Introduction

The formation of a socially active, moral, realizing their individual abilities - the main objectives of education, successful solution of which depends on the direction and pace of reform of school life. One of the urgent problems facing teachers of the modern school is a psychological-pedagogical dualism with regard to developing personality - training and education is not always based on knowledge about the psychology of child development and the formation of his personality.

Analyzing the various studies should be noted that the central feature of any individual is a self-assessment, which is relatively stable and conscious system of ideas of personality about himself, on the basis of which a person builds a relationship to itself and its interaction with other people.

Part and parcel of the assessment is self-esteem. Self-assessment - assessment of the personality itself, its appearance, the place among other people, its qualities and capabilities. Self-esteem is a core backbone of individual personality, which largely determines the position of human life, the level of its claims, the entire system of ratings. Self-esteem affects the formation of a style of behavior and human activity. In other words, self-esteem largely determines the dynamics and direction of development of the subject.

The age of educational psychology and primary school age has a special place: in this age mastered learning activities, formed the arbitrariness of mental functions, there are reflection, self-control, and the actions begin to relate to the internal plan.

Learning activity is one of the most important factors influencing the formation of self-esteem of children of primary school age, so primary school teacher should know the psychological characteristics of younger students and take into account the individual characteristics of assessment in the learning process, carrying out individual and differentiated approach to learning.

The purpose of this course is to study the features of evaluation and self-esteem of children of primary school age.

The object of study: personal sphere junior student.

Subject of research: assessment of the specifics and self-education of schoolchildren.

Objectives:

1. Explore self-esteem as a psychological category.

2. Identify the factors shaping evaluation and self-esteem of children of primary school age.

3. Produce an experimental study of the problem.

4. Analyze the results.

Based on the tasks the author picked up a few techniques for writing this course work: firstly, this is a theoretical analysis of the psychological and educational literature on the problem under consideration, and secondly, empirical observation, interviews, diagnostic techniques, as well as static methods of data processing.

Chapter 1. The problem of evaluation and self-esteem in modern psychology

1.1 Self-assessment of personality as a psychological category

The concept of self-esteem was included in the dictionary Russian teacher - in the early 80's. But the study of the psychological structure was carried out long ago.

What is self and what role it plays in mental life of children of primary school age?

Self-esteem - is the result, the final product of self-consciousness, is a system of representations of a person about himself, which includes three components.

The first component - the words, usually adjectives, to which we resort to describe the features of his character, the composite personality traits. For example, "sociable", "cunning", "strong", "patient", etc.

The second component - self-esteem, emotional - affective score of the representation that we make about yourself.

The third component - the behavioral response, ie specific actions that can be called as "I" and self-esteem.

According to Robert Burns, self-esteem includes the following three components:

Cognitive component - the presentation of the child about himself, as a rule, seem to him convincing in their opinion, whether they are true or false. Describing some man, we usually resort to using adjectives: "reliable," "sociable," "strong," "conscientious," etc. All these abstract characteristics that are not linked to specific events or situations. As elements of the generalized image of the individual they represent, on the one hand, the stable trend in his behavior, but on the other - the selectivity of our perception. The same thing happens when we describe ourselves: we try to express in words the main characteristics of our self - perception. They can transfer up to infinity, since they include any attribute, role, status, and psychological characteristics of an individual, a description of the property, life goals, etc. The significance of the elements of self and their respective hierarchies may vary depending on the context of life experience of an individual or just a spur of the moment. This kind of self - is a way to characterize the uniqueness of each individual through a combination of individual features.

Estimated component - the qualities that we ascribe to the self, are not necessarily objective, and probably they were not always willing to accept other people. It may be that only age, sex, height, occupation and some other data with sufficient cogency, not cause controversy.

For the most part trying to describe myself, as a rule, there is a strong personality, the estimated time. In other words, self-esteem - is not just a statement, a description of his personality traits, but also the totality of their performance appraisal and related experiences. Even such seemingly objective indicators such as growth or age, can different people have different meanings due to the overall structure of their self-esteem.

