. Even characterizing himself as a person, the younger schoolchild basically only repeats what an adult says about him.

This directly relates to such an important personal education, which is fixed at this age, as self-esteem. It directly depends on the nature of the assessments given to an adult child and his success in various activities. In younger schoolchildren, unlike preschoolers, there are already various types of self-assessments: adequate, overestimated and underestimated.

Self-esteem in primary school age is formed mainly under the influence of teacher assessments.

Children attach particular importance to their intellectual abilities and how they are evaluated by others. It is important for children that a positive assessment is universally recognized.

Teenage years. The main new feature that appears in the psychology of a teenager in comparison with a child of primary school age is a higher level of self-awareness. Along with it, a clearly expressed need arises to correctly assess and use the available opportunities, to form and develop abilities, bringing them to the level at which they are in adults.

At this age, children become especially sensitive to the opinions of their peers and adults; for the first time, they face acute problems of a moral and ethical nature, related, in particular, to intimate human relationships.

Adolescence - as adolescence is sometimes called - is the time of the formation of a true individuality, independence in learning and work. Compared to younger children, adolescents show confidence in the ability to determine and control their own behavior, their thoughts and feelings. Adolescence is a time of heightened desire for self-knowledge and evaluation, for the formation of a holistic, consistent image of the “I”.

Between the ages of 12 and 14, when describing themselves and other people, adolescents, in contrast to younger children, begin to use less categorical judgments, including the words “sometimes”, “almost”, “I think” and others in self-description, which indicates a transition on the position of evaluative relativism, on understanding the ambiguity, inconstancy and diversity of a person's personal manifestations.

In the initial period of this age (10-11 years old), many adolescents (about a third) give themselves mostly negative personal characteristics. This attitude towards oneself remains in the future, at the age of 12 to 13 years. However, here it is already accompanied by some positive changes in self-perception, in particular, an increase in self-esteem and a higher assessment of oneself as a person.

As they grow older, the initially global negative self-assessments of adolescents become more differentiated, characterizing behavior in individual social situations, and then private actions.

In the development of reflection, i.e. the ability of adolescents to realize their own strengths and weaknesses, there is a tendency, as it were, of the opposite nature. In the initial period of adolescence, children are mainly aware of only their individual actions in certain life situations, then character traits, and, finally, global personality traits.

2.2. Factors affecting the development of self-esteem

2.2.1. Family factors

Whatever forms the family takes, it is still the most important unit of society. It is in the family that the child discovers for the first time whether he is loved, whether he is accepted for who he is, whether he succeeds or fails. According to many psychologists, it is in the first five years of life that a person’s personality structure is mainly formed, the foundations of the I-concept are laid. During this period, the child is especially vulnerable and dependent, emotionally dependent on the family, in which his needs are fully or partially satisfied. Therefore, it is very important to inform people, and, first of all, parents about the problems, difficulties and consequences that arise from the wrong attitude towards the child.

Self-esteem is related to family size and seniority among children. In Coopersmith's studies, 70% of children with low and moderate self-esteem were not firstborn. At the same time, only 42% of children in the group with high self-esteem were not firstborn. The first and only children in the family seem to have certain advantages: the conditions in which they develop are more favorable for the formation of high self-esteem.

According to the study, in boys with high self-esteem, relationships with brothers and sisters turned out to be more close than conflict. This harmony in relationships, apparently, extends beyond the family, because high self-esteem ensures a good command of the technique of social contacts, allows the individual to show his worth without making any special efforts. The child acquired in the family the ability to cooperate, the confidence that he is surrounded by love, care and attention. All this creates a solid foundation for its social development. In families of this type, jealousy and rivalry between children are rare.

Mothers of boys with high self-esteem say they know more than half of their son's friends. Conversely, a third of the mothers of boys with low self-esteem practically do not know at all which of their peers their son is friends with. It is likely that such ignorance of parents can be regarded as evidence of the child's distrust of them, due to his assessment of his role and position in the family.

Low self-esteem is closely related to the attempts of parents to form the child's ability to accommodate, that is, to adaptive behavior. This is expressed in the following requirements for him: obedience; the ability to adapt to other people; dependence on adults in everyday life; neatness; conflict-free interaction with peers. Apparently, success, achieved by the ability to adapt to the desires of other people, and not on the basis of personal achievements, leads to the formation of low self-esteem.

The desire of parents to put children in a subordinate, dependent position leads to a decrease in self-esteem. The child in this situation is psychologically broken, he does not trust the world around him, he lacks a sense of his own personal value.

Mothers of children with high self-esteem are satisfied with the relationship between their son and father. The children themselves also considered the father to be the main confidant. An important feature of the families of such a group is clear, predetermined powers in decision-making, unambiguous manifestation of authority and responsibility. One of the parents takes over the main decisions that the whole family agrees on. Less fundamental decisions on various everyday issues are generally made collectively. Appropriate standards of family behavior enjoy general support in such families. An atmosphere of mutual trust reigns here, each member of the family feels included in a common home circle. In most cases, the main decisions are made by the father, but, for the formation of high self-esteem, it is rather that these decisions are approved by the whole family. Thus, high self-esteem develops in children in families characterized by cohesion and solidarity.

2.2.2. Social factors

As mentioned above, general self-esteem is formed at primary school age. But there are also private self-assessments that are situational and capable of fluctuating. Fluctuations in private self-esteem cause situational changes in a person's life: success or failure, comparing oneself with others, the influence of society, etc.

If a person's self-esteem is determined by the opinion of other people about him, then there is reason to expect that among representatives of the upper classes it will be maximum. The position occupied by young people in society is based not on their own achievements, but on the social status of their parents. Therefore, it is quite possible that in adolescence the sense of self-worth is determined more by the opinions of relatives, friends, neighbors than by social prestige as such.

The decline in general self-esteem under the influence of experimental failure is accompanied by thoughts of death in some people, and a successful test of a highly valued ability causes a significant increase in the level of self-esteem of other qualities. According to some data, an increase in general self-esteem under the influence of private success is more common than its decrease due to failure.

According to the American psychologist Ruth Wylie, who critically analyzed existing empirical studies, the presence or absence of shifts in self-esteem under the influence of experimental failure may depend on a number of factors: a person’s personality traits, for example, the general level of self-esteem and anxiety; specific qualities that have been depreciated in the experiment; how a person evaluates the source of information about his defeat or success and how much he trusts this source. Wylie concluded that in most cases, "a person is driven not only by the desire for self-assertion, but also by objective considerations. The deterioration in performance and the increase in anxiety due to experimental failure may be greater in people with low overall levels of self-esteem." In other words, any experimental or life situation is experienced and evaluated by the subject in the light of his long-term experience, including his past self-esteem. A person with low self-esteem will experience any private failure deeper harder than a calm and self-confident person.

2.2.3. Principles of "self"

A person's idea of ​​himself largely depends on how others evaluate him, especially if it is a collective, group assessment. Under the influence of favorable opinions, self-esteem increases, unfavorable opinions decrease. Often such a shift is quite stable, and along with the main self-assessments, quite often those that are not directly affected by the assessment of others also change. For example, in a person who receives inflated ratings on behalf of a group, over time, the overall level of claims rises, going beyond those qualities that were marked as positive.

Principle internalization of other people's estimates. Changes, under the influence of external assessments, of the “I-image”, as well as social and moral attitudes, are more significant if the subject thinks that significant persons for him (for example, workmates) are unanimous in assessing his qualities or behavior than in those cases when their opinions differ. Finally, different people are unequally sensitive and receptive to other people's opinions, ranging from complete indifference to a complete restructuring of their own "self" in accordance with the desires of others. The psychological complexity of internalization is well illustrated experimentally. Members of several small production teams (five to seven people each) were asked to evaluate the organizational and business qualities of everyone, including themselves, and predict how others would evaluate him for this quality. Three indicators were compared: self-assessment; an objective group rating obtained by averaging the ratings given to an individual by his fellow workers; estimated group score. It turned out that people with high self-esteem received a higher group score than people with low self-esteem; perceived and objective group ratings were also found to be related. However, the coincidence of self-assessments and estimated assessments turned out to be higher than that of self-assessments and objective group assessments. Only 40% of individuals with high self-esteem received a high group score, and only 26% of individuals with average self-esteem received an average group score. On the scale of business qualities, more than half of the individuals with high self-esteem received a low group rating.

The internalization of other people's opinions involves both social comparison and attributive processes (usually, people first attribute this or that attitude to themselves to others, and then accept or reject it as an evaluation criterion), and the selection of information in accordance with the already existing "I-image" and value criteria.

The principle of social comparison. Although many elements of our "I" look purely descriptive, factual, in most cases they are correlative and tacitly imply some kind of quantitative or qualitative comparison. First, the individual compares his present "I" with the past or future, and his claims - with achievements. Secondly, he compares himself to other people.

The first moment is already reflected in the famous formula of W. James:

Self esteem =
	Claims

One person is unbearably ashamed that he is the second, and not the first glove of the world, the other rejoices at the victory in regional competitions. The higher the level of claims, the more difficult it is to satisfy them. The validity of the James formula is proved not only by everyday experience, but also by many special experiments showing that successes and failures in any activity significantly affect the individual's self-esteem of his abilities.

