G.N. Serikov understands pedagogical assistance as the interaction of pupils and teachers, aimed at the joint fulfillment of their functions by each of them. In this sense, participants in education become partners. In his research, G.N. Serikov emphasizes that the role of a teacher comes down to creating conditions in which a person receiving his education could satisfy his spiritual, spiritual and educational needs. This approach does not imply leadership in the education of pupils, but support in education.

pedagogical activity aimed at increasing readiness for value self-determination. Assistance is carried out through guidance, accompaniment, assistance and support, differing in the degree of the teacher's initiative, his involvement in the process of overcoming difficulties.

pedagogical support implies the ability of a teacher to be near, to follow the child, accompanying him in his individual educational route, individual progress in learning.

We support the opinions of scientists in the essence of the concept of "assistance" as the creation of conditions, assistance and support in the implementation of activities and the achievement of goals; as a joint action to achieve the set goals. Support differs from assistance by a shift in emphasis on the ability of pupils to self-manage activities.

We support the basic principles of accompanying a child in the educational process:

- priority of the interests of the person being accompanied (“on the side of the child”);

- continuity of support;

- the complexity of the support approach;

- the desire for autonomization (M.A. Ivanenko).

Forms of pedagogical assistance in the formation of the image of the Self of a child of preschool age in the educational process can be dialogue, conversation, plot-role-playing and didactic games, etc.

Methods - research, heuristic, methods for solving creative problems, etc.

Means - creative tasks and exercises, organizational coordinating activities of the teacher, visual aids (including interactive ones), development of an individual educational route for the child, etc.

Pedagogical support of the pupil is a multilevel interaction, the main function of which is to stimulate that individual set of personally significant needs of the subject of educational activity, which determines his self-realization.

At the same time, taking into account the specifics of the interaction of a child with a Significant Adult, we focus on helping and supporting pupils in overcoming obstacles, focusing on their real and potential opportunities and abilities, on developing pupils' needs for successful independent actions.

Thus, under the pedagogical assistance of the formation of the image of the self of a child of preschool age in the educational process, we will be as a purposeful and systematic process of accompanying and helping a significant adult in the child's knowledge of himself as a representative of a certain gender, a family member, a citizen of the country, associated with the assessment of another and self-esteem, determining the choice of ways of behavior in society, taking into account gender roles and moral values ​​of society.

Model of pedagogical assistance to the formation of the child's self-image 1.2.

preschool age in the educational process Theoretical understanding of the problem of pedagogical assistance to the formation of the self-image of a child of preschool age in the educational process determined the need for designing a model.

The modeling method is the creation of an ideal, from the point of view of scientific data, model of organization and conditions for the functioning of the pedagogical process or any part of it. Evtushenko I.N. considers the possibility of using the modeling method to study the processes and phenomena of the surrounding reality, it allows you to better understand the relationships that arise within the subject of study.

The works of philosophers B.A. are devoted to modeling as a scientific method.

Glinsky, B.S. Grazny, B.S. Dynina, E.P. Nikitina, V.A. Shtoff and teachers A.I. Arkhangelsky, A.P. Belyaeva, V.P. Bespalko, V.I. Zhuravleva, A.A. Kirsanova, V.V. Kraevsky and others.

BA Glinsky notes that the simplest function of modeling is to reproduce the properties and relationships of objects and processes. As a specific feature as a method of scientific knowledge, the research role is emphasized.

V.V. Kraevsky characterizes modeling as a cognitive reflection based on concepts, principles and patterns.

reflecting the structure and functions (taken in a dynamic unity, in a broad sociocultural context) of a specific typologically reproducible way of implementing the educational process is considered by G.B. Kornetov.

By definition, I.P. Podlasogo, a scientific model is a mentally represented or materially implemented system that adequately reflects the subject of research and is able to replace it so that the process of studying the model allows obtaining new information about this object about the object.

N.G. Salmina singles out the model as a substitute for the object under study; or the model is in a state not equivalent to the original, reflecting the object under study.

According to V.A., Slastenin, V.N. Mikheeva, etc., an object can be a model of another object (original), having the following parameters: be a system; corresponds to the similarity with the original; at some points differ from the original; in certain respects, in the process of research, replace the original; as a result of the research, to provide the possibility of obtaining new knowledge about the original.

Despite the ambiguity of the model, it is reduced to a conditional image of an object or a system of objects.

properties and relations of the original that are of direct interest to the researcher, the correlation of the model with the original is specified. In this regard, we will understand the original as a certain limited complex of those properties, connections, relations that are of direct interest to the researcher, and not an integral object in its qualitative and quantitative specifics, in all the richness of its various properties, connections, relations.

In this case, not the entire integral object, respectively, replacing the original in the research process, is considered a model, but the original is that complex of the corresponding complex, called .

Exist various classifications models, preliminary meaningful characteristics. Mandatory identity between the model and the original must be established by some essential feature (or set of features). An essential sign may be functioning. There are four types of models: structural (internal organization of the original); substantive (the material of the model for all or functional (imitates the behavior of the original); mixed (structural-functional or structural-content).

The analysis of the natural essence of the models and the purpose of this study led to the conclusion that we are developing a structural-functional model in terms of the nature of the reproducible sides, since we needed to reflect the stages and functions of the pedagogical phenomenon we are studying.

To substantiate the structural and functional model of the pedagogical educational process, we applied a synthesis of methodological approaches, the choice of which is determined by the key task of our study:

increased attention to the personality of the child in the educational process of preschool education (personally oriented focus of pedagogical assistance on the moral values ​​of society (axiological approach);

(hermeneutical approach).

The comprehension of the concept of the image of the Self of a preschool child in the psychological and pedagogical literature has led us to the theoretical substantiation of the synthesis of axiological, personality-oriented and hermeneutic approaches in promoting the formation of the image of the Self of a child of preschool age in the educational process, increasing the role and status of self-valuable preschool childhood in the holistic development of personality.

The axiological approach is considered by us as a general scientific basis in considering the assistance of Significant adults to the formation of the self-image of preschool children. A personality-oriented approach to self-knowledge and the development of personal qualities is substantiated as a concrete scientific basis.