If a person has an unattractive appearance, physical disabilities, is socially inadequate (even if it is only a guess) that accompany it in any interaction with the social environment. In this case, to the development of positive self-esteem may cause serious difficulties. Even emotionally neutral at first glance, the characteristics of self typically contain open assessment. Think about any of the characteristics of your self, you are likely in each of them will be able to detect at least a light shade of evaluation, sometimes existing only on the periphery of consciousness.

Man learns the meaning of the evaluation of various characteristics that are present in his self-esteem. In this case, the assimilation of new assessments may change and the importance of lessons before. For example, a student who successfully passing grades, considers himself an apt pupil. He was proud and pleased with myself, because it is recognized by others: his success is the positive reaction of teachers who meet the support of family and generally have a favorable social impact. However, this positive self-esteem can be shaken as a result of failure in examinations, or if in a circle of peers the value of performance will be put into the background with some other values, say sporting achievements. In addition, as they grow older is capable student can find that academic success in themselves do not bring happiness and do not guarantee success in other situations. In this case, the total self-esteem can be reduced, but generally remain positive. Thus, self-esteem is not constant, it varies depending on the circumstances.

The source estimates different views of the individual currently is its socio-cultural environment in which they are fixed in the language of normative values. For example, the word "boring", "fat", "lazy" contain inherent negative evaluation, while the "smart", "bold", "reliable" - positive. Source of evaluative representations of an individual may be the social reaction to some of its manifestations and introspection.

Self-esteem manifests itself in conscious judgments of the individual, in which he tries to formulate its significance. However, as was shown, it is implicitly or explicitly present in any self-description. Any attempt to characterize themselves contain evaluative element defined by generally accepted standards, criteria and objectives, ideas about levels of achievement, moral principles, rules of conduct, etc.

Behavioral component - the fact that people do not always behave in accordance with their beliefs, is well known. Often direct and immediate expression in the behavior of the installation is modified or completely constrained by its social unacceptability, moral scruples of the individual or his fear of possible consequences. For example, a teenager who considers himself a man of firm and severe, can not manifest such qualities of character in relation to their classroom teacher.

Every plant - it's an emotionally tinged beliefs associated with a particular object. Feature of self-esteem as a complex of facilities is only in the fact that the object in this case is itself the installation media. With this samonapravlennosti all the emotions and the estimates are very strong and resilient.

Development and complication of the system self-assessment system of self-awareness continues in the future. It passes through several phases, stages, and each new step adds something new to our 'I', make it more complicated.

Soviet psychologists view self-consciousness of the person as a party, as a product of its development, generated by all her vital functions. Self-esteem, and self-consciousness as a whole, has a social character and is due to social conditions.

Studies show that the criteria by which assess the quality of the individual in society and on which he evaluates the quality of others, and apply them toward himself. Stressing the determination of self-identity social relations, SL Rubinstein wrote: "Public assessment of rights is based with us ... its socially useful work ... on the fact that he represents and what it gives. Therefore, his self-esteem is determined by what he does as a public individual to society. This new ... attitude to work is the backbone on which rebuilds the entire personality psychology, it also becomes the foundation and core of its identity ".

Self-esteem - is a complex dynamic personal education, personal parameters of mental activity. Initial methodological guidelines for researchers self-esteem is the classic situation of Karl Marx that "people first looked like a mirror in the other person. Only treated the man as Paul, to their own kind, man Peter refers to himself as a man. "

According to LI Bozovic, knowledge of another is not only faster than the knowledge itself, but also serves as the source of his and support. Comparison, the comparison yourself with others is a recognized criterion of self-esteem. Comparing yourself with other people in the normal course of business, the man notices a fact that the first notice of others, and as a result of coming to realize their actions and activities, properties and qualities of personality. Occurs a kind of transfer of various properties of the individual. Podmechennyh another man for himself.