But the process of social comparison is two-way. The individual perceives and evaluates himself in comparison with others, and others - in himself. The question arises: when does the “other” serve as the prototype of the “I”, and when, on the contrary, does the “I” serve as the starting point, the referent of the perception of the “other”? Although self-knowledge has always been considered difficult, people usually find it easier to judge themselves than others, and trust such judgments more, especially when it comes to internal states, motives, etc. Hence the proverb: "An alien soul is darkness." What seems to us to be "direct knowledge of oneself" is in fact the result of a complex process of attribution (attributing certain properties to oneself).

Although private self-assessments are important indicators, indicators of how a person perceives "sees" himself, they still remain local and do not allow judging the structure and dynamics of a person's self-consciousness as a whole. To capture the human "I" in its unity, much more complex studies and theoretical models are needed.

Conclusion

Self-assessment is a multi-level, hierarchically organized entity that functions as a system that has specific characteristics and patterns of development, the system-forming factor of which is the means of its provision, determined by the level of development of the subject of self-assessment activity. The means of self-assessment can be direct borrowing of external assessments (internalized opinion of others), the subject's appeal to his emotional-need sphere, to non-specific conditions of activity, to the analysis of past experience and the objective and subjective factors inherent in the situation of self-assessment, i.e. to the analysis of activity and its object (act) and its own qualities manifested in it.

The most effective in ensuring the effectiveness and reliability of self-assessment as a mechanism for self-regulation are precisely these latter means, i.e. the subject's appeal to the analysis of the object, methods and results of activity (an act, its motive and consequences) and himself as its subject using socially specified evaluation criteria.

Self-esteem should be considered as a unity of structural and functional characteristics that are implemented in various areas of the subject's life and can be represented as a structural-dynamic model that reflects the complex interaction of elements, conditions and directions for the development of self-esteem, possible forms, types and levels of its representation.

Self-esteem can have a huge impact on the entire life path of a person. People with low self-esteem tend to be passive, suggestive, and less popular. These people are overly sensitive to criticism, considering it a confirmation of their inferiority. They have a hard time accepting compliments. Most often, low self-esteem becomes the cause of constant loneliness. The way we think about ourselves has a profound effect on our entire lives. And what we can achieve in life, we can say, directly depends on the attitude towards ourselves, on our self-esteem.

Thus, knowing oneself, one's self-esteem and the factors influencing its development and formation can significantly change the life of every person.

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11. www.psih.ru - website of psychology

1 lesson. Self-esteem and level of claims

The choice of a profession is the same eternal theme as love. And the consequences of a professional choice for each person are no less significant than the choice of a life partner. It is unlikely that programs will ever be created that allow in both cases to make an unmistakable choice. And this is good. Because a decision made for a person, imposed, prompted, even with the best intentions, and not suffered, will cause rejection, unless the person is completely devoid of will and is able to answer for his actions. Is there a chance to make such a choice that “it would not hurt for the aimless years lived”? There is. To do this, you need to have the original data. How to solve the problem without them? The data that must be taken into account when choosing a profession and planning a professional career are, first of all, the psychological characteristics of a person. Both the inner life of a person and its external manifestations are built according to certain laws, which are studied and described by psychology. Ignorance of these laws does not exempt us from punishment, which sometimes seems too severe: a person who hates his work is able to poison life not only for himself, but also for those around him.

The Psychology and Career Choice program will help you understand yourself, realize your strengths and weaknesses, learn the pros and cons of various professions. The result of our work will be the preparation of a personal professional plan and the defense of the project "My Future Profession".

In each lesson, you will learn something new about yourself or about professions through special tasks and exercises. The information obtained through psychological tests is confidential, that is, secret. Thus, the first condition of our work isconfidentiality.Another important condition is sincerity in answering questions. If you knowingly give false answers to questions about your behavior in various situations, then the test results will be unreliable.

At the end of each lesson there is a control task consisting of five questions. For five correct answers, you get an “excellent” mark, for four - “good”, and so on. Some tasks you will complete in class, others at home.

• Most of the tests are based on self-assessment. To accurately assess your capabilities, it is not enough to have at your disposal specially selected and proven methods. We need to know the scale by which we evaluate ourselves. And she's different for everyone. The ancients believed that man is the measure of all things. So, how many people - so many measuring instruments?

Task number 1. "Who am I?"

Within 5 minutes, answer the question “Who am I?” ten times in different ways. Write down the answers as they come to your mind.

Are you familiar with the word "presentation"? It means a public performance, the opening of something or someone - a new song, a book, a restaurant. At the presentation, they try to show the product with its face - to emphasize its advantages and hide its shortcomings.

self-presentationis the presentation or discovery of oneself to other people. We imagine ourselves when we show up at a new company, go to college, get a job. The purpose of the presentation is to give people a favorable impression of themselves. Psychologists believe that the impression of a person is formed in the first minute of communication with him. And it almost always turns out to be true. It is easy to spoil a good impression: for this you need to be regularly late for important meetings, violate agreements, dress tastelessly, speak inappropriately, etc. Correcting a bad impression is much more difficult.

Answering the question "Who am I?", you designate the place that you occupy in this world, construct the image of your "I". If you were able to come up with no more than 5 characteristics for yourself, you probably either don’t want to open up even to yourself, or you rarely think about yourself, using only the most obvious characteristics (“I am a person, a student”, etc.) Perhaps you enough. But if you are so restrained in a real presentation, your interlocutor will have to “finish” your image himself.

Let's analyze the content of the answers. Are there critical comments among them? Perhaps in life you tend to exaggerate your shortcomings, stick them out. Follow the advice of André Maurois: “Never talk bad about yourself. Your friends will do it for you."

Most often there are role and biographical characteristics (“boy”, “girl”, “son”, “daughter”). Pay attention to how many of these characteristics are in your self-portrait. If they are in the majority, perhaps you present yourself in life as the bearer of formal characteristics that millions of people can subscribe to. Where is your individuality? Have you forgotten about her or is she gone?

It happens that different answers revolve around the same topic - their hobbies, relationships with other people, plans for the future. Sometimes this is how problems appear that unconsciously determine your actions.

What tense are the verbs in your answers - present, future or past? Or are they out of time? If most of the answers refer to the past ("I was a promising athlete"), you may still cling to it, sorting through yesterday's successes like old photographs.

It happens that a person does not live, but prepares for life. “When I grow up… When I graduate… When I get married… When I buy a car… When I build a house…” and so on ad infinitum. Planning is good and even necessary. However, it happens that life turns into a long exhausting race with intermediate finishes. When you place all your hopes on the future, what are you leaving for today and for yourself today?

Don't worry about the Future - it hasn't been born yet.
Bury the past - it's dead.
Live the present!
Only in it the soul works together with God!

Henry Longfellow

If your answers include the past, present and future, then you have a full sense of your life.

The test you just completed is based on your self-assessment.

Self-esteem is the ability to evaluate oneself. This is a measuring device that is always with you. Most of the techniques you will come across in this book are also based on self-assessment. That is why it is so important that the device is accurate. Otherwise, the information received will be unreliable and lead to an incorrect decision.

Task number 2. "What am I?"

1 2 3 4 5	MIND	6 7 8 9 10
1 2 3 4 5	KINDNESS	6 7 8 9 10
1 2 3 4 5	THE BEAUTY	6 7 8 9 10

Task number 3. "The best".

Each student receives a piece of paper on which he must write the names of those girls and boys from the class whom he considers to be the first in the nominations “the smartest”, “the kindest” and “the most beautiful”. The teacher collects the papers and reads the names. Three or four surnames that occur most often are written on the board. Winners can be awarded symbolic prizes, certificates, distinctions. This exercise makes you think about how your own assessment matches the assessment of other people.

• About how dangerous negative self-esteem, we are warned by the story of the brilliant physicist Ehrenfest. Many now famous scientists asked his advice. His help was invaluable. Others benefited from his discoveries. Ehrenfest's tragedy was low self-esteem. He always doubted his innocence. Once he considered himself absolutely incapable and committed suicide. Therefore, few people know about him.
• However, fame did not make happy the great actress Greta Garbo, who also had low self-esteem. She had millions of fans, but almost no friends. She was so shy and insecure that she couldn't film in front of people. An exception was made only for stage partners and the cameraman. She celebrated the holidays alone in her huge castle.
• These completely different people with such different destinies were incredibly talented and successful in their professional activities. The reason for their misfortune was low self-esteem, that is, the inability to accept and love themselves, to recognize their possible imperfection.

American psychologist William James developed a self-esteem formula, sometimes called the happiness formula:

SELF-ASSESSMENT = SUCCESS / LEVEL OF CLAIMS

The level of claims of the individualis the desire to achievegoals the degree of complexity that a person considers himself capable of.

People who haverealistic level of claims, are distinguished by confidence, perseverance in achieving their goals, greater productivity compared to people whose level of claims is inadequate to their abilities and capabilities.