Hermeneutical approach as a methodological and technological basis for research.

Let us consider the essence of the methodological basis of our study.

The axiological approach is represented by such scientists as N.L. Khudyakova, V.A.

Slastenin, I.F. Isaev, A.I. Mishchenko, E.N. Shiyanov and others). According to V.A.

Slastenin, this approach is organically inherent in humanistic pedagogy, since a person is considered in it as the highest value of society and an end in itself for social development.

It is believed that the concept of "axiology" (from the Greek axia - value and logos word, idea) was introduced in 1902 by the French philosopher P. Lapi, and the active use of this term can also be traced in 1908.

German scientist E. Hartmann.

In philosophical dictionaries, axiology is defined as the science of values.

A more detailed definition is given in the Pedagogical Dictionary by G.M.

Kodzhaspirova: the term axiology is understood as a philosophical doctrine of the spiritual, cultural, material, moral and psychological values ​​of an individual, team, society, the relationship of these values ​​with the real world, a change in the process of historical development of the value-normative system.

Value - (according to V.P. Tugarinov) - is not only objects, phenomena and their properties that people of a certain society and an individual need as a means of satisfying their needs, but also ideas and motivations as a norm and ideal.

E.S. Rapatsevich interprets value as any object (including ideal) that is of vital importance for the subject (individual, group, layer, ethnic group). In a broad sense, not only abstract, more attractive meanings or situational values ​​can act as values, but also specific material goods that are consistently important for an individual. In a narrower sense, it is customary to speak of values ​​as spiritual ideas contained in concepts that have a high degree of generalization.

With regard to the educational process, the axiological approach reveals the goals of pedagogical activity, which are determined by specific motives that are adequate to the needs that are realized in it. This explains their leading position in the hierarchy of needs, which include: the need for self-development, self-realization, self-improvement and development of others. In the mind of the teacher, the concepts of "personality of the child" and "I am a professional" are interrelated.

regulating pedagogical activity and acting as a cognitive-acting system that serves as a mediating and connecting link between the established public outlook in the field of education and the activities of a teacher.

Taking into account the formation of the image of the self of a preschooler, it is necessary to create a system of values ​​that would allow the creation of a personality in the process of assimilating social experience and its entry with the help of adults into the widest context of the existence and development of culture and its value bases. At the same time, universal human values ​​must be born in advance in the experience of the personality of a child of preschool age, otherwise they cannot be adequately appropriated by it. In the interpersonal interaction of a preschool child with the world of adults and peers, we pay great attention to the formation of moral values ​​of society, such as mutual understanding, justice, respect for the personality of another person, etc.

The axiological approach in the formation of the self-image of preschool children involves cooperation and communication with each child as with the main value of life. The implementation of this approach ensures the revival of a full-fledged childhood, the creation of conditions for situations of success in gaming and creative activities. The axiological approach also determines the importance of creating conditions for the emergence and development of a positive "I-concept" that is adequate to the moral standards of a particular society.

According to R.M. Chumicheva, the main goal of educating the personality of a child is to create conditions for the most complete realization by a person of his Self, his self-realization, self-expression, abilities and opportunities in the society and culture of his environment. Awareness of oneself from preschool age as an object and subject of culture, history will provide the foundation for the development of value orientations, meanings and a solid experience of life. In the experience, personal qualities and positions of participants in the activity are formed in the process of developing abilities and unlocking potentials, the formation of the image of the Self and the assertion of the basis of a harmonious holistic "I-concept", while revealing the attitude to the events and phenomena discussed.

In our study, we rely on the values ​​of the personality of subjects in the educational process, such a group of values ​​reflects what is significant for a person in itself, what forms the emotional and evaluative side of the image of I. The formation of semantic formations, according to Emelyanova I.N. in personal structures is connected with the dynamics of the processes of consciousness, through which the knowledge of the surrounding world takes place, the awareness of one's own "I" in this world with a focus on eternal values ​​- Man, Family, Fatherland, Culture, World, Earth, etc.

self-regulation of behavior in the present and future, learns to create products of activity. The educational effect of the axiological approach lies in the fact that it ensures the development, first of all, of the emotional motivational-value, cognitive, behavioral image of a person who identifies himself with the image real person or an artistic image created in the culture of their country.

Thus, the axiological approach implies a focus on the cognitive, evaluative-emotional and behavioral components of the formation of the image of the Self in accordance with the cultural heritage of one's people.

Comprehension of the formation of the image of the Self of a child of preschool age, as the basis for the formation of a harmonious "I-concept" of an adult Trubaychuk, N.A. Alekseev, E.V. Bondarevskaya, I.A. Kolesnikova, V.V. Serikov, E.N. Shiyanov, I.Ya. Yakimanskaya and others), where the absolute value is the personality itself in its originality and integrity.

Also, such scientists as O.S.

Gazman, V.V. Serikov, E.V. Bondarevskaya, E.N. Gusinsky, Yu.I. Turchaninov, Zenkovsky and others, as well as the scientific works of representatives of the humanistic direction in pedagogy and psychology A.G. Maslow, R. Berne, W.A.

Sukhomlinsky, Sh.A. Amonashvili and others.

A personality-oriented approach is a methodological orientation in pedagogical activity, which allows relying on a system of interrelated ideas, concepts and methods of action to support and ensure the processes of self-knowledge, self-realization and self-building of the child's personality, the development of his individual uniqueness. This approach is associated with the formation of the "image of the Self", so it establishes the relationship of a number of concepts:

individuality as the unique originality of a person, the unique features of his features that distinguish him from others;

characterizing the social essence of a person;

self-actualization - a conscious active desire to maximize one's abilities and capabilities;

self-expression - the process of development and its result, the manifestation of one's qualities and abilities;

subjectivity - the quality of an individual (or group), reflecting the ability to be a subject and have activity and freedom in carrying out activities.

These concepts form the basis of the content block of the formation of the image of the Self, where the child realizes and experiences the system of ideas about himself, his attitude towards himself and others. At the same time, pedagogical assistance is manifested in the activities of the Significant Adult in providing the necessary assistance to children in solving the problems of each related to physical and mental health, communication skills, success in educational activities, etc.

