In school the child meets the clear and expanded system of moral demands. Senior monitored to ensure that these requirements are adhered to and assimilated children - this is the way to the formation of their social orientation of the person.

"Appeal to the team" leads to the fact that younger students begin consciously to subordinate their awakening to the overall goals and objectives that stand in front of him and his peers, learns to control his behavior.

Changes in the moral sphere is connected with the emergence of a younger student's own attitudes, relationships, their own requirements and assessments. What changes occur in the junior student self-esteem? With the advent of new activities, with the emergence of new relationships with others in the child there and some new criteria for evaluation of measurements, like their comrades, and himself. Relying on the judgments of teachers, parents and friends, he evaluates himself - against all that is associated with the school. This does not mean that his estimates are correct - it is often the opposite. Score yourself rather speaks about the desires of the child than the actual state of affairs. Child - a first grader can be sure that he is a good student, as introduced in his work a lot of diligence and zeal. He and classmates began to assess not only from the standpoint of how they play during recess, but also in terms of their qualities as the students (who knows - maloznayuschy, active - passive). So in the life of a schoolboy new categories of phenomena and valued accordingly ratings. In the beginning, he realizes it's bad, but in his demeanor, his attitude to the facts of school life, in statements on a particular occasion is clearly identified.

Familiarization with the new phenomena of life around with the facts of human history, works of art with the natural world not only expand the children circle representations of reality. They have formed a definite relation to them.

In the formation of self-junior student huge impact is the role of teacher evaluation. The role of these influences on the formation of self-esteem of schoolchildren revealed in several studies in which the authors indicate the need to take into account the motives of students to teacher evaluation of their actions, reveal the complexity of the relations of students to teacher evaluation and the experiences it has caused, emphasize transforming the nature of educational evaluation, which affects the degree of awareness of the schoolboy's own level of development. The need for clarity, certainty educational evaluation. Even negative (fairly) estimate is more useful for self-esteem than the "vague estimate.

Internalizing the process of training and education specific norms and values, the child begins under the influence of value judgments of others (teachers, peers) to act a certain way as the real results of its training activities, and to yourself as a person. With age, he is more definitely distinguish between their actual accomplishments and what he could achieve, having a certain personal qualities. So the student in the educational process of forming plant to assess its capabilities - an essential component of self-esteem.

In the self-assessment reflected that the child learns about himself from others, and his own increasing activity aimed at understanding their actions and personal qualities.

Children in different ways relate to the tolerance of errors. Some of them, doing the job, carefully check it, others immediately give the teacher, others long overdue work, especially if it is control, afraid to let her out of hand. To the comment the teacher students react differently. Some are asked not to indicate where the error, and give them opportunity to find it and fix it. Others unconditionally agreeing with the teacher, humbly accept his help. Still others immediately try to justify reference to the circumstances. Attitude to mistakes, for their own blunders, shortcomings only in academics but also in behavior - most important indicator of self-identity.

Most naturally, as already noted, respond to errors in their work, children with proper self-esteem. They are usually even with the interest on their own looking for the error: Children with low self-esteem if they offer themselves to find a mistake, usually silently reread the work several times, nothing in it changing. Often they just throw up their hands and refuse to question themselves, arguing that still did not see it. As already mentioned, the child's self-esteem is reflected not only his attitude toward the already achieved but also how he wanted to be, its aspirations, hopes.

Self-evaluation of the child is found not only in how it evaluates itself, but also in how it relates to the achievements of others. Children with high self-esteem does not necessarily praise themselves, but they are willing to deny everything that others do. Students with low self-esteem, in contrast, tend to overestimate the achievement comrades.

A child is born into this world with some attitude. Like all the other features of personality, his self-esteem develops in the process of education, in which the main role belongs to the family and school.

Children with high self-esteem differed activity, desire to achieve success in both teaching and social work, and in games. Quite different behavior, children with low self-esteem. Their main feature - the self-doubt. In all its endeavors and affairs, they are just waiting for failure.

During the educational process in school is gradually increasing criticality, demands on himself. First-graders mostly positive assessment of its training activities, and failures associated only with the objective circumstances. Second graders, third graders in particular are currently more than critical, making the subject of evaluation is not only good but also bad things, not only the successes but also failures in the study.

Gradually increases and the independence of self-evaluation. If self-esteem of first-graders are almost entirely dependent on the ratings of their behavior and performance of teachers, parents, students second and third grades assessed in more independently, making it as we have said, the subject of critical assessment and evaluation activities of the teacher (always whether he is right, whether the objective ).

Throughout the school, already within the primary school, meaning a mark for a child varies considerably, while it is in direct connection with the motives of teaching, with requirements that he presents himself to the student. The child's relationship to the assessment of his achievements all the more and more associated with the need to have perhaps a more reliable representation of himself.

Consequently, the role of school assessments is not limited by the fact that they need to work on the cognitive activity of the student. Assessing the knowledge, the teacher, in essence, simultaneously evaluates the personality of its opportunities, its place among others. It is well perceived assessment of children. Focusing on the evaluation of teachers, they rank themselves and their comrades as honors average. Weak, or nestaratelnyh diligent, responsible or irresponsible, disciplined or undisciplined.

The main trend in the development of self-esteem is the gradual separation of the child or other qualities of the individual activities and behavior, generalization and comprehension of their first as behaviors, and then as a relatively stable personality traits.

The development of self-esteem in children, according to PT Chamaty, takes place in two phases: the first children, evaluating themselves, are limited mainly to evaluate their actions and deeds, and the second within the scope of self-assessment included the internal state and the moral qualities of the individual. Formation of a second, higher stage of self-esteem begins in adolescence and continues throughout life as the accumulation of social experience and to further intellectual development.

