Games aimed at developing adequate self-esteem. Games to improve a child's self-esteem

22.07.2019

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru

Introduction

1.1 Psychological and pedagogical approach to the essence of the concept of self-esteem and its features in older preschool children

1.2 Play as a means of developing self-esteem in preschool children

Conclusion on Chapter I

2.1 Research of the level of development of self-esteem in older preschool children under the influence of games

2.2 Formation of self-esteem of preschoolers during the game

2.3 Evaluation of the effectiveness of the development of self-esteem of preschoolers through play based on a comparative analysis of the results of the study

Conclusion on chapter 2

Conclusion

Bibliography

Applications

Introduction

A person is not born a personality, but becomes it in the process of joint activities with other people and communication with them. Performing certain actions, a person constantly (but not always consciously) checks with what others expect from him. In other words, he seems to be "trying on" their requirements, opinions, feelings. Based on the opinions of others, a person develops a mechanism through which his behavior is regulated - self-esteem.

Self-esteem is usually understood as a person's assessment of himself, his qualities and place among other people. Psychological research convincingly proves that the characteristics of self-esteem affect both the emotional state and the degree of satisfaction with one's work, study, life, and relationships with others. It is believed that someone who does not love and respect himself is rarely able to love and respect another, but excessive self-love can also create certain problems.

The relevance of the formation of self-esteem is due to the fact that at the present stage of development of our society, the role of socially significant activity of the individual is increasing, suggesting its high consciousness and exactingness both in relation to other people and to oneself.

In relation to preschoolers, an increase in activity and consciousness means, first of all, the development of their ability to realistically assess their own capabilities in achieving certain goals in various activities, as well as the formation of the ability to coordinate their actions with the interests and needs of other people on the basis of a correct assessment of their personal qualities as well as communication partners. The above-mentioned features of the mental regulation of a preschool child are a necessary condition for preparing him for schooling, which, as you know, is of a collective nature.

The role of self-esteem in the formation of a personality, its acquisition of social experience and finding its place in the system of social relations has been analyzed in a number of studies. A connection was found between the nature of self-esteem and various types of communication and activities of children, and trends in its development were indicated. The results of the research allow us to state that self-esteem, being an integral component of the need-motivational sphere of the individual, becomes increasingly important as the child ages as a regulatory factor. According to the analysis of the literature, most of the works are devoted to the study of the self-esteem of school-age children (L.I.Bozhovich, M.I.Borishevsky, M.L. Gomelauri, A.A. Ershov, L.M. Zapryagalova, Y.S. , A.P. Kopylova, A.I. Lipkina, L.G. Podolyak, B.I.Savonko) ..

The self-esteem of preschool children has been studied much less. The earliest works (N.E. Ankudinova, V.A. Gorbacheva), devoted to the self-esteem of children of this age, reveal its dependence on the evaluative attitude of adults in regulated activities.

In most of the later studies, the self-esteem of a preschool child is considered in the structure of his image of "I", which is a relatively stable education by the end of the senior preschool age (EO Smirnova, LP Pocherevina, SG Yakobson).,. The emergence by the end of preschool age of "self-conscious" forms of self-esteem is shown in the works of Repina T.A., Sterkina R.B.,,. They revealed the connection between self-esteem and the communication of children, showed the role of effective activity as a determinant that increases the level of self-esteem awareness. The dependence of self-esteem on the type of influence of the educator was also established (E.A. Arkhipova).

Analysis of the literature shows that the question of the formation of self-esteem in the play activity of children remains insufficiently studied. In particular, the role of the expected assessment in the process of choosing play roles by children has not been experimentally investigated. Meanwhile, as indicated in the psychological literature (A.V. Zaporozhets, Ya.Z. Neverovich), it is thanks to the child's ability to emotionally anticipate, to foresee the possible evaluative attitude of others, that the most important function of the mental, the regulatory, is realized.

At the same time, as you know, play activity acts as a real practice of attitude towards a partner in play from the point of view of a particular role that he chooses (D.B. Elkonin) .. In the process of changing roles, it is possible to compare oneself with others, the child can see himself "through the eyes" of other children, experience their attitude towards themselves, learn how they evaluate themselves as a partner in play communication.

However, the practice of raising children in preschool institutions indicates that the rich potential opportunities for the development of a child's moral self-esteem that exist in play, as a rule, are not realized. Namely, without special guidance from play activities, such evaluative relationships develop between children that do not contribute to the formation of a child's self-esteem on a moral basis. So, as a rule, some children always fulfill the main roles and command their peers, while others only obey, fulfilling the secondary roles assigned to them by permanent leaders. Children - "dictators" - most often suppress the initiative of partners, which often contributes to the formation of undesirable qualities, such as flattering, passivity. Such leaders represent an undesirable example of behavior for peers in a group (T.A. Repina). As a result of this, as E.V. Ilyenkov, the possibility of a discrepancy between a real person and her well-being - self-conceit. On this basis, a tendency is generated to overestimate or underestimate oneself as a subject of game activity.

In connection with the above, we found it relevant to consider the specifics of the issue of the relationship between play and self-esteem in older preschool children, which determined the topic of our research: "The influence of games on the development of a child's self-esteem."

Object: older preschool children

Subject: features of self-esteem of preschoolers and

the conditions of its formation under the influence of the assessment of the play group of peers.

Purpose: to substantiate the process of developing adequate self-esteem in older preschool children through play.

Hypothesis: the process of developing an adequate self-esteem of older preschool children will be more successful if a system of play activities is implemented that contribute to the effective actualization of the child's potential in the formation of this sphere of personal development.

In accordance with the goal and hypothesis, the following research objectives were put forward:

1. To analyze the psychological and pedagogical literature on the problem of adequate self-esteem in older preschool children in modern science;

2. To characterize the features of self-esteem in older preschool children;

3. Determine the level of self-esteem in older preschool children;

4. To implement a system of correctional classes for the development of adequate self-esteem in older preschool children.