The discrepancy between the claims and the real possibilities of a person leads to the fact that he begins to evaluate himself incorrectly, his behavior becomes inadequate, there areemotional breakdowns, increasedanxiety . From this it follows that the level of claims is closely related to the self-esteem of the individual and the motivation to achieve success in various activities.

There are only two ways to increase self-esteem:

1) achieve success in any activity;

2) reduce the level of claims.

Only great people manage to achieve both at the same time.

• Einstein was amazed to discover one day that he was one of the most famous people in the world. To people, he seemed as strange as his theory of relativity. By the way, he himself explained his theory like this: a man sits with a pretty girl - and the hours fly by unnoticed. But if he had to sit on a red-hot stove, the minute would drag on endlessly. This is relativity.
• Once the captain of a transatlantic liner offered him to choose any cabin. Einstein said that he was absolutely indifferent to the conditions, he. ready to travel even on the steering wheel. He despised fame, money and titles. Happiness for him consisted of work, playing the violin and sailing. (D. Carnegie, Little-known facts about well-known people, M., 1993).

If your goal is to live in harmony with yourself and the world, it is necessary that the level of claims correspond to success. The problem is that everyone understands success in their own way.

What do you mean by "success"?

Task number 4. "Success is..."

Within 3 minutes, answer the question in different ways: “What is success?” Write down the answers as they come to your mind.

So, you have got acquainted with the most important concepts of psychology - "self-image", "self-perception", "self-presentation", "self-esteem", "level of claims".

Answer the questions of task number 4 on your own, marking the option that you think is correct.

Task number 5.

Questions for understanding the topic of the lesson.

1. The ability to evaluate yourself is called:

a) self-employment, b) self-esteem , c) self-presentation, c) self-perception.

2. Self-esteem is primarily affected by:

a) level of claims, b) attractiveness; c) diligence, d) health.

3. The most important principle of psychodiagnostics is called:

a) congruence, b)confidentiality, c) tolerance, d) loyalty.

4. "Formula of happiness" brought:

a) Pavlov; b) Selye; in) James, d) Hippocrates.

5. The reliability of test results is affected by your:

a) sincerity , b) criticality, c) sociability, d) independence.

1.2.2 Types of self-assessment and factors influencing its development

A significant number of works are devoted to self-esteem and its development in a person in psychology. Special methodological procedures for studying self-assessment have been developed. It has been established that self-esteem can be adequate (real, objective) and inadequate. In turn, inadequate self-esteem can be underestimated and overestimated. Each of them manifests itself in a specific way in human life.

With adequate self-esteem, people's ideas about themselves correspond to reality, reality, a person's opinion about himself coincides with what he really is. Usually such people can correctly point out their pros and cons. The adequacy of self-esteem directly depends on the degree of development of evaluative abilities that need to be developed in the early stages of self-esteem development. Activity, cheerfulness, sense of humor, resourcefulness, sociability are inherent in children with adequate self-esteem. These qualities are highly valued by peers. With inadequate self-esteem, ideas about oneself do not correspond to reality. People with low self-esteem see in themselves those qualities that they actually do not have, they cannot characterize themselves, the opinion of others is the main key on which their self-esteem is built.

Inadequate self-esteem is divided into overestimated and underestimated. Children with low self-esteem underestimate themselves in comparison with what they really represent, see only negative qualities in themselves, they are characterized by self-doubt, suspiciousness, passivity, resentment, vulnerability, isolation, all this leads to difficulties in communication, interaction between children and adults, interferes with establishing contacts, etc.

Children with high self-esteem note in themselves only good, positive qualities, often overestimating themselves, they are characterized by self-confidence, arrogance, tactlessness, do not listen to the opinions of others. All these qualities are negatively perceived by peers.

Adequate and inadequate self-esteem is divided into two groups: stable and unstable. Stable self-esteem is one that does not change under the influence of any factors, is not easily corrected. Unstable self-esteem is more dynamic, it can be changed, corrected. The self-esteem of an older preschooler is characterized by instability, and, therefore, lends itself well to correction, influence, due to which the possibilities of directed formation of self-esteem expand.

Self-esteem can also be absolute and relative. Absolute self-esteem is expressed in a person's attitude to himself without comparison with the opinions of others. Relative, on the contrary, is the attitude of a person towards himself, but already in comparison with others.

Self-esteem is closely related to the level of a person's aspirations. The level of claims is manifested in the degree of difficulty of the goals and objectives that a person sets for himself. Consequently, the level of claims can be considered as the realization of a person's self-esteem in activities and in relationships with others. .

The level of aspirations of a person is the desire to achieve the goals of the degree of complexity that a person considers himself capable of. The level of claims is based on such an assessment of one's capabilities, the preservation of which has become a need for a person. The level of claims can be private - it refers to achievement in certain areas of activity (sports, music, etc.) or human relations (the desire to take a certain place in a team, in friendships or family relationships, etc.). At the heart of this level of claims is self-assessment in the relevant area.

The level of a person's claims can be more general, i.e. relate to many areas of human life and activity, primarily to those in which his mental and moral qualities are manifested. At the heart of this level is an assessment of oneself as a person.

When raising children, it is very important to take into account their level of claims, its compliance with the child's capabilities - one of the conditions for the harmonious development of the individual. Inconsistency is the source of various conflicts of the child with other people, with himself. All this can lead to deviations in the development of the child's personality. .

The American psychologist W. James proposed a formula that determines the variables on which a person's self-esteem depends.

SELF-ASSESSMENT = SUCCESS: CLAIMS.

E.A. Serebryakova investigated the role of the success of the performed activity in the formation of self-esteem and self-confidence. In her research, she sought to get as close as possible to real life conditions. As a result of her research, Serebryakova established several types of self-esteem:

1. sustainable adequate self-esteem;

4. unstable self-esteem.

Unstable self-esteem is associated primarily with changing feelings of confidence and self-doubt. As self-esteem is formed, the latter begins to influence the behavior of a child of senior preschool age and determines his reaction to the assessment of adults. If this assessment is high and gives the child an "honorable" place in the team, then it becomes, in the end, a need.

The conditions for the development of self-esteem are represented by two main factors - communication with others and the subject's own activity, each of which contributes to its orientation: in communication, methods of behavior, forms and criteria for evaluation are assimilated, and they are tested in individual experience. .

A.V. Zakharova, in addition to types of self-esteem, identifies three levels of the cognitive aspect of self-esteem. The first, the highest, is characterized by validity, realism, and versatile content of value judgments expressed in a problematic form, which indicates that the child is reflexive when evaluating himself. The middle, second level, is distinguished by less consistent realism and validity, a narrower content of value judgments, the appearance of categorical forms of their implementation. The third level, the lowest, is characterized by inadequacy and weak validity of self-assessment, the shallow content of value judgments, formed mainly in categorical forms. .

Psychologists consider the highest, the first level, to be the most favorable for personal growth. It reveals one of the conditions for the development of a self-actualizing personality.

Having considered the types and structure of self-esteem, it is necessary to note the factors influencing its development.

There are many factors that influence the development of self-esteem. The first and probably the most important factor is the family. When a child is born, he has no idea what he is like, how to behave, and he also has no criteria for self-esteem. The child relies on the experience of the adults around him, on the assessments that they give him. For the first 5-6 years of his life, his self-esteem is formed solely on this information that he receives in the family, on the attitude of his parents towards him. Adults convey evaluative messages to the child through the word, intonation, gestures, facial expressions, etc. A feature of self-esteem of this age is its absolute nature, the child does not compare himself with others.

Other factors also begin to influence the self-esteem of a child attending a preschool institution. External factors reinforce the self-esteem that has been formed in his family. A confident child copes with setbacks and difficulties. A child with low self-esteem, despite success, is tormented by doubts. One slip is enough for him to cross out all previous successes. Despite the fact that self-esteem is still absolute, signs of comparative, comparative and relative self-esteem are emerging. The child is actively involved in communication with other children, gets to know them, and through them, himself. However, the role of the family in older preschool age remains enormous.

A sense of self-worth can be formed in a family where love is expressed openly, where respect and mutual understanding reign, where communication is friendly and trusting, where mistakes serve to gain experience, where the child feels needed and loved. This is the atmosphere of a mature family. In dysfunctional families, children are often helpless, the rules in these families are cruel, lack of mutual understanding, criticism, expectation of punishment, etc. As a rule, in such families, children have low self-esteem. The rules established in the family have a great influence on the development of self-esteem. There are families in which it is customary to talk only about the good, positive, correct, respectively, the problems of real life are not subject to discussion. Any taboo of this kind generates lies on the part of children, alienation, hatred towards parents. Increased helplessness and hostility breeds low self-esteem.

There are four types of behavior of people with low self-esteem:

1. to curry favor so that the other person does not get angry;

2. to blame, so that the other considers him stronger;

3. calculate everything in such a way as to avoid the threat;

4. withdraw far enough to ignore the threat, act as if it does not exist. .

