scholarly journals DEVELOPMENT OF SELF-AWARENESS AMONG SENIOR PRESCHOOL CHILDREN

2020 ◽  
Vol 54 (4) ◽  
pp. 99-107
Author(s):  
O.V. GRUZDEVA ◽  
◽  
O.M. VERBIANOVA ◽  
L.V. ARAMACHEVA ◽  
O.V. LEGANKOVA ◽  
...  
Keyword(s):  
Preschool Children ◽  
Research Methods ◽  
Musculoskeletal System ◽  
Children With Disabilities ◽  
Self Esteem ◽  
Preschool Age ◽  
The Self ◽  
Theoretical Research ◽  
Self Awareness ◽  
Healthy Children

Statement of the problem and purpose of the article. The article is devoted to the study of the formation and development of self-consciousness among preschool children at the present time. The relevance is due to changes in the system of socio-psychological factors, conditions and prerequisites for the development of children’s self-awareness. The article describes the current context of children’s development that affects formation and development of children’s self-awareness, and also provides data on the development of components of self-awareness in the older preschool age, including complicated development among children with disabilities (disorders of the musculoskeletal system). Materials and methods of research. The proposed study is empirical. Theoretical research methods were used: analysis, synthesis, generalization and systematization of scientific ideas; structural, functional and genetic analysis of the problem; empirical research methods included: psychodiagnostics methods (questionnaire, experimental); mathematical methods of data processing. Research results. The results of a comparative empirical study allowed us to identify some features of the development of self-esteem and self-awareness among healthy senior preschool age children and children with disabilities. The predominance of inadequate overestimated self-esteem among healthy senior preschool children was determined, which is natural for this age period. Awareness of themselves by most healthy children occurs through highlighting their individuality. Most healthy children have the simplest version of the self-perspective formation. Children with disabilities (disorders of the musculoskeletal system) often have very low and low self-esteem, treat themselves and their abilities mostly negatively, in comparison with their healthy peers. They often feel rejected and feel pressure from loved ones, have a more complex version of the development of the self-perspective. Conclusion. Data on the development of components of self-consciousness among healthy and somatically challenged children of senior preschool age are presented and described, indicating the presence of features in the development of individual components of self-consciousness, depending on the conditions that ensure their formation and development.

ЕМПІРИЧНЕ ДОСЛІДЖЕННЯ СТРАТЕГІЙ САМОСТВЕРДЖЕННЯ ТА ЇХ ВЗАЄМОЗВ’ЯЗОК ІЗ САМООЦІНКОЮ ДИТИНИ ДОШКІЛЬНОГО ВІКУ

1970 ◽  
Vol 8 (1) ◽  
pp. 156-163
Author(s):  
Вероніка Годонюк
Keyword(s):  
Preschool Children ◽  
Empirical Research ◽  
Self Esteem ◽  
Dominant Strategy ◽  
Preschool Age ◽  
The Self ◽  
Harmonious Development ◽  
Psychological Constructs ◽  
Mathematical Processing ◽  
Independent Person

У   статті   здійснено   аналіз   самоствердження   дитини   дошкільного   віку,   наведено   дані  порівняльного   емпіричного   дослідження   стратегій   самоствердження   дітей   молодшого  і   старшого  дошкільного   віку   на   основі   авторської   методики   «Моя   стратегія   самоствердження»,   методу  спостереження і математичної обробки даних; здійснено аналіз показників самооцінки дошкільників за  методикою   А.   В.   Захарова,   простежено   взаємозв’язок   між   стратегіями   самоствердження   та  самооцінкою  досліджуваних  дітей.  Саме  в  період  дошкільного  дитинства,  коли  починає  формуватися  внутрішнє  «Я»  дитини,  дуже  важливо  дослідити  особливості  вибору  нею  тієї  чи  іншої  стратегії  самоствердження  з  метою  подальшої  корекції  її  деструктивних  проявів  у  поведінці  та  сприяння  гармонійному розвитку її особистості в цілому. Аналіз результатів проведеного емпіричного дослідження  засвідчив, що між молодшими і старшими дошкільниками не існує значущих відмінностей у прояві тих чи  інших    стратегій    самоствердження    –    інертної,    конструктивної,    деструктивно-домінантної    чи  деструктивно-адаптаційної. Водночас було встановлено, що конструктивній стратегії самоствердження  відповідає адекватна самооцінка дитини, деструктивно-домінантній – завищена, інертній стратегії –  занижена  самооцінка,  а  деструктивно-домінантній  стратегії  –   сильно  занижена  самооцінка. Вчасне  запобігання утворенню негативних психологічних конструктів дає можливість виховати у майбутньому  здорову, щасливу та незалежну особистість The article analyzes the self-affirmation of a child of preschool age, presents the data of comparative  empirical research of self-affirmation strategies of children of junior and senior preschool age based on author’s  method “My self-affirmation strategy”, the method of observation and mathematical processing of data; we have  made the analysis of self-esteem indicators of preschool children based on  A. V. Zakharov’s method, the mutual  connection between self-affirmation strategies and self-esteem of children under investigation was traced. Exactly in  the period of preschool childhood when the internal "Me" of a child begins to be formed it is very important to study  the particularities of his/her choosing a certain self-affirmation strategy with the aim of further correction of his/her  destructive manifestations in the behaviour and promotion of harmonious development of his/her personality as a  whole.  The  analysis  of the  results  of  the  conducted  empirical  research  showed  that  there  are  no  significant  differences between the children of  junior and senior preschool age in the manifestation of certain strategies of self- affirmation such as inert, constructive, destructive-dominant or destructive-adaptive ones. Simultaneously it was  established  that  the  constructive  self-affirmation  strategy  meets  the  adequate  child’s  self-esteem,  destructive- dominant strategy meets the overestimated one, inert strategy meets the understated one and destructive-dominant  strategy meets a very understated self-esteem. To prevent the formation of negative psychological constructs in time  makes it possible to educate a healthy, happy and independent person in the future. 