The implementation of the program of this research was carried out through the following methods: theoretical understanding of psychological and pedagogical research in the field of developmental and educational psychology; group ascertaining, forming and control experiments with older preschool children, methods of mathematical processing of experimental data.

The research was carried out on the basis of the kindergarten No. 372 of the combined type of Volgograd.

GChapter 1. Theoretical foundations of the problem of studying the influence of play on the development of self-esteem of preschoolers

1.1 Crazy a pedagogical approach to the essence of the concept of self-esteem and its features in older preschool children

Considering the development of self-esteem in ontogeny, one can notice that newborns and babies do not have clear boundaries of their being, not realizing that they are a special part of it, separate from the rest of the world. ...

The baby does not know where he ends and another person begins. He considers himself to be the cause of all changes and all activity around. The kid believes that he, his thoughts and actions rule the world.

A one-year-old child begins to realize his isolation from other people and objects, he begins to understand that the behavior of other people does not depend on his will. However, the baby is confident that the perception of other people is the same as his. At 2-3 years old, children begin to compare themselves with others, as a result of which they gradually develop a certain self-esteem.

When comparing, the child, as a rule, is guided by social norms that are acceptable in his environment. You can often hear parents or other adults say, "What a good boy, he washes his hands." Comparing himself with this child, the kid makes a conclusion about which category he belongs to. A child develops a positive sense of self when adults, setting clear "boundaries", encourage his independence. Otherwise, the child may feel ashamed and doubt his own abilities.

Thus, a small child develops a sense of pride, a sense of shame, a level of ambition. By the age of 4-5, many children can correctly assess themselves, their personal qualities, achievements and failures. Moreover, if earlier this mainly concerned the game, now it is transferred to communication, and to work, and to study. At this age, it is already possible to predict the nearest prospects for the development of various types of activity. Scientists have found that if a child's self-esteem in any kind of activity is inadequate, then, usually, self-improvement in this type of activity is also delayed. It should be noted that the leading role in the formation of the preschooler's self-esteem is played by the adults around the child (first of all, the parents), because the child absorbs the assessments of his qualities by adults.

Self-esteem is the central link in voluntary self-regulation, determines the direction and level of a person's activity, his attitude to the world, to people, to himself. It is a psychologically complex phenomenon. It is included in many connections and relationships with all mental formations of the personality and acts as an important determinant of all forms and types of its activity and communication. The origins of the ability to evaluate oneself are laid in early childhood, and its development and improvement occurs throughout a person's life.

In the older preschool age, the child for the first time realizes the discrepancy between what position he occupies among other people and what his real capabilities and desires are. There is a clearly expressed desire to take a new, more "adult" position in life and to carry out a new activity that is important not only for himself, but also for other people. The child, as it were, “falls out” of his usual life and the pedagogical system applied to him, loses interest in preschool activities. In the context of universal schooling, this is primarily manifested in the desire of children for the social status of a schoolchild and for learning as a new socially significant activity ("In school - big, and in kindergarten - only toddlers"), as well as in the desire to perform certain other assignments of adults, to take on some of their responsibilities, to become a helper in the family.

The emergence of such a desire is prepared by the entire course of the child's mental development and arises at the level when it becomes available to him to realize himself not only as a subject of action, but also as a subject in the system of human relations. If the transition to a new social position and new activity does not occur in a timely manner, then the child develops a feeling of dissatisfaction. The child begins to realize his place among other people, he forms an internal social position and a desire for a new social role corresponding to his needs. The child begins to realize and generalize his experiences, a stable self-esteem and a corresponding attitude to success and failure in activity are formed (some are characterized by the desire for success and high achievements, while for others it is most important to avoid failures and unpleasant experiences) ..

Under the word "self-consciousness" in psychology, they usually mean the system of ideas, images and assessments that exist in a person's consciousness that refer to himself. In self-awareness, two interrelated components are distinguished: content - knowledge and ideas about oneself (Who am I?) - and evaluative, or self-esteem (What am I?).

In the process of development, the child develops not only an idea of his inherent qualities and capabilities (the image of the real "I" - "what I am"), but also an idea of how he should be, how others want him to be (the image of the ideal "I" - "what I would like to be"). The coincidence of the real "I" with the ideal is considered an important indicator of emotional well-being.

The evaluative component of self-awareness reflects a person's attitude to himself and his qualities, his self-esteem ..

Positive self-esteem is based on self-esteem, a sense of self-worth and a positive attitude towards everything that goes into the self-image. Negative self-esteem expresses rejection of oneself, self-denial, negative attitude towards one's personality.

In older preschool age, the rudiments of reflection appear - the ability to analyze their activities and correlate their opinions, experiences and actions with the opinions and assessments of others, therefore, the self-esteem of older preschool children becomes more realistic, in familiar situations and habitual activities it approaches adequate. In an unfamiliar situation and unusual activities, their self-esteem is overestimated.

Low self-esteem in preschool children is considered as a deviation in the development of personality. ...

In the psychological literature, both domestic and foreign self-esteem is paid great attention. Questions of its ontogenesis, structure, functions, possibilities of directed formation are discussed in the works of L.I. Bozovic, I.S. Kona, M.I. Lisina, A.I. Lipkina, E. Erickson, K. Rogers and other psychologists. Self-esteem is interpreted as a personal formation that takes a direct part in the regulation of behavior and activity, as an autonomous characteristic of a person, its central component, which is formed with the active participation of the person himself and reflects the originality of his inner world.

The leading role is assigned to self-esteem within the framework of the study of the problems of self-awareness: it is characterized as the core of this process, an indicator of the individual level of its development, its personal aspect, organically included in the process of self-knowledge. Self-esteem is associated with the evaluative functions of self-knowledge, which incorporate the emotional-value attitude of the individual to himself, the specifics of his understanding of himself.

