ПРОБЛЕМА РОЗВИТКУ АДЕКВАТНОЇ САМООЦІНКИ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ У ПСИХОЛОГО-ПЕДАГОГІЧНИХ ДОСЛІДЖЕННЯХ

Abstract

The article is devoted to the analysis of psychological and pedagogical researches concerning the formation of the child’s self-esteem in the senior preschool age. The analysis and generalization of approaches and concepts to the study of the problem of self-esteem of preschool children shows that pre-school age is favorable for the formation of the child’s self-esteem and is an important prerequisite for the origin of its adequacy. Self-evaluation is an assessment of the personality of one’s self, of its capabilities, qualities, places among other people and their attitude towards it. Self-esteem is the result of integrated works in the field of self-knowledge and emotional and value attitude towards oneself. This particular formation of self-awareness serves as an important mechanism for self-regulation of behavior and activity, and, at the same time, is formed in the process of activity and communication of the child with other people. Senior preschoolers are noted for a number of age and psychological complexes and require an individual approach and subject-subject interaction with the immediate social micro-environment. In the older preschool age, the child’s need for adult assessment is large, but the child’s self-esteem begins to rely on the findings and conclusions that the child receives in the individual experience.In the context of a transformational society and the modernization of the domestic educational space, the scientific study of the psychological conditions of the formation of self-esteem among older preschool children is a particularly urgent problem that requires its systematic solution in pre-school educational institutions.