The main principles of promoting the formation of the image of I in the paradigm of a personality-oriented approach (according to E.N. Stepanov) are:

The principle of self-actualization. The need to update their intellectual, artistic, communicative and physical abilities is present in every child. It is necessary to encourage and support the child's desire to manifest and develop their natural and socially acquired capabilities and adequately reflect them in the "I-image"

- "I'm real."

The principle of individuality. It is important to promote their further development, predicting "I am promising", and not just take into account the individual characteristics of a preschool child.

The principle of subjectivity. It is aimed at the formation and enrichment of the subjective experience of a child of preschool age, designed to help him become a true subject in his life. Dominating in the process of interaction of preschool children should be the intersubjective nature of the interaction. Without choice, the development of self-actualization of abilities, individuality and subjectivity of the child is impossible. It is pedagogically expedient for the child to have subjective powers in choosing the purpose, content, forms and methods of organizing the educational process, to live and be brought up in conditions of constant choice.

The principle of creativity and success. Creative, individual and collective activities make it possible to determine and develop the individual characteristics of the child. The child reveals his abilities through creativity, he learns about the “strengths” of his personality.

Achieving success in one or another type of activity contributes to the formation of a positive "I-image" of the child.

The principle of trust and support. Trust in the child, support for his aspirations for self-realization and self-affirmation should replace excessive control and excessive demands. Not external influences, but the creation of internal motivation determines the pedagogical assistance in the formation of the "image of I".

In our study, we used a hermeneutic approach (R.R.

Denisova, G.I. Ruzavin, M.M. Bakhtin, E.V. Bondarevskaya, S.V. Kulnevich, F.

Kron, F. Schleiermacher, M. Heidegger). The word "hermeneutics" from the Greek language is translated as "explaining", "interpreting". This approach is based on philosophical hermeneutics - a philosophical theory of understanding and interpretation of humanitarian phenomena, built on the fundamental ideas of W. Dilthey, G. Gadamer, E. Husserl.

From the standpoint of hermeneutics, education is an appeal to the mental experience of the subject, to his "life world", which manifests itself as an experience. Such a phenomenon as mental experience is mastered only in reflection, i.e. a person understands in others only what he has experienced and understands in himself. This applies equally to teachers and students. It is the child's experiences that are the main subject of the educator's activity, and not behavioral reactions or expressed judgments, should arise in situations of pedagogical interaction, which is always organized as a dialogue between an adult and a child.

How to work with the experiences of children, their memories, expectations, fantasies, the practice of hermeneutic education is being built.

The attributes of the educational process (children's poems, amateur songs, essays, autobiographical notes, diaries, letters) are products of children's verbal creativity that must be accepted by the educator: not analyzed and evaluated, but recognized as a personal value of a growing person who is allowed to be himself.

Without the reflection of the educator of his own childhood experience, their childhood experiences, “living through” memories from childhood, the hermeneutic acceptance of the child is impossible. Such a teacher will be able to cooperate with the child as a senior comrade, and will not lead him, instruct him.

Education in a hermeneutic style should teach the child to understand the people around him and himself.

Understanding in hermeneutics is considered as a procedure of comprehension:

comprehension of meaning in any manifestations of human culture. Therefore, for education, it is very important to turn to music, fine arts, classical models in literature, where the main ideas have already been interpreted by the authors and you just need to open up to them. For supporters of the hermeneutic approach, the past life of the child, the remaining experiences, their correlation with the current life are always important. Understanding a specific act of a child is possible only with an understanding of his personality, and understanding of personality is impossible without understanding the socio-cultural realities of the era.

the formation of the child's self-image, it means the teacher's ability to interpret, reveal, intuitively feel and even guess in each child the personality, his inner and potential capabilities: talent, abilities, uniqueness, individual characteristics and, on this basis, design his individual educational route. Understanding by the educator of the features of the development of the personality of a preschooler, associated with the manifestation of his subjective beginning, provides him with an exit from the physical shell, awareness of his "I". An educator using a hermeneutic approach educates pupils of any age with their own special life values.

the methodological basis of pedagogical assistance in the formation of the self-image of a preschooler, which allows us to identify the origins of the relationship between social and personal factors in the development of the personality of a preschooler, the interaction between an adult and a child, and the synthesis of different types of children's activities.

Appeal to the individual, the desire to satisfy her growing cognitive needs, a skillful combination of social and personal factors will allow educational activities in a preschool organization to adapt as much as possible to the individual characteristics of preschool children as a developing socio-cultural phenomenon, to respond flexibly to changes in the social and cultural environment.

As a result of the analysis of psychological and pedagogical literature and understanding of the problems of pedagogical assistance in the formation of the self-image of preschool children, we developed a structural-functional model (Fig. 2).

The model in our work is understood as a holistic structural and functional organization of the process of promoting the formation of the image of the Self, which presents a phased work on its implementation. The central backbone of the model is the goal formed on the basis of the social order of society - to ensure the full development of the child's personality in the educational process. Designing a structural-functional model of pedagogical assistance to the formation of the self-image of a preschooler in the educational process allows the teacher to rethink the standard logic of building the educational process, to highlight new value orientations and priorities of pedagogical assistance in it.

In the structure of the designed model, we have identified the following blocks:

1. Motivational - the target block includes a goal determined on the basis of the social order of society - to provide a full-fledged educational process;

pedagogical assistance in the formation of the image of the I of the child;

promoting the formation of the self-image of a preschool child in the educational process;

The goal of the Federal State Educational Standard is to ensure the full development of the child's personality in the educational process. Blocks of the formation of the image of I Motivational Motivational Target Content Procedural All blocks of this model are interconnected and reveal the internal structure of the process of pedagogical assistance in the formation of the image of the Self of a preschooler. The blocks of the formation of the image of the self of a child of preschool age provide controllability and integrity of the educational process, putting into practice the following functions: motivational, personality-oriented, active, reflective.

The motivational function focuses on the formation of the image of the Self as a facet of entry into society.

A personality-oriented function manifests a social role self in the interaction of preschool children with peers and adults on the basis of moral values.