As the main conditions for the development of self-esteem, psychologists put forward such factors as communication with others and the child's own activities. In communication, forms, types and evaluation criteria are mastered, in individual experience they are tested, filled with personal meanings. From the assessments of himself by those around him, the child gradually isolates the criteria and methods of assessing the other and transfers them to himself. The "overlap" of evaluation criteria and evaluation methods gives rise to the activity of self-evaluation. The structure of self-esteem is represented by two components - cognitive and emotional. The first reflects a person's knowledge of himself, the second - his attitude to himself as a measure of self-satisfaction.

In the activity of self-assessment, these components function in an indissoluble unity: neither one nor the other can be presented in a pure form (I.I. Chesnokova). Knowledge about oneself, acquired by the subject in a social context, inevitably becomes overgrown with emotions, the strength and intensity of which is determined by the significance of the evaluated content for the personality. ... The basis of the cognitive component of self-esteem is the operation of comparing oneself with other people, comparing one's qualities with the developed standards, fixing the possible mismatch of these values (L.I. Korneeva). At an early age, children have a weak development of the cognitive component of self-esteem, the emotional component prevails in the image of oneself, reflecting the globally positive attitude of the child to himself, borrowed from the attitude of adults (M.I. Lisina, 1986).

Entering preschool age, the child is only aware of the fact that he exists. So far, he really does not know anything about himself, about his qualities. Striving to be like an adult, a child of three or four years old does not take into account his real possibilities. He simply ascribes to himself all the positive qualities approved by adults, often without even knowing what they are ..

The development of true self-esteem begins with realistic assessments by children of their skills, the results of their activities and specific knowledge. Less objectively during this period, children assess the qualities of their personality. Preschoolers tend to overestimate themselves, to which they are directed mainly by positive assessments of the adults around them.

Considering self-esteem to be the most complex product of a child's conscious activity, B.G. Ananiev noted that its original forms are a direct reflection of adults' assessments, and genuine self-esteem appears when it is filled with new content, thanks to the child's “personal participation” in its production. Psychologists correlate the development of a child's ability to evaluate oneself with such phenomena as self-selection and self-acceptance (V.V. Stolin); with the emergence of ethical instances that determine the arbitrariness of behavior (LI Bozhovich); with the emergence of ideas about their capabilities (H. Heckhausen). As the child's intellectual development progresses, the direct acceptance of adults' assessments is overcome, and the process of mediation by their own knowledge of themselves begins. Older preschoolers, in general, are correctly aware of their advantages and disadvantages, take into account the attitude towards them from others. This is of great importance for the further development of the personality, the conscious assimilation of norms of behavior, and adherence to positive patterns.

By the end of preschool age, the ratio of the emotional and cognitive components is somewhat harmonized. Favorable conditions are created for the development of the cognitive component of self-esteem, for the intellectualization of the child's attitude to himself, overcoming the direct impact on his self-esteem on the part of adults.

With age, the child masters more perfect methods of assessment, his knowledge about himself expands and deepens, integrates, becomes more conscious, their incentive-motivational role is enhanced; the emotional-value attitude towards oneself also differentiates, becomes selective and acquires stability.

1. 2 The gameas a meansdevelopmentself-esteem of preschool children

Prospects for enriching the functional characteristics of self-esteem as a regulatory factor in relationships are revealed in the process of preschoolers' play activities. “In the regulation of behavior, self-esteem has a special role, it acts as the“ core ”of the entire process of self-regulation of behavior at all stages of its implementation ... At the same time, in the process of self-regulation of behavior in various types of social interaction, self-esteem is continuously developing, correcting, deepening and differentiating.”

In the play activity of children, which an adult cannot strictly regulate, it is especially important to learn how to manage evaluative relationships and in this way contribute to the moral development of preschoolers. When developing the research methodology, we proceeded from the position formulated in Soviet psychology that self-esteem is one of the main neoplasms of preschool age, an important link in the motivational-need-sphere of the child's personality, which is formed only if the child is not only an object, but also a subject of evaluative activity ...

In the game, you can not only form self-esteem, but also develop its regulatory function. From the totality of factors affecting the formation of a person's attitude to oneself in the process of activity, two groups can be distinguished, the most significant: firstly, their own achievements and their self-esteem, as well as correlating their assessment with social assessment and assessment by those members of the team whose opinion according to the criteria defined for the personality is significant; secondly, the attitude of other people, partners in joint activities, to this person as a person.

In contrast to the previous periods of a child's life, at the age of 3-7 years, communication with peers begins to play an increasingly significant role in the process of self-awareness of a preschooler. An adult is an unattainable standard, and you can easily compare yourself with peers. When exchanging evaluative influences, a certain attitude towards other children arises and at the same time the ability to see themselves in their eyes develops. A child's ability to analyze the results of his own activities directly depends on his ability to analyze the results of other children. So, in communication with peers, the ability to evaluate another person develops, which stimulates the emergence of self-esteem.

The younger the preschoolers, the less significant the peer assessments are for them. At 3-4 years of age, children's mutual assessments are more subjective, more often influenced by emotional attitudes towards each other. Kids almost cannot generalize the actions of their comrades in different situations, they do not differentiate qualities that are similar in content (T.A. Repina). ... In the younger preschool age, the positive and negative assessments of peers are evenly distributed. In older preschoolers, positive predominate. Children 4.5-5.5 years old are most susceptible to peer assessments. The ability to compare oneself with comrades in children of 5-7 years old reaches a very high level. For older preschoolers, a rich experience of individual activity helps to critically assess the impact of peers. ...