Features of self-awareness of adolescents with socialized behavior disorder

2020 ◽  
pp. 50-55
Author(s):  
Anna Afonina ◽  
Aleksandr Kazyulin ◽  
Boris Volodin ◽  
Dmitry Petrov
Keyword(s):  
Behavior Disorder ◽  
Self Esteem ◽  
The Self ◽  
Self Concept ◽  
Self Awareness ◽  
Affective Component

This study presents the results of studying the features of self-consciousness of adolescents with socialized behavior disorder, such as self-attitude (affective component of the image of the Self), self-concept, self-esteem and the level of claims.

scholarly journals Personal factors that influence the development of resilience in children aged between 7 and 12 years to develop in extreme poverty

2012 ◽  
Vol 5 (2) ◽  
pp. 98-107
Author(s):  
Hernán Yair Rodríguez Betancourt ◽  
Laura Guzmán Verbel ◽  
Nataly Del Pilar Yela Solano
Keyword(s):  
Training Program ◽  
Self Esteem ◽  
The Self ◽  
Self Awareness ◽  
Personal Factors ◽  
Extreme Poverty ◽  
Resiliency Factors ◽  
Positive Representations ◽  
The City

The following investigation was realized with the objective to characterize the personal factors that influence in the development of resilience in 200 children aged between 7 and 12 years in families linked to the program Red UNIDOS in the city of Ibague, for this was applied the inventory of resiliency factors proposed by Salgado (2005), which evaluate the level of self-esteem, empathy, autonomy, humor and creativity. The results show that the sample is in the middle of the factors evaluated (61%) and that 69% did not face adequately the adversity. We conclude that adult significant training children require psycho-afective formation to enable them to generate environments based on the self awareness of their children. Is proposed to design a training program for parents to incorporate into their speeches and actions positive representations on their children, so that achieving self-assertive and enable them to develop the ability to overcome adversity.

scholarly journals Use of the method for the formation of the concepts of size and shape in preschool children for clinical research

2020 ◽  
Vol 10 (6) ◽  
pp. 45-52
Author(s):  
Dmitrii L. Tikhonravov ◽  
Vladislav B. Voitenkov ◽  
Inna U. Golubeva ◽  
Alexander P. Gerasimov ◽  
Artem Y. Pashkov
Keyword(s):  
Clinical Practice ◽  
Preschool Children ◽  
Brain Activity ◽  
Simultaneous Presentation ◽  
Speech Development ◽  
Preschool Age ◽  
Clinical Aspects ◽  
Healthy Children ◽  
Size And Shape ◽  
Higher Cognitive Functions

The goal of the present study was to test the method of forming or actualizing preverbal concepts in the conditions of an independent search for a task solution in order to use the method in clinical practice. The conditions of the absence of researchers instructions allow: 1) to compare in ontogenetic and clinical aspects; 2) to develop the skills of an independent search for solutions in problem situations; 3) to improve the creative potential of a child; 4) to develop the ability to achieve a goal. The advantage of using the preverbal concepts of size and shape is that this method can be applied to children of primary preschool age and children with a delay in speech development. To test the method, 7 healthy children of the middle preschool age (4-5-year-old children) were selected. The first task was to form or actualize the concept of a bigger or smaller size in children during the simultaneous presentation of 4 flat or volume geometrical figures. The second task was to form or actualize the concept of a flat or volumetric object among simultaneously presented 4 figures of the same size (small, medium or big). To get reward children should have chosen the figure, which was different from the other 3 ones in a trial during the formation of both the concepts. In the both tasks, we calculated the quantity of trials, which were needed for the single attainment or excess of the 70% level of the correct task performance per each type of learning. The behavioral results showed that the learning speeds during the formation of the concepts of the bigger/smaller size and flat/volumetric shape did not significantly differ from each other. It could be suggested that those concepts were equally important for the 4-5-year-old children. The study showed that the concept formation model is a convenient psychological method for testing the level of the development of the higher cognitive functions in participants and its use is possible in clinical practice with the parallel recording of the brain activity (EEG, evoked potentials etc.) in children in the process of their performing cognitive tasks. The described model is promising for identifying intellectual developmental delays in preschool children and can be used to test children with various cognitive abnormalities.