The activity function provides the knowledge of the psychological Self in the formation of the personal experience of a preschool child in educational activities, where the Self manifests itself as a subject of activity, which allows the design of an individual educational route for each child, taking into account gender specifics, which ensures the full development of the preschooler.

The reflexive function makes it possible to reflect the orientations of the child's knowledge of himself as a representative of a certain gender, family member, citizen of the country, associated with the assessment of another and self-assessment, which determine the choice of ways of behavior in society, taking into account gender roles and moral values ​​of society.

This is how the components of the formation of the image of the I of the child were determined:

cognitive, emotional-evaluative, behavioral.

Let's consider the content of each component and methods of its implementation in the educational space of the ECE.

The cognitive component includes the preschooler's knowledge of himself as a representative of a certain gender, knowledge of family history, family members, their profession, gender roles, and place of residence. The content of the cognitive component is determined by the system of dominant motives that express the conscious attitude of the individual to know himself in communication and activity and to know the world around him. Considering the personality of the child, we identified the internal and external motives for cognition that characterize the development of the personality as a whole:

- aimed at self-affirmation in various social environments, social motives;

self-expression, motives for creative achievements;

- aimed at satisfying cognitive needs, cognitive motives;

caused by a mismatch between internal motives, individual experience and external socio-pedagogical norms and rules.

The most important and necessary element of knowledge Trubaychuk L.V.

highlights reflection, which is the cognition and analysis by the individual of his own consciousness and activity, i.e. "a look at one's own thought and actions from the outside". The presence of the reflexive component in the development of the personality is mediated by the fact that it acts as one of the mechanisms for the development of intellectual neoplasms and determinants in the organization of the creative self-development of the individual.

As methods for implementing the cognitive component, we put forward the following: methods of forming cognitive interest through games, discussions, entertaining situations, ethical conversations, goal setting, self-control, methods, means and forms of education that ensure the existence of community, compatibility in the life of a child and an adult, cooperation between them , in the process of which the formation of new ways of their social interaction takes place.

The use of these methods contributes to the formation of motives in the knowledge of oneself and the surrounding reality, the desire to transform the world, build the prospect of one's own achievements, and helps develop the ability for adequate self-esteem and introspection.

Emotional-evaluative component, containing the ability to evaluate the actions, deeds and behavior of other people and oneself; the procedural block contains methods, forms and means effective for the formation of the image of the Self. This component makes it possible to acquire new knowledge about oneself, about others, about the world from the point of view of the needs and interests of the subject of activity, and also allows one to present the subject of interests and aspirations of the child, take into account his abilities and potentials in the development of the child's personality.

The allocation of the emotional-evaluative component is justified by introducing children to the values ​​accumulated by this society. In this sense, the child's acceptance and self-assessment of his image of the Self implies the actualization in the child of a conscious need to develop, improve, create in difficult situations of a changing society, and socialize in the culture of his people. In the formation of a harmonious image of the Self, this function provides the skills of self-regulation and self-control;

attention to one's own inner world and the world of loved ones; understanding of their abilities and interests; the ability to see oneself in the "mirror" of another person; understanding the significance of the product of activity received by the child, its purpose, value for oneself and others.

Methods for the implementation of the emotional-evaluative component Emelyanova I.E. highlights an individual educational route, portfolio design, self-assessment, etc.

The behavioral component reveals the motives of the child's behavior in society based on moral values. Here the communication of the child with the outside world plays an important role. The interaction of the subjects of the educational process is reduced to the organization of cooperation, co-creation of children and teachers. Communications in the subjects of the educational process are implemented in:

- the teacher's target setting for a personality-oriented approach, a cooperation strategy;

intersubject communication;

Collective organization of activities, when the team acts as a guarantor of the manifestation of the capabilities of each individual (collective subject);

moral, emotional, social, moral values);

- the predominance of empathy in interpersonal relationships;

The choice of methods of cooperation, which is determined by the choice of priorities focused on the final result - the improvement of a person, taking into account the sovereignty of the subjects.

It is also important to pay attention educational environment, since the relationship in the educational space of the individual and the environment makes it possible to explain aspects of the behavior and development of the child. Developing subject providing the development of various types of activities of the child, the formation of his personal experience, which ensures the development of his personal qualities in educational activities.

the following methods: methods of persuasion of significance, clarification of personal significance, methods of everyday communication, business, friendly, trusting interaction: method of respect for a child's personality, trust, persuasion, motivation, pedagogical requirement, sympathy; methods of supporting the initiative, methods of self-organization of interaction, joint educational activities; a method of addressing the positive aspects of a person, a method of evaluating the usefulness of created products. The use of these methods contributes to the formation of the personal experience of children, the development of their personal qualities, the formation of a holistic harmonious image of I.

The indicated components of the formation of the image of the Self of a child of preschool age in the educational process of the preschool educational institution are carried out with the assistance of Significant adults (parents, educators, teachers of additional education, relatives). In our model, pedagogical assistance is indicated through the stages of the formation of the image of the child's self. It is important to take into account the age-related features of the formation of the image of the self of a preschooler and the targets for the formation of the personality as a whole. Therefore, one of the conditions for pedagogical assistance in the formation of the image of the child's self, we put forward the design of an individual educational route for each child, taking into account gender specifics, which ensures full development.

The implementation of the methodology for promoting the formation of the image of the I of the child in specially created pedagogical conditions of the educational process of the preschool educational institution is presented in paragraph 2.2. The criteria for the formation of the image of the self of a child of preschool age (cognitive, behavioral, evaluative) correlate with the motivational, content, procedural blocks of the model and reflect the pedagogical conditions for pedagogical assistance in the formation of the image of the child's self.

The cognitive criterion is the presence of knowledge about oneself as a representative of a certain gender, family, children's team, country.

Behavioral criterion - the ability to interact with peers and adults; representation, understanding the meaning of their actions;

focus on the knowledge of social relations, on the assimilation and observance of social norms and rules.

Evaluation criterion - the ability to transfer the acquired experience to life; the ability and desire to take care of the results of their activities and the activities of others; evaluate the actions of oneself and others.

So, based on the integration of axiological, personality-oriented and hermeneutic approaches, we have designed a structurally functional model of pedagogical assistance in the formation of the self-image of a preschool child in the educational process.