V. Satir identifies two family systems: closed and open. The main differences between them are the nature of the reaction to internal and external changes. Parts, links of a closed system, are motionless. There is no exchange of information between them. As a rule, members of such a family are unsociable, closed, have few friends and acquaintances. However, closed families are the exception rather than the norm. Such families emerge from a particular set of ideas about life. In a closed family people cannot flourish, they can only exist. The complete opposite of a closed system is an open family. An open system is a system in which the parts are interconnected, mobile, receptive to each other and allow information to flow inside and out of it. In a family with an open system, the rules are humane, and its members are sociable, kind, and liberated. Accordingly, self-esteem in families with different systems is different. Self-esteem in a closed system is low, very unstable, and highly dependent on the self-esteem of other people.

Styles of communication in such a system: accusatory, prudent, ingratiating, detached, i.e. those that correspond to low self-esteem. Self-esteem in an open system is more adequate, high, stable and more dependent on internal evaluation. .

The second factor influencing the development of self-esteem is age. There is an assumption that with age the adequacy of self-esteem increases. The self-assessment of an adult in most indicators is more realistic and objective than that of a youth. Children of older preschool age more often evaluate themselves positively, and failures are associated with certain circumstances.

With age, there is a transition from a specific situational to a more generalized self-assessment. Research in this area has shown that children of senior preschool age do not yet have access to self-assessment, even as children of primary school age show such an ability.

With age, self-esteem criteria also change. In adolescence, appearance is of great importance for self-esteem, while an adult is much less concerned about appearance, moral qualities, mental abilities, etc. come to the fore.

The third factor that has a great influence on the development of self-esteem is interpersonal relationships. The process of development of the human personality does not stop throughout life. Self-esteem is also formed throughout a person’s life, enriched by the person’s acquired experience both in communicating with other people and in relation to oneself. Interpersonal communication is of paramount importance in this regard. Lack of communication gives rise to underdevelopment of evaluative abilities, further along the chain - deviations in the nature of self-esteem. Here lies a dangerous reason for inadequate self-esteem - a person not only does not want to see his shortcomings, he simply does not know how to see them. Communication helps a person to see their pros and cons, forms and corrects self-esteem.

For a child, it is very important not just communication, but communication with adults. A benevolent attitude towards the child on the part of adults is one of the main conditions for its development. .

In this study, we will adhere to the definition of self-esteem: V. Satir: "self-esteem is a component of self-consciousness, an assessment of oneself (one's appearance, characteristics, personal qualities), feelings, thoughts of a person in relation to himself."

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Of the leading factors in the development of personality traits. In connection with the relevance of the topic, and to test the hypothesis put forward, the goal is set: to study the influence of child-parent relationships in the family on interpersonal relationships of older preschoolers. Thus, the objectives of the study include the study of interpersonal relationships of older preschoolers; study of the relationship between parents and children; ...

In the severity of punishments and in the types of relationships with the child, it affects the development of the child's personality, the formation of the image of "I", his attitude towards himself and others. 1.5 Influence of parental control on the moral sphere of children of senior preschool age Let us consider some provisions on the influence of parental control on the moral formation of a child's personality. parental authority...

What is it that characterizes the female world: a more emotional approach to life impressions, softness, tenderness. It is absolutely impossible to "teach" this. 2. The influence of parent-child relationships on the development of various aspects of the personality of a preschool child 2.1 Personality development By this concept, psychologists usually mean not the degree of charm and not the ability to convince which one possesses ...

A person, throughout his life, experiences a number of factors that both positively and negatively affect his health. The factors influencing human health are calculated in more than one dozen. In addition to the genetic and biological characteristics of a person, environmental, social and physical factors also have a direct impact on him. This affects not only the health of a person directly, but also the duration of his life.

The influence on a person, as a rule, is exerted by the following factors:

Factors influencing human health of this type of impact, as a rule, have a strong influence on the further existence of a person. Pollution of our atmosphere is directly related to the deterioration of health, and, consequently, life expectancy. This has always been and will continue to be a topical issue.

The most likely factors that accompany chemical poisoning or contamination are industrial enterprises that release waste into the atmosphere, soil and water. Harmful substances, as a rule, enter the atmosphere - gases that can have both a direct effect on a person, that is, a person inhales harmful fumes along with air, as well as twofold, that is, through water or land. So, when it enters the soil, harmful substances can be absorbed by plants, which a person then eats. The same applies to water. A person uses water for personal purposes, without even knowing what harmful substances are contained in it, and what they threaten. Since most of the gases released into the atmosphere can easily combine with water, areas with active industry have not only a polluted atmosphere, but also polluted water and soil.

Thus, the factors that shape human health, in this case, cannot exceed the factors of pollution, and therefore in industrial areas children get sick more often and residents more often suffer from oncological diseases, which significantly shortens their lives.

It should be noted that the impact of polluted atmospheric air on the population is due to such objective principles:

Variety of pollution - It is believed that a person who lives in an industrial area can be exposed to approximately several hundred thousand chemical and poisonous substances. In a certain area, a limited amount of harmful substances may be present, but in a higher concentration, moreover, a combination of certain substances can cause an increase in their negative impact on a person.

Massive impact - a person inhales about 20,000 liters of air per day, and even insignificant concentrations of a toxic substance that are contained in the air, comparable to such inhaled volumes, can cause a significant intake of toxins into the body.

The access of toxins to the internal environment of the body. As you know, the lungs have a surface of about 100 square meters, which allows them to absorb harmful substances and disperse them over a large surface of the organ. Toxins have direct contact with the blood, because from the lungs, they immediately enter the systemic circulation, bypassing the toxicological barrier on their way - the liver.

Difficulty of defense. Refusing to eat contaminated food or water, a person still continues to absorb toxins through the atmosphere and air.

Air pollution, as a rule, negatively affects the body's resistance, which results in increased morbidity and a number of physiological changes in the body. Factors affecting human health in this case reduce the average life expectancy.

If we compare atmospheric pollution, then it is ten times more dangerous than water or soil pollution, since toxins directly enter the bloodstream through the lungs.

The main soil pollutants are the leakage of chemical waste, improperly buried or stored incorrectly, the deposition of harmful substances from the atmosphere on the soil, as well as the abundant use of chemicals in agriculture.

In Russia, the soil is contaminated with pesticides by almost 8%. At the moment, it is most likely that almost all water bodies are susceptible to anthropogenic pollution.

The factors influencing human health in chemical terms are so diverse that it is impossible to cope with them all. Since the scale of production is growing exponentially every day, and it takes tens or even hundreds of years to restore the resources of nature.

The main physical factors that negatively affect a person are noise, electromagnetic radiation, vibration, electric current.

We will analyze each of the types of negative influence separately.

Noise is a complex of sounds and sounds that can cause disturbances or discomfort in the body, and in some cases even destruction of the hearing organs. So noise of 35 dB can cause insomnia, noise of 60 dB can irritate the nervous system, noise of 90 dB causes hearing impairment, depression, or, conversely, leads to excitation of the nervous system. Noise greater than 110 dB can lead to noise intoxication, which is expressed, as well as alcohol intoxication, as well as excitation and neurasthenia. The main sources of noise are transport, both road and rail, and aviation, as well as enterprises.

Vibration is oscillatory processes that can have a wide range of frequencies resulting from the action of some mechanism that transmits vibrational energy. It can be both transport and enterprises.

Electromagnetic radiation, as a rule, is transmitted by radio or television stations, radar installations, and various industrial devices. Constant exposure to electromagnetic fields or radio waves can lead to changes in the nervous or endocrine system.

As a rule, it is due to previous exposure to toxic or polluting substances on previous generations of the population, which can eventually result in hereditary diseases of descendants, and as a result, low life expectancy of certain parts of the population. Also, the next generations may be predisposed to certain diseases.

In many ways, everything depends on the development of the healthcare infrastructure in a particular country. Since the state of health of the population and its life expectancy directly depend on this. The factors that determine human health are significant in this case. The general awareness of the population, the financing of medical structures, the development of innovative technologies and methods of treatment, as well as timely diagnosis, which can be successful only with expensive equipment for manipulation, are taken into account.

Try to eat right, lead a healthy lifestyle and not be nervous. From this, your life expectancy will increase for many years. Be healthy!

Factors affecting the self-esteem of preschoolers

Levels of self-esteem. The influence of the environment on self-esteem and the features of its formation in preschool children. Productive methods of forming adequate self-esteem, diagnostic techniques and games. Advice for parents of preschoolers.

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1. Self-assessment of preschool children

1.1 Levels of self-esteem

1.2 The influence of the environment on the self-esteem of preschool children

2. Studying the features of the formation of self-esteem of preschoolers

2.1 The study of factors affecting the self-esteem of preschool children

2.2 Productive methods for the formation of adequate self-esteem

List of sources used

The upbringing of the younger generation in society is a matter of special concern. Its success is determined by the unity and consistency of the educational influences of public education carried out in state educational institutions, the family and the public. The basis of this unity is the complete coincidence of the interests of the state and the family in the upbringing of the new generation, which consists in the formation of comprehensively and harmoniously developed, useful to society, citizens devoted to the Motherland. Parents should understand the idea of ​​A.S. Makarenko that “the upbringing of children is the most important area of ​​our life... Proper upbringing is our happy old age, bad upbringing is our future grief, these are our tears, this is our guilt before other people, before the whole country.” The upbringing of your child should not be seen as a personal matter, but as the fulfillment of a civic duty to society. Successful upbringing of children in a family can only be when parents clearly understand its purpose and tasks, ways and means of their implementation.