An important place in the assessment of peers at any age is occupied by their business qualities, skills and abilities that ensure the success of joint activities, as well as moral qualities. In the kindergarten group, there is a value system that determines the mutual appreciation of children. The range of moral manifestations that the child associates with the concept of “good” in relation to a peer and himself is gradually expanding. At 4-5 years old, he is small (do not beat anyone, listen to the teacher, mother). At 5-6 years old, it becomes larger, although the still referred to qualities only relate to relationships in kindergarten and family (to protect children, do not shout, do not play around, be neat, do not regret giving something, help mom, share toys ). At the age of 6-7, preschoolers understand moral norms more accurately and relate to people of a wider environment (do not fight, obey, make friends with everyone, take into the game, treat everyone, help the younger ones, do not call names, do not lie, do not offend anyone, give way to the elders ). At 6-7 years old, most children correctly understand the moral qualities by which their peers are judged: hard work, accuracy, the ability to play together, justice, etc.

It is much more difficult for a preschooler to evaluate himself than a peer. The child is more demanding of the same age and evaluates him more objectively. A preschooler's self-esteem is very emotional. He easily evaluates himself positively. Negative self-esteem is observed, according to T.A. Repina, only in a small number of children of the seventh year of life.

The reason for the inadequate assessment is that it is very difficult for a preschooler, especially a younger one, to separate his skills from his own personality as a whole. For him, admitting that he has done something or is doing worse than other children means admitting that he is generally worse than his peers. Therefore, even an older preschooler, realizing that he acted or did something bad, is often unable to admit it. He understands that bragging is ugly, but the desire to be good, to stand out among other children is so strong that the child often goes to tricks to indirectly show his superiority. Play has great opportunities in the formation of pedagogically appropriate self-esteem in a child. ...

The game helps children to feel unity with others, to make it clear that the child is not alone. It so happens that a child already has a negative experience of communication and they have to re-learn to trust others. The play space helps to speed up and secure this process.

With the help of play, you can help the child understand that he himself can be successful. Simulating life situations, the game provides invaluable experience and can teach you to be proud of yourself. It allows you to survive the difficulties that you can meet in real life, helps you feel inner strength and form purposefulness.

In the process of playing, children learn the rules of good taste, and a culture of communication is cultivated in them. It is in the game that the basis of respect for oneself as a person and the concept that everyone has the right to respect is instilled.

Games teach you how to care for others without being shown directly. With each new game and each new exercise, a small brick is laid here of this concern for others, which will then allow you to build a whole house of respectful attitude towards yourself and others.

The game promotes the identification of creative abilities and the development of personal and creative potential, the formation of adequate self-esteem, the development of the ability to make independent decisions, the formation of skills of self-regulation and correction of the emotional sphere. The game teaches to respect, love, sympathize, empathize, develops reflection, forms self-esteem ..

Conclusion for chapter 1

The earliest works of scientists indicate the dependence of the preschooler's self-esteem on the attitude of adults in regulated activities. Later work reveals the connection between self-esteem and communication between children.

In order to learn how to evaluate himself correctly, the child must first learn to evaluate other people, whom he can look at as if from the outside. And this does not happen immediately. When assessing peers, the child simply repeats the opinions expressed about them by adults. The same thing happens with self-esteem. This process should be understood as awareness of your personality, your "I", as a physical, spiritual and social being. Self-awareness is knowledge and, at the same time, attitude towards oneself as a certain person. All aspects of the personality (physical, spiritual, social) are in the closest unity, influence each other.

The emergence and development of a child's self-awareness during the first 7 years of life is inextricably linked with the development of interpersonal relationships with others. As they are assimilated, the norms and rules of behavior become the yardsticks that the child uses in assessing other people. But it turns out to be much more difficult to apply these measures to oneself. The experiences that capture the child, pushing him to certain actions, obscure the real meaning of the committed actions from him, do not allow him to evaluate them impartially. Such an assessment becomes possible only on the basis of comparing one's own actions, qualities with the capabilities, actions, and qualities of other people.

Thus, self-awareness and attitude towards others are inextricably linked and interdependent on each other; at all stages of developmental development, the attitude towards others reflects the peculiarities of the formation of the child's self-awareness and his personality as a whole. This process is clearly expressed in the game, where children, playing various life situations, learn to be proud of themselves, overcoming difficulties, cultivating a sense of purposefulness in themselves and others as individuals.

Chapter 2. Research on the self-esteem of senior preschool childrenage

2.1 Research on the level of self-esteem in childrenth senior preschool age

preschooler self-esteem game

In order to study the level of self-esteem development in preschoolers, at the beginning of practical research in this area, we organized an ascertaining stage. The research was carried out on the basis of the municipal educational institution of the kindergarten No. 372 of the combined type in Volgograd. The study involved children 5 - 6 years old (10 people).

Our research was aimed at solving the following problems:

1.revealing the levels of self-esteem adequacy in children;

2. development of a program for correcting negative characteristics of self-esteem formation identified in children;

To achieve this goal, we have selected the following methods:

1. Methodology Martsinkovskaya ETC. "Ladder";

2. Methodology "What am I?" ;

3. Methodology Shchur V.G. by definition of their place among all children.

1. The procedure for carrying out the methodology ETC. Martsinkovskaya "Ladder".

Purpose: a study of the self-esteem of children 4 - 6 years old.

Objective: to identify the level of self-assessment of preschool children.

Stimulus material for the Ladder test. A drawing of a staircase consisting of seven steps. The figure of the child is placed in the middle. For convenience, a figurine of a boy or girl can be cut out of paper, which can be placed on the ladder, depending on the gender of the child being tested.

Instructions: Look at this ladder. See, there's a boy (girl) standing here. Good children are put on the step higher (shown), the higher, the better the children, and on the very top step - the best guys. Not very good children are put on the step below (shown), even lower - even worse, and on the lowest step - the worst guys. What step will you put yourself on? What step will mom put you on? Dad? Educator?