This model is aimed at forming the personal experience of a preschool child in educational activities and designing an individual educational route for each child. The final educational organization is the optimal level of formation of the image of the self of a child of preschool age.

We also put forward the assumption that the formation of the image of the I of a preschool child in the educational process at the optimal level will be achieved under certain pedagogical conditions of pedagogical assistance. We will consider them in the next paragraph.

Pedagogical conditions for promoting the formation of the child's self-image 1.3.

preschool age in the educational process Based on the findings in the first paragraph and the substantiation of the structural and functional model of pedagogical assistance to the formation of the self-image of a preschool child in the educational process, we have identified a set of pedagogical conditions for pedagogical assistance to the formation of the self-image of a preschool child in the educational process:

organization of interaction of preschool children with a harmonious entry into society;

the formation of the personal experience of a preschool child in educational activities, which ensures the development of his personal qualities;

designing an individual educational route for each child, taking into account gender specifics, ensuring the full development of a preschooler.

Let us consider each of the conditions of the hypothesis in detail. The first condition for pedagogical assistance in the formation of the image of the child's self in a preschool educational organization is the organization of the interaction of children of moral values ​​for harmonious entry into society.

"Interaction" is considered in the pedagogical literature as the mutual influence of something on something (or someone on someone), and also in the case of human interaction - joint action. The interaction of a preschool child with peers and adults involves the manifestation of attention to him, develops the ability to listen and conduct a dialogue.

Such forms of contact are typical for children aged 3 to 7 years. At the age of 2 to 4, it is enough for a child that a peer simply joins his game and supports the general fun. They jump, run after each other, hide, and each of the participants in the action is primarily concerned with attracting attention to themselves.

A turning point in relationships with peers occurs in a child in the middle of preschool age - in the fifth year of life. This is especially noticeable in children attending a preschool educational organization. At this age, children play with each other more consciously, and if in their younger years they just played side by side, now the complicity of a peer, the coordination of actions, actions and the achievement of common results are important. If after 4 years the child does not know how to play with other children, then this may indicate a lag in social development. By the age of five, a competitive beginning appears in children's communication - they closely observe the actions of other pupils and evaluate them.

By the age of 6-7, the child's attitude towards peers changes dramatically. During this period, children are already able to conduct out-of-situ conversations and tell each other about where they were yesterday, what they saw, give assessments, share plans and preferences. At this age, there is a full-fledged communication that is not associated only with games and toys.

Children of older preschool age can talk for a long time without doing anything, which is not observed at younger preschool age.

It is worth noting that emotionality and friendliness grow significantly. Children try to help each other, suggest, while the competitive principle also remains, but becomes more rational.

Older preschoolers have the ability to see in a partner not only his toys, successes and failures, but also his mood, desires, preferences. Children of this age not only talk about themselves, but are also interested in the life and interests of others. Interest in another person comes to the fore. At this stage of development, it is very important for parents to maintain a good relationship with their peers in children, setting personal examples in communicating with people.

By the end of preschool age, the first rudiments of true friendship. Older preschoolers gather in groups of 2, clearly expressing affection for their friends. Disputes arise mainly on the basis of who is friends with whom or is found. The child may also worry about the lack of relationships with peers and the support of a Significant Adult is needed here.

I.V. Mavrina focuses on such qualities as mutual trust, kindness, willingness to cooperate, the ability to get along with others, defend their rights, rationally resolve conflicts that arise in the process of interaction with equal partners, the child acquires. A child who has a diverse positive experience of interacting with peers begins to more accurately assess his own capabilities and the capabilities of others, himself and others, and, accordingly, his creative independence grows. Therefore, it is so important at preschool age to lay the moral values ​​​​of interaction with people: tolerance, goodwill, mutual understanding, respect for the personality of another.

The attitude towards oneself is manifested in such qualities as independence, self-esteem, accuracy, responsibility. It is these qualities, these moral traits that are the external manifestation of the existing internal moral relations of the individual on the basis of reflection.

initiative, responsibility, diligence, honesty, concern about the failures of comrades, the joy of empathy with their successes - all this shows the relationship of the child to the team. Careful attitude, according to Emelyanova I.E. to common toys, maximum performance in the game, in educational activities - in this the child manifests and evaluates himself as a member of a team, society. Here, the most important moral category is joint and individual work, the attitude towards which must be formed and developed in free and direct educational activities.

The teacher must during the child's stay in preschool educational institution evaluate the child's behavior. In this case, the child compares and evaluates his vision of the situation and the vision from the outside, which leads to the correct formation of the image of the Self. It is very important in directly educational activities to select such exercises that develop the ability for introspection, analysis of the behavior of heroes of fiction, analysis of the behavior and actions of others children. During the selection of exercises, it is necessary to take into account the relationship between the children in the group, the previous individual experience of each child, which can both help and hinder the adequate formation of the image of the Self.

From the point of view of S.A. Kozlova, communicating with an adult, the child observes his activities, hears his assessments, sees his actions. But the process of formation of moral values ​​in preschoolers will take place only in those cases when parents, educators deliberately demonstrate to the child their assessments, attitudes, actions, making themselves a role model, a kind of “visual aid”.

So, the child begins to more accurately assess his own capabilities and the capabilities of others, himself and others, having a diverse positive experience of interacting with peers, therefore, an adequate image of I is being built. Without due attention of an adult to the interaction of children in a microsociety, a child can become withdrawn, have no idea about the world around him, about himself: “I don’t know what I am, just my mother.” Therefore, in a preschool educational organization, all conditions must be created so that children can trustfully rely on the constant care and support from all employees. Only in this way can a child be created a sense of emotional well-being in kindergarten and he will be able to communicate with adults and peers willingly and naturally, looking forward to a new meeting with joy, play together with the children, share his joys and sorrows with adults.

Thus, by organizing the interaction of preschool children with peers and adults on the basis of moral values, we can ensure the child's harmonious entry into society.

The second condition is the formation of the personal experience of a preschool child in educational activities, which ensures the development of his personal qualities. V.V. Serikov considers the understanding of the term "personal experience" as the experience of performing one of the activities, achieving certain results in this activity and evaluating them. To form a personal experience means to develop a culture of carrying out personal and creative activities.