The child begins to become more and more aware of the motive forces and consequences of his actions. This becomes possible due to the fact that preschoolers develop self-awareness - an understanding of what he is, what qualities he has, how others treat him and what causes this attitude. A prerequisite for the development of self-awareness is the separation of oneself from other people, which occurs already at the end of early childhood. But, entering the preschool age, the child realizes only the very fact that he exists, really knowing nothing about himself, about his qualities. In an effort to be like an adult, a child at an early age does not take into account his capabilities. This is quite clearly revealed during the crisis of three years.

There is still no sufficiently substantiated and correct opinion about himself and the younger preschooler, who simply ascribes to himself all the positive qualities approved by adults, often without even knowing what they are. On the threshold of school, the child has a new level of self-awareness. It is characterized by the formation in the child of his "internal position" - a fairly stable system of relations with himself, with people, with the world around him. The internal position of the child becomes the starting point for the emergence and development of many other qualities in him, in particular, the volitional qualities of the personality, in which his independence, perseverance, independence, and purposefulness are manifested.

The ability for self-awareness in a child of older preschool age, unlike children of an earlier age, goes beyond the present time and concerns the assessment of both past and future actions. The child perceives and evaluates what happened to him in the past, tries to think about what will happen in the future. This is evidenced by children's questions, such as: "What was I like when I was little?", "What will I be when I grow up?". Thinking about the future, preschool children strive to become people endowed with certain valuable qualities: strong, kind, brave, smart, etc.

Preschool age is characterized by the fact that at this age children attach great importance to the assessments given to them by adults. The child does not expect such an assessment, but actively seeks it himself, strives to receive praise, tries very hard to deserve it. Also, at preschool age, children give their own qualities a positive or negative self-esteem.

Self-esteem has two sides - content (knowledge) and emotional (attitude). Knowledge about oneself is correlated with knowledge about others or with an ideal. As a result, a judgment is made that the subject is better or worse than others or the ideal. Thus, self-esteem is the result of a comparative knowledge of oneself, and not just a statement of one's characteristics, results achieved or available opportunities. Therefore, self-esteem is not reducible to self-knowledge. The latter is a necessary prerequisite for self-esteem, but no more. Self-esteem manifests an attitude towards oneself as a person, respect for oneself or dissatisfaction with oneself, i.e. opinion about oneself as a person. In connection with self-esteem, such personal qualities as self-respect, conscience, pride, vanity, ambition arise.

Self-assessment performs a number of functions:

1. Comparative knowledge of oneself (what I stand for, including for society);

2. Prognostic (what can I do);

3. Regulatory (what should I do, how should I behave in order not to lose self-respect, to have peace of mind).

Consequently, self-esteem combines both ideas about what has already been achieved and a “project for the future” (what I can achieve with my abilities, personal qualities).

Self-esteem is a person's idea of ​​the importance of his personal activities in society and the evaluation of himself, his own qualities and feelings, advantages and disadvantages, their expression openly or closedly.

In general, self-esteem plays a big role in the life of every person, this is especially important when the character is only being brought up, that is, in children, because they develop intensively every day and acquire new personal qualities.

The influence of self-esteem occurs not only on a person’s attitude to life, but also on his sphere of interests and future prospects, as well as on the attitude of others around him. Manifested in the manner of behavior, conversation, self-esteem often overshadows the real advantages and disadvantages of a person.

A person's self-esteem is his sense of self, attitude towards himself and idea of ​​himself. A person whose self-esteem is high creates around him an atmosphere of honesty, responsibility, compassion, love. Such a person feels important and necessary, he feels that the world has become better because he exists in it. Only by feeling his own high value is a person able to see, accept and respect the high value of other people. A sense of self-worth can only be formed in an atmosphere of such a family (country, society, work team, school) where any individual differences are accepted, where communication is frank and confidential, and the rules of conduct do not turn into frozen dogmas, where personal responsibility and honesty of each is an integral part. relationships.

Raising self-esteem in a child is one of the most important tasks for the successful development of his future life.

Of great importance in the formation of self-esteem is the style of family education, the values ​​accepted in the family.

A preschooler sees himself through the eyes of close adults raising him. If the assessments and expectations in the family do not correspond to the age and individual characteristics of the child, then his ideas about anything, including himself, will be distorted.

Psychologists have traced the development of self-awareness of preschoolers depending on the characteristics of family education. Children with an accurate self-image are brought up in families where parents give them a lot of time; positively evaluate their physical and mental data, but do not consider their level of development higher than that of most peers; predict good school performance. These children are often encouraged, but not with gifts; punished mainly by refusing to communicate. Children with a low self-image grow up in families in which they are not treated, but require obedience; low estimate, often reproached, punished, sometimes - with strangers; they are not expected to succeed at school and make significant achievements later in life.

Target: study of the facts of influence on the self-esteem of preschool children.

An object: level of development of self-esteem.

Thing: facts influencing the formation of adequate self-esteem of preschool children.

Hypothesis: if we create a favorable atmosphere for the child in the garden and at home, carefully select the methods of education and use the trainings, exercises and games I have proposed to raise the level of self-esteem of children, then we will come to the formation of a normal level of self-esteem in children.

self-assessment preschooler methodology

1. Self-assessment of preschool children

1.1 Levels of self-esteem.

The optimal self-assessments include “high level” and.2 above average” (a person deserves, respects himself, is pleased with himself), as well as “average level” (a person respects himself, but knows his weaknesses and strives for self-improvement, self-development).

In the case of suboptimal self-esteem, it may be too high or too low.

On the basis of inadequately inflated self-esteem, a person develops a misconception about himself, an idealized image of his personality and capabilities, his value for others, for the common cause. In such cases, a person goes to ignore failures in order to maintain the usual high assessment of himself, his actions and deeds. There is an acute emotional “repulsion” of everything that violates the self-image. The perception of reality is distorted, the attitude towards it becomes inadequate - purely emotional. The rational grain of evaluation falls out completely. Therefore, a fair remark begins to be perceived as a nitpick, and an objective assessment of the results of the work - as unfairly underestimated. Failure appears as a consequence of someone's intrigues or unfavorable circumstances that in no way depend on the actions of the individual himself.

A person with inflated inadequate self-esteem does not want to admit that all this is a consequence of his own mistakes, laziness, lack of knowledge, abilities or wrong behavior. A severe emotional state arises - the affect of inadequacy, the main reason for which is the persistence of the prevailing stereotype of an overestimated personality. If high self-esteem is plastic, changes in accordance with the real state of affairs, that is, it increases with success and decreases with failure, then this can contribute to the development of the individual, since she has to make every effort to achieve her goals, develop her abilities and will.

Self-esteem can also be underestimated, i.e. below the real possibilities of the individual. Usually this leads to self-doubt, shyness and lack of daring, the inability to realize their abilities. Such people do not set themselves elusive goals and are limited to solving everyday tasks, they are too critical of themselves.

Too high or too low self-esteem violates the process of self-management, violate self-control. This is especially noticeable in communication, where people with high and low self-esteem are the cause of conflicts. With an overestimated self-esteem, conflicts arise due to a disdainful attitude towards other people and disrespectful treatment of them, too harsh and unreasonable statements addressed to them, intolerance towards other people's opinions, manifestations of arrogance and arrogance. Low self-criticism prevents them from even noticing how they offend others with arrogance and indisputable judgments.

With low self-esteem, conflicts can arise due to the excessive criticality of these people. They are very demanding of themselves and even more demanding of others, they do not forgive a single mistake or mistake, they tend to constantly emphasize the shortcomings of others. And, although this is done with the best of intentions, it still causes conflicts due to the fact that few can tolerate systematic "sawing". When they see only the bad in you and constantly point to it, then there is a dislike for the source of such assessments, thoughts and actions.

The affect of inadequacy arises as an attempt by individuals with high self-esteem to protect themselves from real circumstances and maintain their usual self-esteem. This leads to disruption of relationships with other people. The experience of resentment and injustice allows you to feel good, to remain at the proper height in your own eyes, to consider yourself injured or offended. This elevates a person in his eyes and eliminates dissatisfaction with himself. The need for inflated self-esteem is satisfied and there is no need to change it, i.e. get involved in self-government. Inevitably, conflicts arise with people who have different ideas about this person, his abilities, opportunities and values ​​for society. The affect of inadequacy is a psychological defense, it is a temporary measure, since it does not solve the main problem, namely, a radical change in non-optimal self-esteem, which is the cause of unfavorable interpersonal relationships.