Testing. The child is given a piece of paper with a ladder drawn on it and the meaning of the steps is explained. It is important to make sure that the child understands your explanation correctly, if necessary, repeat it. After that, questions are asked, the answers are recorded.

Analysis of the results. First of all, they pay attention to what step the child has put himself on. It is considered normal if children of this age put themselves on the rung of “very good” and even “very good” children. In any case, these should be the upper steps, since the position on any of the lower steps (and even more so on the lowest one) speaks not of an adequate assessment, but of a negative attitude towards oneself, self-doubt.

As a result of this study, we obtained the following results. (for more details see NSAppendix No.1 )

Of the 10 children surveyed, seven put themselves on the highest rung of the “ladder”, two on the fifth rung and one on the fourth. Assuming where the mother would put - three children placed themselves on the 7th step, one - on the 6th, four - on the 5th, two - on the 4; where dad would put: on the 7th level - five subjects, on the 6th - two and on the 5th, 4th, 3th steps - one child each. When answering, where would the teacher put you: three people were at 7, 6 and 4 steps, one child - at 5. Thus, we observe an overestimated self-esteem in all of this group in the positions "I (myself)", "Mom" ; in the “Daddy” position, overestimated self-esteem is observed in 8 children; in the position "Educator" - self-esteem is overestimated in 7 cases.

2. the procedure for the methodology "What am I?"

This technique is intended to determine the self-esteem of a preschool child, whether he has some personality traits. The experimenter, using the presented protocol (see. Appendix No. 2), asks the child how he perceives himself and evaluates himself by ten different positive personality traits. The grades offered by the child to himself are put down by the experimenter in the corresponding columns of the protocol, and then converted into points. In this technique, the following personality traits are assessed:

1. Good

4. Neat

5. Obedient

6. Attentive

7. Polite

8. Skillful (capable)

9. Honest

10. Brave

The answers are scored on a verbal scale: yes, no, I don’t know, sometimes (not always). Evaluation of results: answers like "yes" are scored at 1 point, answers like "no" are scored at 0 points. Answers like “I don’t know” and “sometimes” are estimated at 0.5 points. The child's self-esteem is determined by the total amount of points scored by him for all personality traits.

Conclusions on the level of development

10 points - very high; 8-9 points - high; 4-7 points - average; 2-3 points - low; 0-1 point is very low.

Having conducted a study using this technique, we received the following results. Five children (Sonya L., Lera M., Lesha L., Roma L.) have a very high level of self-esteem. All of the above scored 10 points, five had a high level of self-esteem, and two (Alisa Y. and Kostya K.) scored 8.5 points each, three (Denis Kh., Sasha P., Stasya I.) scored 9.5 points each. (for more details see Appendix No. 2). In percentage terms, it looks like this. (see fig. 1)

Thus, we see inflated self-esteem in all cases.

3. The procedure for carrying out the methodology of VG Shchur to determine his place among all children.

The child is offered six vertical segments of the same length. Instead of segments, you can use a ladder of five steps, where the upper step is a positive assessment, and the lower one is negative. The child is asked to mark with a cross on each segment his place "among all children" according to the levels of "health", "intelligence", "happiness", "kindness", "beauty", respectively. It is believed that the marked values characterize general satisfaction - "happiness" and private self-assessments - "health", "intelligence", "beauty", "kindness".

After conducting this study, we received the following results. Almost all children rated themselves according to the maximum score for all criteria, with the exception of two children who rated themselves 4 points according to one criterion (Stasya I. - kindness, Denis H. - happiness) and one according to two parameters (Kostya K. - mind, kindness) (see Appendix No. 3). In percentage terms, it looks like this. (see fig. 2)

Thus, after conducting a control experiment, we found an overestimated self-esteem among the entire group of preschoolers.

2.2 Fbuilding self-esteem of preschoolersduring the game

For a preschooler, inflated self-assessments are favorable from various positions at all levels (the smartest, the most beautiful ... etc.). Low self-esteem characterizes the presence of intrapersonal and interpersonal conflicts in a child, but in the group of children under study, such conflicts were not identified.

One of our tasks is the formation of an adequate self-esteem of a preschooler. Based on the results we have obtained, we have selected a complex to achieve this goal. It consisted of 10 game lessons ..

Lesson 1.

Target. The development of the ability to understand the emotional state of the people around, the possibilities of self-expression, the removal of barriers in communication. Formation of moral ideas, behavior correction. Removal of psychomotor tension.

Emotion recognition training based on external signals.

Each child in turn conceives an emotion and shows it with the help of facial expressions. The rest must recognize the emotion.

Children remember something funny and try to express it with facial expressions, gestures, plastic - with the whole body. Watching others do it.

Children remember something sad.

Children remember something that makes them angry.

"The Brave Hare"

The hare loves to stand on a tree stump, sing songs loudly, and read poetry. He is not afraid that the wolf might hear him.

Expressive pose: standing position, one leg slightly in front of the other, hands behind the back, chin raised.

Facial expressions: confident look.

"Attentive boy".

A woman was walking down the street with purchases. A package fell from her. The boy, seeing this, ran up, picked up the parcel and gave it to the woman. The woman thanked the boy.

Board game "Assess the deed". The game consists of 10 large cards depicting various life situations. Each large card is accompanied by 4 small cards, 2 of which represent the models of the desired behavior in this situation, and 2 - the undesirable. Children are invited to tell in what cases the guys shown in the pictures did well and in what cases they did badly, and explain why.