Group Treatment for Children in Substitute Care

1983 ◽  
Vol 64 (10) ◽  
pp. 579-584 ◽  
Author(s):  
Judy Mayfield ◽  
Jennifer Branch Neil
Keyword(s):  
Support Group ◽  
Group Treatment ◽  
Coping Skills ◽  
Self Esteem ◽  
The Self ◽  
Self Awareness ◽  
Treatment Needs ◽  
Substitute Care ◽  
And Coping

A support group can increase the self-esteem of children in substitute care by promoting self-awareness and by teaching communication and coping skills. Treatment needs of these children are discussed, with emphasis on breaking through the superficial survival roles they have assumed.

scholarly journals PREPARING FUTURE EDUCATORS FOR THE IMPLEMENTATION OF TASKS OF THE ECOLOGICAL AND NATURAL EDUCATION OF PRESCHOOLERS IN THE CONTEXT OF UPDATING HIGHER EDUCATION STANDARDS

2018 ◽  
pp. 112-121
Author(s):  
Larisa Prisyazhnyuk ◽  
Olga Groshovenko
Keyword(s):  
Higher Education ◽  
Preschool Children ◽  
Educational Process ◽  
Reference Points ◽  
Preschool Age ◽  
Successful Implementation ◽  
Self Awareness ◽  
Education Standards ◽  
A Value ◽  
Preschool Age Children

The change of reference points in the ecological and natural education of preschool-age children actualizes the need for training teachers who are able to build the educational process in accordance with contemporary tasks and updated approaches. The list of special competencies that should be formed by the future educator for the successful implementation of the tasks of the ecological and natural education for preschoolers requires clarification. These competencies include: the ability of children to form primary ideas about the environment, the properties and relations of objects; development of self- awareness; the ability to form a value attitude to nature in preschool children, which is manifested in environmentally friendly behavior and activities in the environment. The results of student learning are also specified. Clarification of special competences and the results of preparing future educators allowed to design mechanisms for mastering the content.

scholarly journals Dynamics of “Self-Image” of Preschool Children (2004 and 2017: A Comparative Analysis)

2020 ◽  
Vol 24 (3) ◽  
pp. 501-518
Author(s):  
Lyudmila V. Fedina
Keyword(s):  
Comparative Analysis ◽  
Preschool Children ◽  
Cross Sections ◽  
Research Study ◽  
Educational Programs ◽  
The Self ◽  
Mathematical Statistics ◽  
Self Awareness ◽  
Self Image ◽  
Age Related

Introduction. Impetuous changes provoke a research into structural and substantive changes in modern childhood. Presentation of modern preschoolers differs from what their peers thought 10 and 20 years ago. It is necessary to determine the basis of preschool children’s self-image and to identify those specifications that remain unchanged and those that demonstrate significant changes. This will help to understand the fundamentals of building an internal image of a modern preschooler, highlight changes in its structure, and predict effective ways to accompany the development of a preschooler’s personality. Aim of the research: study the content components of the “self-image” of preschoolers, identify and describe the main dynamic trends in the self-image of preschoolers over the course of 13 years. Materials and Methods. The study of meaningful changes in the preschoolers’ ideas about themselves was organized using an interview. 211 preschoolers aged between 5 and 7 years old were interviewed. The study used the methods of cross-sections, the Kuhn-McPartland test modified by T. V. Rumyantseva, the method of studying the “self-image” by G. A. Uruntaeva and E. N. Gosheva, methods of mathematical statistics in the SPSS program. Results. The reflexive ego and the communicative ego are determined in the structure of the identification indicators of the self-image of the older preschooler as the stable characteristics. The dynamic tendencies are highlighted: modern preschoolers, in comparison with their peers in 2004, demonstrate more freedom and diversity in describing the identification characteristics of their physical ego and activity ego, at the same time they lose focus on relationships in the context of “me-others” (“social ego”). A comparative analysis made it possible to identify the zone of development of the self-image of modern preschoolers and the basis for the reconstruction of forms and methods of teaching and upb ringing. Discussion and Conclusion. The results of the research are important for the psychology of modern childhood. They clarify and supplement the description of the age-related characteristics of the development of self-awareness of modern preschoolers. The study allows us to place significant accents in the development of educational programs for preschool children in practice.