1.2 The influence of the environment on the self-esteem of preschool children

Later, from about the age of two, self-esteem begins to differentiate: “When I’m hungry, I’m evil, and when I’m full, I’m kind!” or “Yes, I’m a slow runner, but I’m great at drawing and I can wash dishes!” Here, the style of upbringing adopted in the family is gaining strength. Rewards in the form of gifts or words of encouragement, supporting and reinforcing a specific behavior, work to form a positive self-assessment, while punishments and ignoring - to try to find a rewarded option and a negative assessment of oneself in the present. If education sins with monotony, not contributing to the distinction between types of behavior (the child receives only praise or only punishment, no matter what he does), then this inadequacy turns into inadequate self-esteem.

In addition to actions, words are also important. What parents say, projecting their expectations or hopes on the child, is also stored in the child's memory. The words of adults can become a “guide to life” in one case or “bad advice”, where everything needs to be done exactly the opposite, in another: “You are so glorious, just as much of a loser as I am”; “You will definitely become a dentist, make my dream come true, because I myself did not succeed”; “The main thing is to rely only on yourself and never relax, then you will achieve everything you want!” ... At this stage, children's self-esteem depends on the characteristics of family educational policy.

But not all pedagogical tricks end as expected. Both parents and children have natural characteristics that cannot be changed. Some people initially have somewhat low self-esteem, and this is their natural state (P. Volkov describes people as “always living in minks”, although occasionally they get out to the palace). In other owners of a strong nervous system and excessive activity, self-esteem, on the contrary, is overestimated, and criticism has no effect on them.

It often happens that these traits are "inherited", then, no matter how much the parents fight, someone surprisingly similar to them grows up. And it happens that strong, energetic parents give birth to a tender, sensitive child who is not at all like them: they expect him to scream, fight, constantly do something, and the child reads a book to himself in the corner and reads. Or, on the contrary, in asthenic, fragile parents, the child turns out to be large, loud and active, suppresses them with every step. It is important to take into account both the similarities and differences between “fathers and children”, something will become clearer, something will have to come to terms with, but many conflicts can be prevented.

Often parents come up with what the ideal child should be, and when he does not meet their dreams, they reproach him for this, not noticing the virtues that were simply not included in their parental plans. Therefore, so that the child does not develop low self-esteem and a sense of inferiority, you should not place any great hopes on him, so as not to subsequently come to disappointment. And, on the contrary, it is necessary to carefully notice the merits, to discover in the child his inherent features.

Praise and criticism should also have a reasonable ratio. You can’t unconditionally praise everything that a child does, but it’s also not worth scolding for everything in a row. If criticism exceeds praise, then the child will begin to avoid communication with parents. And when criticizing the child (if there is a need for this), you need to find something for which he can be praised, for example, for independence, for intelligence, willpower. Moreover, at the end of the conversation, you need to express a sincere hope that the child understood the criticism and quickly corrected everything.

Especially carefully you need to behave with children if there are two or more of them. There are parents who frankly compare their children, setting one as an example for the other. Of course, this affects the self-esteem of children, makes them feel envy, doubts about parental love and outright hostility towards someone who is constantly praised.

In fact, self-esteem is the difference between the real self and the ideal self, and children, especially teenagers, love to create ideals for themselves. Sometimes they want to be like the heroes of books or sensational films, but the problem is that this is unattainable. As a result, the gap between the ideal and the teenager is so great that self-esteem drops almost to zero.

The most annoying thing is that this applies, to a greater extent, to the smartest, most intelligent, knowledgeable and inquisitive teenagers. It is they who are most and most often dissatisfied with themselves and have low self-esteem. In frivolous teenagers who live for today, do not think about the future and do not fill their heads with ideals, everything is in order with self-esteem.

It is generally accepted that high self-esteem is always good, and low self-esteem is always bad. But they also say that our shortcomings are an extension of our virtues. Optimism, confidence, activity and initiative of a person with high self-esteem can turn into low self-criticism, aggressiveness, arrogance. And the pessimism and lack of self-confidence of a low-estimating person often contribute to greater realism in setting goals, attention to mistakes, and sensitivity to other people. It is difficult to say with certainty that some kind of self-perception is better. It is always necessary to clarify in what situation and based on what values?

Self-esteem from early childhood is formed by education. Low self-esteem does not allow the child's abilities to fully open up. And having a too high opinion of yourself can be dangerous; the child will ascribe to himself non-existent virtues and unrealistic prospects, and then, in the future, suffer when life begins to put everything in its place.

Of course, one must welcome the child's desire for an ideal, otherwise he will grow up to be a self-satisfied and not very educated person. But, first of all, you need to be able to explain to him that you can approach the ideal only gradually, through painstaking work. Explain to the child that if ideals seem unattainable, if you cannot change your real self, then you need to be able to change your ideas about yourself - ideal. And, most importantly, you need to love yourself for who you really are.

Raising self-esteem in a child is one of the most important tasks for his future life. Of great importance in the formation of self-esteem is the style of family education, the values ​​accepted in the family.

There are three styles of parenting:

With a democratic style, first of all, the interests of the child are taken into account. Consent style.

In the conniving style, the child is left to himself.

A preschooler sees himself through the eyes of close adults raising him. If the assessments and expectations in the family do not correspond to the age and individual characteristics of the child, his self-image seems distorted.

Adequate and inadequate behavior of the child depends on the conditions of upbringing in the family. Children with low self-esteem are dissatisfied with themselves. This happens in a family where parents constantly blame the child, or set excessive tasks for him. The child feels that he does not meet the requirements of the parents. (Do not tell the child that he is ugly, this causes complexes that cannot be eliminated later.) Inadequacy can also manifest itself with high self-esteem. This happens in a family where the child is often praised, and gifts are given for little things and achievements (the child gets used to material rewards). The child is punished very rarely, the system of requirements is very soft.

Adequate performance - here we need a flexible system of punishment and praise. Admiration and praise are excluded from him. Gifts are rarely given for deeds. In families where children grow up with high, but not overestimated self-esteem, attention to the child's personality (his interests, tastes, relationships with friends) is combined with sufficient demands. Here they do not resort to humiliating punishment and willingly praise when the child deserves it. Children with low self-esteem (not necessarily very low) enjoy more freedom at home, but this freedom, in fact, is lack of control, a consequence of parents' indifference to children and to each other.

School performance is an important criterion for evaluating a child as a person by adults and peers. Attitude towards oneself as a student is largely determined by family values. In a child, those of his qualities that most of all concern his parents - maintaining prestige, obedience, etc. come to the fore. Emphasis shifts in the self-consciousness of a small schoolchild when parents are concerned not with educational, but with everyday moments in his school life (“Is it not blowing from the windows in the classroom?”, “What did they give you for breakfast?”), Or they don’t care about anything at all - school life is not discussed or discussed formally. A rather indifferent question: “What happened at school today?” sooner or later will lead to the corresponding answer: “Nothing special”, “Everything is fine”. Parents also set the initial level of the child's claims - what he claims in educational activities and relationships. Children with a high level of aspirations, inflated self-esteem and prestigious motivation count only on success. Their vision of the future is just as optimistic.

Children with a low level of claims and low self-esteem do not apply for much either in the future or in the present. 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.

Anxiety can become a personality trait at this age. High anxiety acquires stability with constant dissatisfaction with studies on the part of parents. Suppose a child falls ill, falls behind his classmates, and it is difficult for him to get involved in the learning process. If the temporary difficulties experienced by him irritate adults, anxiety arises, the fear of doing something bad, wrong. The same result is achieved in a situation where the child learns quite well, but the parents expect more and make excessive, unrealistic demands.

Due to the increase in anxiety and the associated low self-esteem, educational achievements are reduced, and failure is fixed. Self-doubt leads to a number of other features - the desire to thoughtlessly follow the instructions of an adult, act only according to patterns and patterns, fear to take the initiative, formal assimilation of knowledge and methods of action.

Adults, dissatisfied with the falling productivity of the child's educational work, are increasingly focusing on these issues in communication with him, which increases emotional discomfort. It turns out a vicious circle: the unfavorable personal characteristics of the child are reflected in his educational activities, the low performance of the activity causes a corresponding reaction from others, and this negative reaction, in turn, enhances the characteristics that have developed in the child. You can break this circle by changing the attitudes and assessments of parents. Close adults, concentrating on the smallest achievements of the child. Without blaming him for some shortcomings, they reduce the level of his anxiety and thus contribute to the successful completion of educational tasks.

The second option is demonstrativeness - a personality trait associated with an increased need for success and attention to others. The source of demonstrativeness is usually the lack of attention of adults to children who feel abandoned in the family, “unloved”. But it happens that the child receives sufficient attention, but it does not satisfy him due to the hypertrophied need for emotional contacts. Excessive demands on adults are made not by neglected, but, on the contrary, by the most spoiled children. Such a child will seek attention, even violating the rules of behavior. (“It is better to be scolded than not noticed”). The task of adults is to do without notations and edifications, to make comments as emotionally as possible, not to pay attention to minor misconduct and punish major ones (say, by refusing a planned trip to the circus). This is much more difficult for an adult than caring for an anxious child.