The game contributes to the formation of moral ideas in children, is used in the training of social competence, in the correction of behavior and undesirable character traits. Children learn to understand what kind of behavior corresponds to what character trait and how it is assessed. (For an approximate content of the pictures, see NSRAppendix No. 4. )

Relaxation."A Dream by the Sea". Children listen to audio recording of the noise of the sea. The presenter tells the children that they are dreaming the same dream: the children see in a dream what they did in class (consolidation of the impressions and skills received). Pause. The presenter reports on what signal the children will wake up. A signal sounds. The children stand up calmly.

Lesson 2.

Purpose: Formation of ideas, regulation of behavior and character. Decrease in psycho-emotional stress.

Studies for the display of positive character traits.

"Visiting a sick person." The boy fell ill. A friend came to him. He looks at the patient with sympathy, then gives him a drink, carefully straightens the blanket.

"Loving Son". The boy slowly enters the room with a gift hidden behind his back. He walks on tiptoes and smiles. Mom does not know that the boy is in the room and will now give her a present.

Board game "Assess the deed"

Relaxation... "Dream by the sea"

Lesson 3.

Objectives: Formation of moral ideas, behavior and character correction. Decrease in psycho-emotional stress.

Studies for the display of positive character traits.

"It will be fair." Mom goes to the store. As soon as the door closes behind her, the brothers begin to indulge: they run around the table, fight, throw a sofa cushion at each other. Suddenly the lock clicks - it's my mother who has returned. The older brother, hearing that the door is opening, quickly sits down on the sofa, while the younger did not notice his mother's arrival and continues to play with the pillow. So he throws the pillow up and hits it in the chandelier, which begins to swing. Mom, angry, puts the guilty person in a corner. The older brother rises from the sofa and stands next to his brother.

Why did you stand in the corner? After all, I did not punish you, - asks mom.

So it will be fair, - answered the elder son seriously. - After all, I thought of throwing a pillow.

Mom smiles with emotion and forgives both.

"A polite child." Children are sitting on the chairs. A child enters and politely greets everyone sitting (children take turns playing the role of a polite child).

Sand games. Pick up imaginary sand. Strongly, clenching your fingers into a fist, hold the sand in your hands. Sprinkle sand on your knees, gradually opening your toes. Shake the sand off your hands by relaxing your hands and fingers. To drop your hands powerlessly along the body (too lazy to move your heavy hands!). Repeat 2-3 times.

"The Sun and the Cloud". The sun went down behind a cloud, it became fresh - to shrink into a ball. The sun came out from behind a cloud, it became hot - to relax, because it was soaked in the sun. Repeat 2-3 times.

"Water got into my ears." The children were swimming, water got into their ears. In the supine position, shake your head rhythmically, shaking out water from one ear, then from the other.

"The face is tanning." The chin tans - substitute the chin for the sun, slightly unclench the lips and teeth. The nose tans - expose the nose to the sun, the mouth is half-open. Without opening your eyes, take a comfortable position. Quiet calm music sounds. With the end of the music, the children stand up quietly.

Lesson 4.

Purpose: the formation of moral ideas, behavior and character correction, reduction of psycho-emotional stress.

"A timid child." The child is the first day in kindergarten. He is shy. It seems to him that the teacher is unhappy with him, and the children are about to offend him.

Expressive movements: sit on the tip of a chair very straight, knees are shifted, heels and toes are closed, elbows are pressed to the body, palms are on the knees, head is lowered.

"The greedy dog". The host reads a poem by V. Kvitka.

The greedy dog brought firewood,

I applied water, kneaded the dough,

I baked pies, hid them in a corner,

And he ate it himself - din, din, din!

Then one child imitates the actions described in the poem.

"Egoist". Mom brings 3 cakes for tea. The boy takes one cake for himself and points to the other two: "I'll eat these in the evening." Mom is upset: "My son is an egoist."

Game "Assess the deed".

Relaxation. "On the seashore".

Session 5

Purpose: the formation of moral ideas, behavior and character correction. Decrease in emotional stress.

Sketches for the display of negative character traits.

"Krivlyaka".

When someone stranger enters the room, the boy begins to grimace and grimace. He wants the new person to look only at him alone.

"Stubborn boy"

Already evening. It's time to go to dinner and go to bed. Mom takes the boy by the hand to take him home, and he rests, pulls out his hand and stomps his feet: “I don’t want to! Will not go!"

Sketch "Vile".

The child pretends to be angry. He sits on a chair, looks at everyone present with anger and discontent.

Facial expressions: eyebrows are pulled together, the upper lip is bitten.

Game "Rate the deed"

Relaxation. "A Dream by the Sea".

Lesson 6.

Purpose: Correction of the emotional - personal sphere of the psyche. creativity. Consolidation of self-relaxation techniques.

Communication games.

Group cohesion exercise.

The arms of all children are extended forward. On the count of 3, everyone should clap their hands at the same time.

"Centipedes".

"What's missing in the image."

Children are offered cards with images of objects on which it is necessary to find the missing details. Cards: a girl without a mouth, a comb without a tooth, a fox without an ear, a shoe without a lace, a cat without a mustache, a table without a leg, scissors without a screw, a jacket without loops, a fish without a dorsal fin.

Auto-training.

Children lying with their eyes closed listen to quiet calm music. They have a pleasant drowsiness and psychophysical rest.

Session 7

Goal: development of expressive motor skills, the ability to adequately express their emotional state, to understand the state of other people. Improving attention, developing reaction speed. Relief of mental stress.

Studies for the expression of attention, interest, concentration.

"Curious"

Imagine a man walking down the street carrying a gym bag with something sticking out of it. Does the boy really want to know what is in the bag? The man walks with long strides and does not notice the boy. The boy just curls around the passer-by: he will run up on one side, then on the other and, stretching his neck, peers into the half-open bag. Suddenly the man stopped, put the bag on the ground, and went to the phone booth. The boy squats down beside the bag, opens the zipper slightly and looks inside the bag. There are only two ordinary rackets lying there. The boy waves his hand in disappointment, gets up and slowly walks to his house.