scholarly journals Teaching coherent descriptive speech to children of senior preschool age with speech underdevelopment problems

2020 ◽  
Vol 22 (4) ◽  
pp. 146-165
Author(s):  
L. G. Shadrina ◽  
O. V. Efimova
Keyword(s):  
Preschool Children ◽  
Research Methods ◽  
Speech Therapy ◽  
Preschool Education ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Practical Significance ◽  
Federal State ◽  
Systematic Analysis

Introduction. Today, one of the main requirements of the Federal State Educational Standard of Preschool Education is to ensure the speech development in children, which means mastering them of free, coherent dialogue and monologic speech skills as a means of communication with adults and peers. The indicators of successful speech development are skills to build different types of coherent statements. This requirement fully applies to children with minor speech delays. However, in modern speech therapy, the development of coherent speech is made dependent on the elimination of the shortcomings of unformed language structures and involves the use of reproductive techniques, including mainly constant repetitions of speech patterns. Children are simply asked to copy stereotypical schemes when making their own statements, but the attention is not paid to the process of formulating rules and peculiarities of description texts, the understanding of which is very important to be prepared for school. Thus, it is significantly important to revise well-established techniques to learn oral monologue speech when teaching children with serious speech disorders.The aim of the present article is to discuss the conditions for effective development of coherent descriptive speech in preschool children with speech underdevelopment problems.Methodology and research methods. The methodological framework of the research is based on the theory of speech activity and the theory of developmental education, as well as the systematic analysis of the peculiarities of verbal communication skills in children and modern ideas of correctional pedagogy about the structure of speech defects. In the course of the research, empirical research methods and a pedagogical experiment were employed.Results and scientific novelty. Children aged 5–6 years old (n = 60) with the logopedic report “general underdevelopment of speech of the 3 rd –4 th levels” took part in the experimental research. It was proved that it is necessary to teach preschool children with speech disorders not only to speak by analogy and model structures, but also to formulate detailed meaningful descriptive statements. The entry test demonstrated that most respondents have insufficient formation of coherent descriptive speech: 40% – medium level, 38% – low level. More than half of preschool children in the experimental group (53,6%) improved their results through the targeted and comprehensive correctional work, in the course of which they learned practical description skills. While working on description skills, children learned how to highlight and compare essential features of a subject, to combine individual phrases into a consistent message. The priority areas were identified in each speech task to ensure the greatest impact of its performance. The conducted classes influenced not only speech, but also cognitive development of children. Also, the classes stimulated children’s speech and thought activities, contributed to the activation of visual, auditory and tactile perception, memory, attention and observation.Practical significance. The research materials provide a new direction to determine the technologies for the development of coherent speech in children of senior preschool age with speech underdevelopment.

scholarly journals Relationship between indicators of communication, self-esteem and interpersonal status of preschool children

2021 ◽  
Vol 2 (119) ◽  
pp. 96-103
Author(s):  
Svetlana V. Lautkina ◽  
◽  
Irina N. Selezneva ◽  
Keyword(s):  
Preschool Children ◽  
Communication Skills ◽  
Peer Group ◽  
Self Esteem ◽  
Speech Disorders ◽  
Speech Development ◽  
Preschool Age ◽  
Group Method ◽  
Main Research ◽  
Normal Speech

Communication, complex multidimensional education, begins its active development directly in preschool age. With the correct and timely development of communication, cognitive processes, emotional-volitional and motivational-need spheres, behavior, and the interpersonal status of the child are formed. The formation of communication skills is possible only with the timely full development of speech. The lower the state of speech, the more difficult it is for the child to organize and implement communication, and vice versa, the higher the level of formation of the communicative act, the more fully expressive speech develops. Difficulties in forming speech and communication affect self-esteem. Self-esteem as a phenomenon develops under the influence of the assessment of others. Self-esteem is the result of one's own activity, communication, behavior, activities, experiences of a preschooler. The inability of a preschooler to implement verbal communication in a peer group leads to deformations in the development of personality and interpersonal interaction, reduces his social status, and leads to his isolation from other members of the team. Summarizing the above, we have set a goal – to study the relationship between indicators of communication, selfesteem and interpersonal status in preschool children. The main research method is the contrast group method. Empirical study was carried out in groups of preschoolers – with normal speech development and with speech disorders («General speech underdevelopment (GSU) level III» according to R. Levina's classification). The results of the study showed that the level of communication formation in the group of preschoolers with speech disorders is lower than inthe group of children with normal speech development. The lag in the formation of communication skills is represented by a number of indicators: «interest in a peer», «sensitivity», «prosocial actions», «means of communication», «active speech». Low self-esteem was found only in the group of children with speech impairments. There were no differences in the level of the sociometric status between children of both groups.

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