If for a child with high anxiety the main problem is the constant disapproval of adults, then for a demonstrative child it is a lack of praise.

The third option is “avoidance of reality”. It is observed in cases where demonstrativeness is combined with anxiety in children. These children also have a strong need for attention to themselves, but they cannot realize it due to their anxiety. They are hardly noticeable, they are afraid to cause disapproval by their behavior, they strive to fulfill the requirements of adults. The unsatisfied need for attention leads to an increase in even greater passivity, which makes it difficult for already insufficient contacts. When adults encourage the activity of children, show attention to the results of their educational activities and search for ways of creative self-realization, a relatively easy correction of their development is achieved.

2. Studying the features of the formation of self-esteem of preschoolers

2.1 Study of factors affecting self-esteem of preschool children

In order to get to know the children better, I conducted the House-Tree-Man method with them. This projective personality research technique was proposed by J. Book in 1948. Drawing-based testing is intended for both adults and children. Perhaps group examination and testing.

The essence of the test method according to the drawing is as follows:

- the subject is asked to draw a house, a tree and a person.

- a survey is carried out according to the developed plan.

It is believed that the interaction between the house, the tree and the person is a visual metaphor. If you put the whole drawing into action, then it is quite possible to notice what is really happening in our lives. (Appendix A)

After carrying out this technique and observing the children, I learned their psychological characteristics. Then I carried out a diagnosis called "Ladder". The technique is designed to identify the child's system of ideas about how he evaluates himself, how, in his opinion, other people evaluate him, and how these ideas relate to each other. (Appendix B).

Also, to confirm the results, I conducted another diagnostic - “Funny little men”. The purpose of this technique is to find out the level of self-esteem of the child. As a result of the two methods, the following results were obtained:

20% - overestimated self-esteem

30% - average self-esteem

50% - low self-esteem

After conducting and analyzing all the methods and observations, I came to the conclusion that parents play a particularly important, main role in the formation of an adequate self-esteem of children. Also, in order to maximize the positive and minimize the negative impact of the family on the upbringing of the child, it is necessary to remember intra-family psychological factors that have educational value:

* Take an active part in family life;

* Always find time to talk with your child;

* Be interested in the problems of the child, delve into all the difficulties that arise in his life and help develop his skills and talents;

* Do not exert any pressure on the child, thereby helping him to make decisions on his own;

* Have an idea of ​​the different stages in a child's life;

* Respect the right of the child to his own opinion;

* To be able to restrain possessive instincts and treat the child as an equal partner, who simply has less life experience so far;

* Respect the desire of all other family members to pursue a career and self-improvement.

In addition to family relationships, kindergarten also affects the self-esteem of the child. The attitude of the educator to the child, which, of course, forms the attitude of the children in the group to this child, since the educator is an example and has authority.

Even in kindergartens, schools and other educational institutions of Kazakhstan, the educational program "Self-Knowledge" has been successfully implemented for several years now. Classes are held in which children get to know themselves, other people and the world around them better through the comprehension of social values. And these activities for children are not in vain. Self-knowledge classes have a very beneficial effect on the formation of an adequate self-esteem of children.

2.2 Productive methods that influence the formation of adequate self-esteem

The purpose of this conversation was to explain to parents what adequate self-esteem is and to teach them how to create favorable conditions at home for the successful development of this self-esteem in a child.

After the conversation, I distributed to all parents a memo "10 Important Rules for Parents", which contains useful tips on the topic of our conversation. (Appendix B)

After a conversation with parents, I began to work with children. I have developed correctional work for children with a low level of self-esteem and separate correctional work for children with an overestimated level of self-esteem. With children who have low and average self-esteem, we started playing games.

Compliment your neighbor game. The purpose of this game is to increase the level of self-esteem of the child. This will happen due to the fact that the child, hearing pleasant things about himself that he is told, will believe in it himself, gradually forgetting about his shortcomings.

Game Praise yourself. The purpose of this game is that the child praises himself and understands how good he is, what his merits are, independently raising his self-esteem.

Game "What to do?". The purpose of the game is to raise the child's self-esteem, teach him not to lose heart, not to get upset over trifles, to believe in the best and enjoy good moments. (Appendix D). Playing with children with low self-esteem in mobile and speech games, I tried to involve them, giving them the main roles in one or another plot of the game.

The next stage of work on the formation of positive self-esteem in children was a training called "I'm done!".

These were individual works, during which the child was given feasible tasks. After completing them, the child received a card with the words “You are great!”, “You are smart!”, “You did a great job!” etc., from your favorite character from a fairy tale or cartoon.

With children with high self-esteem, I also conducted classes in the form of games and individual trainings, but already different from those that were prepared for children with low self-esteem.

We started with a game called Mirror. The purpose of this game is to teach children to recognize the features of other people, their individuality and uniqueness.

Compliment your neighbor game. In this case, the main goal of the game is to find the real positive qualities of your neighbor.

Game "What to do?". The purpose of this game is to teach the child solidarity, empathy of a comrade, friend who needs help or support.

After all the work done, I re-ran the diagnostics "Ladder" and "Funny little men" to check the final results. As a result, as expected, the results became much better, children with low self-esteem became more self-confident, and children with high self-esteem began to see good qualities not only in themselves, but also in others:

50% - average self-esteem

50% - high self-esteem.

We were able to monitor the level of development of self-esteem and understand how it changes, depending on the conditions set.

All factors influencing children's self-esteem have been studied in detail by us.

The proposed hypothesis was successfully confirmed. By creating favorable conditions in the garden and at home, we, in cooperation with parents, were able to raise and normalize the level of self-esteem in children who assessed themselves less positively. Everything worked out thanks to a conversation with parents, games, training and individual work with children.

If we worked with children on the formation of adequate self-esteem only in kindergarten, without involving parents in this, then we clearly would not have been able to create all favorable conditions for children, we would not have been able to fully form self-esteem. Parents play a major role in building self-esteem in their children, they should give them time when the child asks for it. Since the child needs moral support, first of all, from the parents, it would be completely useless to carry out the work without their presence and participation as such.

Also, the kindergarten teacher plays an important role. Because most of the day the child spends in kindergarten. And therefore, it is the educator who must control the adequacy of the self-esteem of children. He must ensure that all conditions are normal, because it is very simple to improve the self-esteem of the child, the teacher just needs to devote a little time to each child.

Thanks to the work I have done, parents and children have become closer to each other, began to communicate more, to be interested in each other's life.

Children began to love themselves, respect other children and listen to their opinions, as well as children became kinder and fairer towards each other.

Test "House - Tree - Man"

The technique consists of two stages: at the first stage, the child creates drawings; at the second stage, a conversation is held when the child describes and explains what he has drawn. Instruction: "Draw the house as best you can." You should note the time spent on the drawing. After the child completes the picture, ask him to draw a tree and then a person. While the child is working on the drawing, it is necessary to observe him, and make notes regarding the time spent, pauses in the drawing (during the drawing of which detail it arose, how long it lasted), deviations from the normal sequence of the image of the elements of the house, tree and person made child's comments and expressed emotions.

Is this house brick, wooden or something else?

Is this your house? (If not, whose is it?)

When you were drawing this house, did you think who is the owner?

Would you like this house to be yours? Why?

If this house were yours, which room would you choose? With whom would you like to live in this house?

Is this house somewhere far or close?

What do you think about when you look at this house?

What does he remind you of?

Is this house welcoming, friendly?

Is it similar to other houses or different in some way?

What is the weather like in this picture?

What is missing in this house?

Where does the path lead from the house?

If there was a person nearby, who would it be?

Where is this tree actually located?

What is the approximate age of this tree?

Is this tree alive?

What exactly in the picture confirms that the tree is alive?

Does the tree have some dead part? If there is, then which one?

Why did the tree die (if dead)?

Is this tree lonely or are there others nearby?

What do you think the weather is like in this picture?

Is there wind in the picture?

Show me which way the wind is blowing.

What does this tree make you think of?

What does it remind you of?

Is this tree healthy?

Is this tree strong?

If you were to draw a sun, where would you place it?

Who does this tree remind you of? Why?

What does this tree need the most?

How old is he/she?

Is it your relative, friend or someone else?

What were you thinking about when you drew?

What is he doing? Where is?

What is he thinking about?

What does he feel?

What thoughts come to your mind as you look at it?

Who does this person remind you of?

Is this person healthy?

Why do you think so?

Is this person happy?

Why do you think so?

What do you feel about this person?

What is the weather like in the picture?

What does this person want the most? Why?

If the drawing is well done in terms of proportions and perspective, but contains a minimum of detail, this may mean that the child is generally inclined to withdraw or express his disagreement with traditional values.

If the use of a small number of details is accompanied by a low quality of the drawing in terms of proportions and space, it can be assumed that the child has poor contact with reality, and intellectual abilities are reduced.

Excessive detail is a sign that the child is experiencing a strong sense of anxiety, something in his environment makes him very anxious and he is trying to drown out this feeling.

A dilapidated, old house, an unstable building - a critical attitude towards oneself. The house consists of several different buildings - a feeling of hostility towards someone of their people close to him.