"Meditation"

The boy was picking mushrooms in the forest and got lost. Finally he came out onto the high road. But which way to go? - expressive posture: the child stands with his arms folded on his chest or one hand on his chest supports the other hand, on which the chin rests.

Play with flags.

When the leader raises the red flag, the children should jump, green - clap their hands, blue - step in place.

The game "Something is wrong here"

The presenter takes out the doll Timosha. Timosha addresses children:

Hello guys! What will I tell you. Yesterday I was walking along the road, the sun was shining, it was dark, blue leaves rustling under my feet. And suddenly from around the corner a dog would jump out and growl at me: "Ku-ka-re-ku !!!" and I had already pointed out the horns, I got scared and ran away.

I'm walking through the woods. Cars are driving around, traffic lights are blinking. Suddenly I see a mushroom! It grows on a twig, hid among the green leaves. I jumped up and ripped it off.

I came to the river. I looked at a fish sitting on the shore, thrown its legs over and over and chews a sausage. I approached, and she jumped into the water and swam away.

The children answer what was wrong, what was in Timosha's stories.

Outdoor games.

The game "Owl".

Children choose a driver - an owl, which sits in its nests and sleeps. At this time, children begin to run and jump. Then the host says: "Night." The owl opens its eyes and starts to fly. All players should immediately freeze. Whoever moves or laughs becomes an owl. And the game continues.

Game "Polar bears".

A place where polar bears will live is outlined. 2 children join hands. These are polar bears.

With the words: "Bears are going to hunt," they run, trying to surround and catch one of the players. Then they go hunting again. When they catch all the players, the game is over.

Psycho-muscle training.

"Fakirs"

Children sit on the carpet cross-legged in Turkish style, hands on knees, hands hang down, back and neck are relaxed, head is down (chin touches chest), eyes are closed. While quiet calm music is playing, the fakirs are resting.

Session 8

Purpose: correction of the relationship of children, the emotional and personal sphere of the psyche of children. Consolidation of relaxation techniques.

Exercise "Current".

Game "Wish". Children sit in a circle and, throwing a ball to each other, say good wishes to each other.

Game "Hurray for the winner!" The chairs are arranged in a circle with their backs inward. There are one fewer chairs than the participants in the game. Everyone runs around the chairs until the presenter claps his hands. As soon as this has happened, you need to have time to take a chair. The participant who is left without a chair leaves the game. At the same time, he must make sounds, imitating some kind of animal (oink-oink, mu-mu, meow-meow, etc.). The remaining participants running in a circle must again, at the signal of the leader, have time to take chairs, which are again one less than the participants. The game continues until there is only one winner. He climbs into a chair and shouts: "Hurray to the winner!"

Joke tasks... Children are invited to solve a joke problem: “You and me, but we are with you. How many of us are there in total? " After listening to the answers, the moderator invites the children to stand in pairs opposite each other and alternately say the task, correlating the words with the corresponding actions.

Sample joke tasks:

A trolley is traveling: two wheels in front, two in the back, two on the left, two on the right. How many wheels are there?

The rooster decided to check its weight. He stood on the scales with two feet and saw that he weighs 2 kg. How much does a rooster weigh on one leg?

Grandmother Dasha has a granddaughter Masha, a cat Fluff, a dog Druzhok. How many grandchildren does a grandmother have?

Relaxation. Complex "On the seashore"

Session 9

Purpose: correction of children's relationships, unwanted character traits, children's behavior. Reducing mental stress.

Communication games.

"Kind word."

Exercise "Current"... Children stand in a circle, holding hands and pass the "current" in a circle (along a chain, one after another, shaking the hand of the person on the right).

"Molecule". Everyone runs around the room. At the word "molecule", which is pronounced by the presenter, everyone gathers in a heap, tightly pressing against each other.

"Magic Mirror". A "mirror" is chosen - it can be another child or an adult. The child looks in the "mirror", which repeats all his movements, gestures, facial expressions.

Auto-training. "Magical dream"... Lying with closed eyes, children listen to quiet, calm music. The facilitator informs them that they are seeing the same dream and tells its content: the children saw in a dream what they were doing in the lesson (consolidating the impressions and skills received).

Lesson 10.

Purpose: correction of the relationship of children, the emotional and personal sphere of the psyche. Consolidation of self-relaxation techniques.

Communication games.

Group cohesion exercise. The arms of all children are extended forward. On the count of Three, everyone should clap their hands at the same time.

"Bell"... All stand in a tight circle, one child in the center. The person standing in the center should not step from foot to foot, tear off his feet from the floor. Everyone pushes him away from them, and he falls freely from side to side, like the tongue of a bell.

"Centipede". All children stand in the back of each other's head, take the person in front of the person by the belt, squat down and move in a circle. Task: not to fall.

"Kind word." Children sit in a circle. Each one in turn says something nice about his neighbor. Condition: the speaker looks into the eyes of the person he is talking about.

Exercise "Current". Children stand in a circle, holding hands and pass the "current" in a circle (along a chain, one after another, shaking the hand of the person on the right).

"I am different." To carry out this game, you will need a sheet of paper, divided into three parts, colored pencils. Children are invited to draw themselves in three drawings: what it was before, what it is now and what it would like to become (what it will be). After drawing, discuss the drawings: what is their difference, what is needed to become what you want, what is needed for this.