Personal experience is the experience of meaning, a kind of inclusion of a given subject of activity (with its goals, process, expected results, etc.) in the context of a person's life, it is an objective value that has become a subjective attitude, view, conviction, and one's own conclusion from the experience. G.P. Prevechny and Yu.A. Sherkovin reveal the experience of the individual as a dynamic system of stable feelings, habits, skills and knowledge that arise in the course of the individual's life.

The formation of personal experience in the educational activities of a preschool child ensures the development of his personal qualities, let's consider some of them: independence, initiative, responsibility.

In the younger preschool age, the first manifestations of independence appear, at this age, according to the definition of A.N. Leontiev, the initial actual folding of the personality takes place. With the development of various types of activities by the child - play, labor, productive, the further development of independence is associated.

Independence - independence, freedom from external influences, coercion, from outside support, help. Independence - the ability for independent action, judgment, initiative, determination. In pedagogy, this is one of the volitional spheres of the individual. This is the ability not to be influenced by various factors, to act on the basis of one's views and motives. . D.N. Ushakov interprets the term "Independence" as the ability for independent action, judgment, initiative, determination. S.Yu. Golovin connects the independence of the individual with the active work of thought, feelings and will. This relationship is two-sided: the development of mental and emotional-volitional processes is a necessary prerequisite for independent judgments and actions; judgments and actions that develop in the course of independent activity strengthen and form the ability not only to take consciously motivated actions, but also to achieve successful implementation of the decisions made despite possible difficulties.

L.I. Bozhovich, N.A. Vetlugin, P.G. Samorukova, A.P. Usova et al., distinguish a number of indicators of the manifestation of independence:

- independent actions and actions of the individual, - strive to implement their plans without outside help, - the ability to set and solve various tasks proactively, - the ability to evaluate and control one's actions.

These indicators make it possible to characterize independence as one of the leading personality traits. Allows us to consider it possible and necessary to form independence in preschool children.

A.N. Leontiev, L.I. Bozhovich and others believe that the process and result of activity directly depends on what the activity is aimed at, and for the sake of independence, the motives and goals of the activity carried out by the child play.

The close bond between adult and child changes and weakens during preschool childhood. The manifestation of stubbornness, negativism, disobedience, pranks in a preschool child tells us about the emancipation of a child from an adult. A stable manifestation of acting independently of an adult is the formation of a tendency towards independence. By the beginning of preschool childhood, the child's independent actions begin to take the form of activity, enriching themselves and acquiring a system. By the middle preschool age, different forms of independent behavior begin to manifest themselves in different types activities.

independent behavior turns into a trend that indicates the emergence of independence as a personality trait, and it manifests itself in various types of practical activities and communication of the child with adults and peers. From the independence of a reproductive, reproducing nature, the independence of children unfolds to independence with elements of creativity with a constant increase in the role of children's consciousness in the implementation of independent activity. In this case, the indicators of manifestation of independence are the following:

strives to implement his plans, independent actions and actions without outside help;

the ability to creatively, proactively set and resolve various tasks of activity;

the ability to show responsibility and perseverance in achieving the goal;

ability to evaluate their actions and control.

Thus, the foregoing allows us to define independence as one of the leading qualities of a person. The needs of children, which are realized in activities, are the root cause of the manifestation and formation of independence, and its immediate stimulus is interest.

The most important indicator of children's intelligence, its development is initiative, which is most clearly manifested in communication, objective activity, play, and experimentation.

Initiative - (from the Latin initium - beginning) initiative, the first step in any business; internal motivation for new forms of activity, entrepreneurship; leading role in any action.

activity, behavior and personality of a person, meaning the ability to act on internal impulses, in contrast to the reactivity of behavior carried out on external stimuli. An indispensable condition for the improvement of all cognitive activity of the child, especially creative, is initiative.

With the manifestation of curiosity, ingenuity, inquisitiveness of the mind, an enterprising child is distinguished by the content of interests, initiative is associated at preschool age. The desire of the child to organize games, productive activities, meaningful communication, the ability to find an occupation that corresponds to one's own desire, join in a conversation, offer an interesting business to other children characterizes an initiative child of senior preschool age.

Responsibility is one of the most complex phenomena in the theory of volitional qualities. It is called "the quality of the highest order" because of the close relationship with the emotional, moral and ideological aspects of the personality. This quality reflects the inclination of the individual to adhere to generally accepted social norms in his behavior, to fulfill his duties and his readiness to give an account for his actions to society and himself.

In a society where the principle of "one for all and all for one" is affirmed, where the free development of each becomes a condition for the free development of all, relations of responsibility of dependence acquire the character of truly mutual relations. The responsibility of the behavior of the individual in relation to society is increasingly consistent with his personal aspirations.

Consider the manifestation of this quality in preschool children. Responsibility indicators include:

the child's awareness of the need and importance of performing duties that are important to others;

the focus of actions on the successful completion of assigned tasks (the child starts on time, tries to overcome difficulties, brings the matter to the end, etc.);

emotional experience of the task, its nature, result (satisfied that he is on duty, worries about success, feels satisfaction from the consciousness of successful completion, experiences the assessment of others, etc.);

awareness of the need to be held accountable for the performance of duty.

These qualities, personality traits of a preschool child are not only manifested, but also formed in vigorous activity, in those various types of it (communication, play, creativity, research, experimentation, etc.) that make up his life. Depending on what the child does (i.e., what is the content of his activity), how he does it (methods of activity), on the organization and conditions of this activity and on the attitude that this activity causes in the child, certain inclinations and traits are formed. character, knowledge is consolidated, and hence personal experience is formed.

Emelyanova I.E. considers human activity as two types of actions. One type of activity can be called reproducing, i.e.

a person reproduces, repeats previously created and developed methods of behavior, and the second type of activity is combining or creative, the result of which is the creation of new images and actions. In the process of learning about the world around them, children interact with it and learn to live and create together. For example, performing collective creative work, children learn to negotiate, distribute areas of activity, reflect and evaluate their work and the work of a friend. It is important that the Significant Adult helps create an atmosphere of trust and support, rather than competition, when doing creative work in a group.