The roof, indicated by a horizontal line connecting the walls - inhibition of thinking, lack of emotions, acute experiences. A high, large roof - the child is prone to fantasies, even obsessed with them.

The trumpet symbolizes the warmth of relationships, its absence is a lack of warmth, care, guardianship, or the presence of a conflict in relationships with a loved one. A disproportionately large pipe in a teenager's drawing is a sexual conflict. A lot of smoke comes out of the chimney - something is disturbing the child, internal tension.

Door - the possibility of access or retreat. The front door is both an entrance and an exit, symbolizing accessibility. The back or side door is an escape from reality. There is no door - the child is unavailable, closed, does not want to contact others. An open door - the child's need for warm, close relationships, his openness, straightforwardness, sociability. A very large door - the child is hard to endure loneliness, requires attention, loves to be the center of attention. Too small a door - extreme isolation, denial of any contacts, unwillingness to let others around you. The lock on the door - secrecy, hostility, the need for protection. A fence near the house is a need for protection.

The window is an image of visual contact. Windows without frames, no windows, no windows on the first floor, shutters, shading, curtains, curtains - isolation, a child who has gone into himself. The windows are drawn high from the ground - a certain separation of the child from the realities of life and a preference for imaginary worlds. Windows draws last - the desire for solitude, unwillingness to contact with others. Open windows - straightforwardness, a sense of confidence, some pride.

The wind symbolizes feelings of exposure to forces that are almost uncontrollable. The wind direction of moderate strength from left to right horizontally is considered generally accepted and is not interpreted. If the wind is strong, and the direction is different from the usual, then this is of particular importance. The wind that blows from the bottom up (vertically or diagonally) is a strong desire to be transported from the real world to the fantasy world. The wind blowing diagonally, from the top corner to the bottom, has the opposite meaning (in this case, the direction is interpreted in terms of time: the left corner is the past, the right corner is the future).

The setting sun is a depressive state, depression. The sun, drawn behind a cloud - between the child and the person whom he considers "giving warmth", there are anxious, tense, unsatisfactory relationships.

Eyes, nose, mouth, ears are receptors that perceive external stimuli that can be unpleasant (listening to accusations, criticism), can lead to conflict or a problem. A drawing of a person with only eyes is suspicion, excessive caution. Lack of nose, ears and mouth - indicates a lack of desire to communicate.

Other features of the drawing.

The earth line (base line) in the drawing of a house, tree or person is not an appropriate detail. It is interpreted as a sign of insecurity (the earth line is an element that reinforces the reality of the drawing). The base line provides the necessary reference point; ensures the stability of the picture as a whole.

Inappropriate details include clouds in the sky (for any of the three drawings), which may indicate a general feeling of anxiety associated with relationships with others.

The emphasis of the child on one or another detail must be taken into account in the interpretation. Emphasis can be expressed in excessive attention to detail (for example, a window is drawn into many cells, and becomes like a grid), in an obsessive return to detail after it has been completed. Such reinforcement can mean vague anxiety.

The drawing of a tree is usually done in the following sequence: first the trunk, then the branches and crown and/or foliage, or first the top of the tree, then the branches, the trunk and the base of the trunk. The branches of the tree symbolize the sphere of contacts and relationships of the child with the outside world, and reflect the level of his activity in the search for satisfaction; the trunk symbolizes his feelings regarding his basic abilities, personal potential. The degree of flexibility of the branches, their number, size and degree of their mutual connection indicate the adaptability and currently available resources of the individual.

A person is depicted in the following sequence: first the head, then the face, then the neck, torso, arms (with fingers or hands), legs and feet (or legs and arms in reverse order), etc. If a drawing of a person begins with a foot and ends with a head and facial features, then such a sequence can be called pathological. A delayed image of facial features may indicate: 1) a tendency to reject perceived external stimuli; 2) about the desire to delay, as far as possible, the identification of the drawn person.

Any deviation from the normal sequence, including:

- unusual image order;

- an arbitrary return to something previously drawn;

- reinforcement of the pattern (when the outlines of this part are repeatedly outlined), should be regarded as requiring special attention.

Pay attention to the consistency of the drawings. All three drawings should be made in approximately the same manner, with the same pressure, the same detail and their number.

The drawing occupies a very small area of ​​space - a manifestation of a feeling of inferiority, a tendency to avoid reality, or a desire to reject a particular drawing or its symbolic meaning. The drawing takes up almost the entire space, or does not even fit on the page - a manifestation of a feeling of strong frustration caused by the attitude of others, combined with a feeling of hostility: a manifestation of tension and irritability, or a reflection of a feeling of helplessness (if the feet or parts of the person's legs are "cut off" by the bottom edge of the sheet) .

If the tree is large, the child acutely feels his dependence on the surrounding reality, shows aggressiveness or a tendency to it. A tiny tree is a feeling of inferiority, inadequacy and the need to withdraw into oneself.

Photo: Alexander Savchenko/Rusmediabank.ru

Personal self-esteem- this is a person's idea of ​​​​the importance of his personal activity among other people and the assessment of himself and his own qualities and feelings, advantages and disadvantages.

5 Habits Linked to Low Self-Esteem

Personal self-esteem plays an important role in a person's life, because depending on its level, a person will feel comfortable and confident, or vice versa, insecure and constrained. But not all habits that develop in the process of self-esteem can be beneficial. Some of them can underestimate a person's self-esteem, while the person himself does not even suspect it.

One of these habits is the habit of comparing yourself with others, looking down on people. This habit is a sign of addiction, because by comparing yourself with others, a person denies his uniqueness. When a person evaluates other people through himself, he may never know the real himself. Often people have a habit of competing with each other. By trying to be better than someone, a person creates the feeling that he is worse than others. Until this habit is eliminated, a person will always live in competition, and most importantly, there will always be people who are better in something, or they have something more.

Another habit that lowers self-esteem is the habit of hoping. Living in anticipation of a miracle, a person loses faith in himself. This usually leads to the fact that a person has a desire to find a person who will decide everything for him, and he will only go with the flow. Such people deprive themselves of the opportunity to understand what the meaning of life is.

The habit of seeking approval also leads to a decrease in self-esteem. When a person does not know the price in himself, he looks for it from the outside. In search of the approval of other people, a person does not do what he wants, but what is necessary to raise his reputation. The more a person receives recognition, the more he will need it in the future. To stop, a person needs to understand that his value comes from within, and not from the assessment of people from the outside.

And the last habit that lowers self-esteem is the habit of manipulating. When a person does not believe in his own strength, he begins to use other people to achieve his goals. He has to come up with various tricks to call people for help, for example, put pressure on pity, go for deceit, play on guilt, and so on. When old tricks stop working, new ones have to be found. The person loses his self-esteem.

What factors influence self-esteem?

A person's self-esteem can change over the course of a lifetime. It depends on some factors. For example, a person's self-esteem is affected by current suggestions. A person born into a high society family will have a much higher self-esteem than a person from an ordinary family. Also, a person's self-esteem is affected by his success. A woman who copes with her work, has a family and prosperity, will evaluate herself highly enough. Habits and stereotypes have a great influence on a person's self-esteem. If a person does not believe in himself, then he will consider himself a failure in all areas, and will not even try to change. Physical condition and mood also affect self-esteem. If a person is sick, it is difficult to convince him that he looks good. Self-esteem is influenced by a person's attitude towards himself, for example, if a person is offended by himself, then his self-esteem will fall. Also, self-esteem is affected by his belief in his self-sufficiency. If a person believes in himself, then his self-esteem will be high.

How to raise a person's self-esteem?

To raise self-esteem, you can use some psychological techniques. To begin with, a person needs to change his life a little - for example, open up to new acquaintances, try to learn something new every day. Do not be afraid to make a mistake, because the one who does nothing is not mistaken. To increase self-esteem, a person needs to take care of himself. A handsome and healthy person looks spectacular, his self-esteem rises. To maintain self-esteem, you can keep a success diary. Such a diary will help a person remember his successes and the experiences that accompanied them. After a period of time, these experiences may seem ridiculous and frivolous. To increase self-esteem, you need to reconsider your view of the world - start to notice only good deeds in people, think about something sublime and positive, stop noticing negative emotions and experiences. It is necessary to start doing good deeds, which will certainly return to a person. Kindness increases self-esteem, regardless of whether the person did it himself, or the good was done for him. It is also believed that pets can boost self-esteem. Having a family friend, a person can share his successes and experiences with them, and not feel lonely.

Methods for determining self-esteem

Psychologists usually determine the level of self-esteem of a person's personality with the help of special psychological tests or questionnaires. The purpose of this test is explained to the person in advance and questions related to the self-assessment of the individual are asked. Points are added up based on the answers for each question. According to the results of the collected amount, conclusions are drawn: low or high self-esteem in a person. Such tests are compiled by experienced psychologists, all questions and scores for answers are interconnected. It is simply necessary to pay attention to self-esteem, a person who adequately evaluates himself will be self-confident, will strive for growth and self-development. A person with low self-esteem may experience problems, depression and self-isolation.