As a result of theoretical analysis, we received a range of conclusions, the main of which are given in this paper. The topic of self-esteem drew interest of many scientists over a large period of time. Still, there is comprehensive opinion on what self-esteem is. Studies of the notion of self-esteem could be divided into two main directions: 1) philosophic and ethical--this direction of the notion development is rooted in the remote past and are elaborated more thoroughly. They are reflected in works of various periods and peoples (Aristotle, Petrarch, Jean-Jacques Rousseau, Fichte, etc.). 2) psychological and pedagogic--the notion of self-esteem is viewed in pedagogic and psychological works by B.G. Ananyev, L.I. Bozhovich, Y.E. Zaytseva, T.V. Korotovskikh, V.N. Myasishchev, etc. Scientific research on this problem were realized mainly in philosophical and ethical course. In the pedagogic direction, the term "self-esteem" is analyzed not very thoroughly, which proves insufficient elaboration of the stated problem. The initial task within our research is the notion of self-esteem. Having studied multiple definitions of this term, we came to the conclusion that most often the term "dignity" marks the "value" of a human. The nature of this value could consist in its sense or certain qualities. Significance of the content is obvious, and specific qualities can be evaluated according to their manifestation by the very person or other persons (society). Human moral values are viewed as significant for evaluation of human dignity. Self-esteem is viewed as adequate state of a child, expressed in determination of value, self-respect, trust into strength and success, and realization of fact that the child is valued by fiends and adults, especially parents. The process of development of self-esteem is accessible to over-fives due to their psychological peculiarities: strengthened development of moral and willed, intellectual, and emotional spheres of personality; realization of the sense of moral requirements and rules; capability for prediction of consequences of actions appears; on the basis of forming moral feelings, self-esteem is developed; determination of a sense of duty, justice, and respect to people is developed, as well as responsibility for entrusted work; the highest point of personal development is development of consciousness, and the main feature of forming consciousness of a child is self-esteem, which is most clearly manifested in capability for preservation of the set distance between the child and adults and children who surround them; such qualities as collectivism, responsibility, and discipline are formed. Also, within this research, such notions as activities, behavior, and success advancing are viewed. In it in the behavior of over-fives that the connection of moral qualities and personal features is expressed very clearly, so it is advisable to view the notion "behavior". According to S.L. Rubinstein, behavior is a special type of self-improvement: it is behavior when motivation of deeds goes from substantive plane to plane of personal and social relations (both in close interconnection: personal and public relations are conducted through substantive ones). Human behavior has natural background, but its sense is the socially explained activities, which are mediated by language and other insignia concept--its usual type is labor, and its usual attribute is interaction. The next step of the research was determination of the notion "activities", as it is in the activities that the most vivid manifestations of moral feelings could be seen and children's behavior could be analyzed. Activities are dynamic system of interactions between a subject and surrounding world, in the process of which the individual purposefully influences the subject, which results in satisfaction of his own needs. From the point of view of psychology, success is feeling of joy and pleasure from the fact that the result, which an individual strived in his work, is either identical to expectations or surpassed them. …