Also, the formation of the personal experience of a preschool child occurs in research games, which are understood as a game situation in which purposefully exploratory behavior is realized through the game (S.L. Novoselova, N.N. Pod'yakov, A.N. Pod'yakov, S. Keyplan, N. B. Shumakova, A. I. Savenkov and others). Children often create play situations themselves, regardless of external conditions.

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Fformationimage" I"in older preschool children

personal imagepreschool correction

FROMcontent

Introduction

1. Theoretical aspects of the development of the image of the I of the personality

1.1 Characteristics of the image I

1.2 Characteristics of senior preschool age

1.3 Conditions for the formation of the image I of a child of senior preschool age in the educational process

2. The process of forming the image of the I of the child in children of senior preschool age

2.1 Diagnosis of the formation of the image of the I of the child

2.2 The system of pedagogical support in the development and correction of the self-image of a child of senior preschool age

Conclusion

Literature

Applications

ATconducting

The historically formed traditional system of upbringing and education provides in childhood the appropriation of a certain range of knowledge, moral norms and spiritual guidelines that meet the requirements of the existing society. However, with the development of society, the means and methods of organizing reproductive activity become unproductive and require changes.

The solution to this problem largely depends on the teacher, whose activity is aimed not only at organizing activities that provide children with theoretical knowledge, but also at the formation of a creative, socially successful personality. The current problematic situation that arises in the modern education system is associated both with the difficulties of the transition from traditional education to personality-oriented, and with the predominance of the cognitivist approach in teaching. Currently, great attention is paid to the mental development of the child, where the emphasis is on perceptual-mnemonic ways of acquiring knowledge. This approach often does not take into account the peculiarities of the development of the child's personality, his individual life experience, emotional attitude to yourself and to the world. This leads, on the one hand, to the successful development of the child's cognitive sphere, and on the other hand, to the emergence of problems in the development of social abilities and skills, and, consequently, in building harmonious relationships with oneself and with the outside world.

The way out of this situation in education is associated with the organization of activities in the education and development of the child, in which the children simultaneously learn the image of the world and the image of their "I".

An analysis of psychological and pedagogical studies (L.S. Vygotsky, L.I. Bozhovich, A.V. Petrovsky, V.V. Stolin, D.I. Feldstein, D.B. Edkonin and others) shows that traditionally the most a sensitive period in the development of a person's self-awareness is the senior adolescence. It is at this age that in the process of interacting with other people, a teenager receives and assimilates knowledge about himself, about social norms of behavior, and builds his own scale of values. However, in the current socio-cultural situation, it becomes obvious that work on the formation of self-awareness, understanding oneself and another person is necessary not only in primary school age (E.A. Sorokoumova), but also in preschool childhood. One of the reasons for the need for such work is a change in the social situation of the child's development, a decrease in interpersonal contacts in communication situations. This leads to the impoverishment of emotional relationships between them, the inability to empathize with another, the formation of inefficient ways of interaction.

The aim of the study was to study the formation of the image of "I" in children of senior preschool age.

The implementation of this goal involved setting the following tasks:

1. Conduct an analysis of the psychological and pedagogical literature on the research problem.

2. To identify the features of the formation of the image of "I" in children of older preschool age.

3. To develop a system of psycho-correctional classes aimed at the formation of an adequate image of the "I".

1. Theoretical aspects of the development of the image of the I of the personality

1.1 Characteristics of the image I

The image of I belongs to the category of "I" as a sphere of personality. "I" is one of the oldest philosophical and psychological concepts. The problem of "I" in the history of philosophy was considered as the problem of the relationship between subject and object, man and the world, consciousness and being. The "I" was also conceived as a series or chain of moments of consciousness. In idealistic philosophy, the concept of "I" is interpreted as a subject acting as a special spiritual substance. Even Plato noted that the activity of the soul is not a passive perception, but its own inner work, which is in the nature of a conversation with itself. When thinking, the soul "does nothing but talk, questioning itself, answering, affirming and denying." In ancient times, the concept of "I" was the subject of special attention among the Hindus and was interpreted by them mainly in a religious and metaphysical spirit. For Descartes, "I" means the same as "my soul", thanks to which "I am what I am."

In the philosophical, psychological and pedagogical literature, which considers the problems of development in the context of "man-culture", the personality of a person is associated primarily with the creative and constructive nature of his life. A person has multiple connections and relationships with all the diversity of human culture, and it is here that he acquires his true image of the Self as a person - the bearer of culture. Hegel sees this process as an ascent from the abstract to the concrete. The first step is consciousness. At the stage of "consciousness" the object opposes the human "I" as an external given, and determines it: consciousness is contemplative in nature. At the next stage - self-consciousness - the object and consciousness are identical, consciousness determines its object, itself. When consciousness comprehends its universality, it, Hegel believes, acts as "mind". The highest stage in the development of individuality is the degree of "spirit". At this stage, consciousness comprehends the spiritual reality of the world and itself as an expression of this reality. In the philosophical judgments of L. Feuerbach, we observe attempts to assert the self-worth and significance of a particular human individual in the fullness of his bodily and spiritual being. Feuerbach seeks to rethink the concept of the subject. He considers “I” not just as a spiritual and thinking principle, but as a person with a body and a thinking head, who really exists. in space and time. Feuerbach was the first to come to the conclusion that the relationship between man and nature is mediated by the relationship between man and man. It is in the sphere of interpersonal communication that, according to Feuerbach, a person realizes his essence.

These philosophical ideas are reflected in modern pedagogical concepts that consider interpersonal relationships as fundamental in the formation of the image of the I of the individual. The German philosopher G. Plessner refers to individual distinctive abilities of the individual, in particular, to the peculiarities of his psyche. A person, according to Plessner, is able to separate his "I" from his physical existence, and, therefore, to be aware of his own self, to be aware of himself as a person. This position sets not only the structure of the inner world of a person, but also the ways of realizing human existence, feels and understands.

In the latest philosophical dictionary, one can find the following interpretation of "I":

"I" is a fundamental category of philosophical concepts of personality, expressing the reflexively conscious self-identity of the individual. The category "I" is widely used in all sciences about man and society. The dictionary of a practical psychologist gives the following definition: "I" (ego) - a sphere of personality, characterized by internal awareness of itself and the implementation of the adaptation of the personality to reality.