But the formation of a child a certain range of values ​​is, of course, not only in school. The child draws them from books, from interviews with their relatives, their sources of information such as radio and television.

Part count carries a child for himself - an assessment of behavior and personality traits. Already after the first half of a first grader has a fairly distinct criteria for evaluating results of educational work. In this case revealed a pattern - first, the child formed the evaluation criteria and their application in relation to others, and then - and not in full uniform - to themselves.

Most children can and at the end of first year predrazobratsya as a man who find themselves in certain forms of behavior: strong, agile, quick, polite, rude, etc. But he finds it difficult to assess quality, which shows the inner relation of man to other people. Rate yourself in this regard, first grade is even more difficult. In regard to some of the qualities he generally finds it difficult to answer, and for those about whom he might have something to say, reveals the subjectivity and imprecision.

Constantly confronted with the estimates of the educational work and classmates, younger students begin to understand to some extent in their own abilities and educational opportunities. He develops a certain level of claims on the assessment of writing, oral responses, etc. Initially, the level of claims is sustainable, but then this level should be set at what is characteristic that it is sufficiently differentiated, depends on what the child is and how much it is for him significant.

Often, students there is a clear overestimation of their strength and capabilities. May receive a sense of conceit: unduly exaggerating its capabilities, student poses a problem, execute it can not. Inflated self-esteem is in contradiction with the assessment by other people, meets resistance band and can cause conflict in relationships with its members. In addition, multiple collision inadequate, excessive self-esteem with failures in practice gives rise to serious emotional breakdowns. Explicit re-evaluation of their capabilities are often accompanied by internal self-doubt, which leads to acute feelings and inappropriate behavior.

Internal conflict may cause a discrepancy between:

a) self-esteem and grades, which give a person the other people;

b) self and ideal self, which seeks to people.

In the formation of an adequate self-junior student may encounter the following problems:

The problem of growth: a student suffers from the fact that her height 170 cm It is above all in the classroom. The board goes hunched. Stooping. Each output - suffering. A child thinks in images. His self objectively and figurative. He sees himself among others the way his image has developed the "I". And if this image is endowed with negative traits, then conduct themselves, augmented by "bloated" and curved parts, very, very unattractive. This is a self-painted his own imagination ugly model gives the child physical pain.

The problem of appearance: it happens so that the child look after yourself: does not like his looks, hates their abilities - in general, weary of himself. This kind of reflectors negativism - a phenomenon quite frequently. And this negativity is born on the verge of positive qualities - a dissatisfaction. With the development of the individual junior student whiter accurate is his knowledge of himself, more correctly samoorientatsiya, improved ability to understand their abilities and capabilities, there is a desire to act in certain situations, relying not on the assessment of surrounding, and on their own self-esteem. At what self-esteem is not only more reasonable, but also captures a wider range of qualities.

Thus, the main factors influencing the formation of self-esteem of children of primary school age are estimated impact of teachers, parents, and their relation to training activities.

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

psychological school evaluation study

Chapter 2. An experimental study of characteristics evaluation and self-esteem in children in primary school age

2.1 Diagnosis of self-esteem of junior pupils

Our study was conducted among schoolchildren of the second class. Children age 7-9 years. In the class of 21 students.

The purpose of this research: to study the features self-school-age children.

The object of study: personal sphere junior student.

Subject of research: self-esteem especially younger students.

Problem diagnostic work:

1. find diagnostic tools

2. diagnose

3. treat the results

4. arrange study protocols

5. develop recommendations for parents and teachers.

Methodology aimed at identifying quantitative level of self-esteem.

Material: calculator card with a set of words that characterize the individual personality traits.

The experimental part of the experience carried out in the audience. The experimenter gives the subjects of stimuli and asked to select the five qualities which, according to the test, characterize the ideal personality. The subject chooses from a list proposed by the qualities of a specified number of words and the amounts of these two series. The first row is a set of personality traits of the ideal test is the most important for the ideal. Further written as an ideal in descending order of their relevance to the subject. In the second row examinee writes that quality which, in his opinion, developed from him the most. Then, just as in the first row, the subject writes the quality of the self as the decreasing degree of their development at home.

Results: After filling in the two series is calculated rank correlation coefficient of Spearman and concludes on the quantitative level of self-esteem. Formula: R = 1 - (6 / a * (a -1)) * b, where a - is the number of qualities, and b-is the sum of squared differences. It must be borne in mind that the coefficient of less than 0.35 corresponds to the low self-esteem, from 0,35 to 0,7 - average and more than 0,7 - corresponds to a high level of self-esteem.

Technique Dembo - Rubinstein: based on direct estimation of students a number of personal qualities, such as health, ability, character, credibility with peers, ability to do many things with his hands, looks, self-confidence. Surveyed offered at the vertical lines mark the level of development of certain characters they have these qualities and the level of claims, ie, level of development of these same qualities that would satisfy them.

Instructions: Anyone who appreciates their abilities, capabilities, character, intelligence, etc. The level of development of each quality of the human personality can be divided to represent a vertical line, the lower point of which will symbolize the lowest development and the top - the highest.

The form drawn by seven lines. They represent: the mind, abilities, character, credibility with peers, ability to do many things with his hands, looks, self-confidence.

Below each line is written, what it means. On each line below (-) mark, how do you assess the development of hosting the quality of your personality at the moment. After this, a cross (x) mark, at what level of development of these qualities, the parties would you be satisfied with themselves or feel proud of ourselves.

Treatment outcomes: treatment is for 6 scales. Each response is expressed in points.

The dimensions of each scale of 100 mm. In accordance


9-09-2015, 17:19