This is confirmed by the results of psychological research.

The most important source of self-assessment is the assessment of people around the results of human behavior and activities, as well as directly to the qualities of his personality. According to Bozhovich, public perception has a dual role in shaping student identity. "First, as to the eligibility criteria requirements of his behavior around, she would indicate the person on the nature of his relationship with the environment, and thereby determines his emotional well-being, his behavior and his attitude to himself as the subject of behavior. Second, the public perception helps an individual to allocate a particular quality of the specific behaviors and activities and make it a subject of consciousness assessment of the man himself ".

Formed during the entire life of personality, self esteem, in turn, performs an important function in its development, supports the regulator various activities and human behavior. According to DB Elkonin already have children of preschool age control his behavior becomes an "internal mechanism". The child begins to regulate his conduct through its relation to themselves, their abilities.

Self-esteem depends on their shape (adequate, overstated, understated) can stimulate or, conversely, inhibit the activity of man. Inadequate, low self-esteem reduces the level of social rights claims, fosters uncertainty in their own ability, limits the life prospects of people. Such self-esteem can be accompanied by a severe emotional breakdown, internal conflict, etc. Low self-esteem and harms to society, because people do not fully realizing its power and capabilities, not working at full capacity.

Of human self-esteem depends on the nature of his communication, relationships with others, the success of its activities, further development of his personality. Adequate self-esteem makes a person moral satisfaction. Self-esteem, especially ability and opportunity to the person, expresses a certain level of aspiration, defined as the level of the tasks that the person poses a life and for the fulfillment of which considers itself capable of. Level of aspiration of man and, consequently, the nature of his self-esteem clearly identified in various situations of choice, as in difficult situations and in daily activities in community work. Failure or success of the most acutely experienced in the activities that the person believes themselves to the fundamentals, where he has high aspirations.

Self-esteem - the result of constant comparison of what a person observes himself, that he sees in other people, and at the same time so that, as he suggests, see it as others.

Disbursement self can only be done conditionally, since the real process of self-characterized their interaction, and unbroken affection.

The main tools and techniques of self-esteem include: self-observation, introspection, self-report, self-control comparisons.

The most important feature of the junior student self-assessment is its high level. This feature is the age norm for this period of personality development.

1.2 Factors of formation evaluation and self-esteem of children of primary school age

The child was in high school. This leads to a new routine of his day, gives rise to new responsibilities. From the need to learn each day follow many of the changes in the child's life. Need time to get up every day for homework, to bring to school all that is needed for employment. School life requires a child's ability to coordinate its actions with the requirements of teachers, with the routine of school life, with actions and desires of their classmates. Awareness of this new position is the restructuring of the child to much in his daily life. The idea that he was a schoolboy, forcing him to change his behavior in the one or the other. His motives are new - to be a good student, get praise teachers. School and generate new experiences - the desire and expectation of success and fear of failure. Younger pupils concerned about the comments the teacher, and he tries to make efforts to ensure that they were not. Children are usually willing to obey the new regime, agree with the requirements of parents of the regulations about employment, leisure, walks. Admission to the school puts the child in a new position in the family, among others, and change their attitude. The child appeared clear responsibilities - and with it are similar. The changed perception of the child and other people gradually affects the perception of itself.

In his life included new phenomenon: every day he learns, acquires new knowledge, acquire skills, numeracy.

Greatly influenced by his teacher, who gives knowledge. Checks and monitors their implementation, evaluate its validity, put a mark not only knowledge but also for diligence, for the behavior in the classroom and change. Teacher in the life of the younger students have a special place. His authority is recognized implicitly. He entrusted the secrets, joy and frustration.

The new role of the Child places special demands on their daily lives. He has come new ideas about how to behave on the street, what are his duties towards his comrades. However,


9-09-2015, 17:19