Similar documents

Psychological and pedagogical approach to the essence of self-esteem and its features in older preschool children. Formation of adequate self-esteem of preschoolers during the game. Evaluation of the effectiveness of its development based on a comparative analysis.

term paper added 03/02/2011

Theoretical approaches to the problem of developing self-esteem in foreign and domestic science. The concept of self-esteem, its essence and types. Features of the development of self-esteem in preschool children. The psychological structure of self-awareness in the approach of I.S. Kona.

term paper added 12/08/2010

thesis, added 09/15/2014

Theoretical analysis of preschooler's self-esteem as a subject of self-awareness in psychology. Research and determination of the self-esteem levels of older preschool children. The content of the psychological methodology for identifying the characteristics of self-esteem of preschoolers.

term paper added 03/18/2011

Study of the psychological characteristics of preschool children. The influence of self-esteem on group behavior in older preschoolers. The role of conformism in the development of a child's personality. The connection between conformism and self-esteem on the example of the behavior of older preschoolers.

term paper, added 05/27/2016

Self-concept concept. The development of self-esteem in ontogenesis. The role of self-esteem in the development of interpersonal relationships. Characteristics of methods for determining self-esteem of a person. Test "Finding a quantitative expression of the level of self-esteem" according to Budassi.

term paper added 01/21/2004

Formation of self-esteem of a senior preschool child as a psychological and pedagogical problem. The place of parent-child relationships in the structure of self-awareness. Classification of parent-child relationships. Factors affecting the development of self-esteem.

thesis, added 03/20/2011

Features of the development of self-esteem in children. The influence of self-esteem on the learning activity of a primary school student. Research methods of personality self-esteem in younger schoolchildren. Recommendations for teachers on the formation of adequate self-esteem in younger students.

term paper added 06/19/2012

The problem of self-esteem in modern psychology. Self-esteem. Self-esteem formation mechanisms. Features of the development of self-esteem at different age stages. Method of sociometric measurements. Sociometric procedure.

term paper, added 05/20/2007

The concept and types of self-esteem, stages of its development. Psychological characteristics of adolescence. General characteristics of methods for studying adequate self-esteem of a person and recommendations for teachers. The influence of self-esteem on the formation of the personality of a teenager.

To help a child increase self-esteem, it is necessary that the adult himself sees his dignity, treats him with respect (and not just love) and knows how to notice all his successes (even the smallest ones). The games suggested in the article will also help you with this.

Therefore, it is better for you to think in advance which positive qualities the child already has and which ones he needs to acquire.

STAR APARTMENT No. 10

(the number must match the number of your apartment)

Although this game is aimed at helping a child, it is intended, rather, for adults. It is they who must reinforce the child's self-esteem, show him all the best that is in him.

Create a small stand in your apartment dedicated to your child. Specify the time of its use, let's say a week or two. During this period, your child will become the "star of your apartment", as all other household members will follow his progress, celebrate his dignity. Place a photograph of the child in the center of the stand. Next, glue the petals on which you will make notes (you can make a simpler version, it will be more pleasant for middle school students - in the form of a fence on which everyone writes what they want and in any place).

During the specified time, inscriptions made by family members should appear on this stand concerning both the permanent characteristics of the child, which they value, and those achievements and good deeds that they have noticed during the current day. If desired, the child himself can add any note about himself.

If there are several children in your family, then, of course, you need to create the same "star" stand for others, but you need to use them in turn - the "star of your apartment" should feel its exclusivity and uniqueness within the time allotted to it, get full volume attention of loved ones, at least in the game without sharing it with brothers and sisters.

After the stand expires, it is given to the child himself as a souvenir, and he, if he wants, can place it in his room.

DIGITAL OF ACHIEVEMENTS

This is a very good game and should develop into the habit of seeing and appreciating your little wins every day. You can really achieve such a seemingly global goal if you systematically use this game technique. In the future, it will be possible to replace it with an oral discussion of their daily achievements.

So, take some cardboard box or a capacious jar and, together with your child, arrange it as he would like the piggy bank to look like his main values - small and large personal successes in life. Perhaps, on the surface of this piggy bank, drawings will appear, reflecting objects that are somehow connected with the concept of "success", or they will just be pretty patterns. Leave the choice for the boy or girl. Prepare small pieces of paper separately.

Now enter the rule: when a child returns home, he must remember and write on this piece of paper some evidence of the success he has achieved today. So, phrases will appear on the notes: "I read the poem well at the blackboard", "I drew an excellent drawing on the theme" Autumn "," I gave a gift to my grandmother, which she really liked "," Still I was able to write a math test for "five" , although he was afraid "and many others. These records are put in the piggy bank of achievements. It is important that even in the most dysfunctional day, the child can find something that he succeeded.

"Weighting" the piggy bank over time in itself fills children with pride and greater self-confidence, especially if parents and other family members treat his small victories with respect (and not from the height of their years and experience).

You can turn to this piggy bank when it seems to the child that he has met with insurmountable difficulties for him, or during periods when his critical look is directed at his abilities and he sees himself as a worthless loser. During these times, it is helpful to remember that your child has a history of overcoming adversity and achieving success. This will help him to be in a positive mood.

This game can be used first to raise the child's self-esteem as a whole, and then to increase self-confidence in a specific matter, for example, learning Russian at school. Then in your "piggy bank of achievements in the Russian language" there will be records of the type: "I immediately remembered the new rule and understood the topic", "I wrote the presentation well - close to the text", "I made only one mistake in my essay", etc.

FINISH THE OFFER

No matter how many people around tell the child about how wonderful he is, the most important is the moment when the child accepts their opinion and agrees that he really has a number of advantages and deserves respect. So this game is a good way to check what your child has accepted for himself and how it affected his attitude towards himself.

Take the ball. Explain to the child the rules of the game: you will throw the ball to him and start a sentence, and he must throw it back, naming the ending that came to his mind. All suggestions will concern the child. The same "beginnings" can fly to the child several times, but the "endings" invented by him should be different. Now throw a ball to the child with the words: "I can ...", "I can ...", "I want to learn ...".

Repeat each beginning of the sentence several times so that the child realizes how much he can do, which he usually did not think about, and after all, he once learned it.

"I am!"

"What do I like about you?"