As can be seen from these definitions, "I" is a product of a person's awareness of himself, that is, self-consciousness. But neither in philosophical nor in psychological science, despite the numerous works devoted to this topic, to date there has not been a unified view on the interpretation and structure of this phenomenon. The difficulty of the study of "I" lies in the variety of approaches to the problem of "I", dictated by different theoretical and methodological philosophical orientations of psychologists. Often this gives rise to a confusion of such concepts as “I am a concept”, the image of the Self, self-awareness, self-esteem, self-acceptance, etc., which, in turn, gives rise to uncertainty in terminology.

Based on the foregoing, we see one of the objectives of our study in revealing our understanding of the structure of the “I” of a person. The first of the psychologists began to develop the problematics of "I - concepts" W. James. The phenomena of this concept were presented to him in the form of a hierarchical structure, where at the top is the global "I-concept", which includes all facets of individual self-consciousness. The author singled out two components in it: the first is a pure experience, "I" as an object of activity (I - conscious), the second is the content of this experience, a phenomenal, reflective "I" (I - as an object). However, as independent of each other, these two aspects of the "I" stand out only conditionally. Two sides of integrity always exist simultaneously, since both of them are subject to mutual influence and are practically inseparable from each other.

According to W. James, I - as an object - is everything that a person can call his own. The author identifies three modalities:

1) a physical person (including material values),

2) social personality,

3) spiritual personality.

Such a complex formation passes into the I-conscious. W. James writes: “Understanding the word “personality” in the broadest sense, we can, first of all, divide its analysis into three parts in relation to:

1) its constituent elements,

2) feelings and emotions caused by them (self-esteem),

3) actions caused by them (care for oneself and self-preservation).

W. James laid the foundations for considering the "I - concept" as a holistic setting, for the first time defining the paradigm of its study. K. Rogers expressed his point of view that each person should be studied as a single, unique, organized whole. He emphasized that human behavior can be understood only if one addresses the whole person. A person cannot be reduced to the components of his personality. K. Rogers began to create his theory by presenting the self as "an obscure, ambiguous, scientifically meaningless term." Gradually, however, he recognized that the self is a significant element in the human experience and that the goal of the subject is to achieve his "real essence". The self or "I-concept" is defined as an organized, coherent conceptual gestalt, made up of the perception of the properties of the "I" or "me" and the perception of the relationship of the "I" or "me" with other people and with various aspects of life, as well as values ​​associated with this perception. It is a gestalt that is available to awareness, though not necessarily conscious.

Thus, "I" is a differentiated part of the phenomenal field or field of perception of a person, which consists of conscious perception and value of "I". It means what a person represents about himself and reflects those characteristics that a person perceives as part of himself. This is the result of role-playing relationships between people. "I-concept" includes what a person would like to be in these relationships. This component is considered by K. Rogers as "I-ideal".

Roger's concept of "I" can also be explored in terms of various properties and functions. Rogers noted that the "I-concept" comes from the general laws and principles of perception. This means that the structure of the self operates in terms of perceptual processes such as figure-ground, completion, and similarity. Secondly, K. Rogers believed that the "I-concept" is spatial in nature, and believed that it is an organized, logically consistent and integrated system of perception of the "I". And although the “I” is constantly changing as a result of new experience, it always retains the qualities of an integral system, a gestalt. We are talking about the presence in the structure of the "I-concept" of the core component, which serves as the basis for the formation of the main features of the human personality.

"I am a concept" is not a "little man in the head" that controls the actions of a person. "I" does not regulate behavior; on the contrary, it symbolizes the main part of the conscious experience of the individual. This idea of ​​K. Rogers is fundamentally different from those ideas that are based on the attitude to the "I" as a regulator of human behavior in society. Considering the structure of "I - concepts", K. Rogers identifies four parameters of the image of I:

Real self-concept (real self-image);

Social self-concept (representation of one's social role);

Physical-self-concept (representation of one's physical states);

Ideal self - concept (an idea of ​​​​your goals, plans and desires for the future.)

1.2 Characteristics of senior preschool age

At the senior preschool age (5.5 - 7 years), there is a rapid development and restructuring of all the physiological systems of the child's body: nervous, cardiovascular, endocrine, musculoskeletal. The child quickly gains in height and weight, body proportions change. There are significant changes in higher nervous activity. According to its characteristics, the brain of a six-year-old child is more similar to the brain of an adult. The body of a child in the period from 5.5 to 7 years indicates readiness for the transition to a higher stage of age development, involving more intense mental and physical stress associated with systematic schooling.

The main need of the child is to enter the world of adults, to be like them and to act with them. But he cannot really perform the functions of seniors. Therefore, there is a contradiction between his need to be like an adult and limited real opportunities. This need is satisfied in new activities that the preschooler masters.

Preschool age can be called the period of the most intensive development of the meanings and goals of human activity. The main new formation is a new internal position, a new level of awareness of one's place in the system of social relations.

Preschool age is characterized by intensive development of the ability to memorize and reproduce. The memory of a preschooler is mainly involuntary. Memorization and recollection occur independently of his will and consciousness.

In preschool childhood, the child has to resolve increasingly complex and diverse tasks that require the identification and use of connections and relationships between objects, phenomena, and actions. Developing thinking gives children the opportunity to foresee the results of their actions in advance, to plan them.

At older preschool age, children begin to indicate as causes of phenomena not only the features of objects that immediately catch the eye, but also their permanent properties. By the end of preschool age, children develop the ability to solve rather complex problems that require an understanding of some mechanical, physical and other connections and relationships, the ability to use knowledge about these connections and relationships in new conditions. The expansion of the range of tasks available to the child's thinking is associated with the assimilation of more and more new knowledge.

The development of speech goes in several directions: its practical use in communication with other people is being improved, at the same time speech becomes the basis for the restructuring of mental processes, an instrument of thinking. During preschool age, the vocabulary of speech continues to grow. Compared to early childhood, a preschooler's vocabulary increases three times. The child simultaneously masters the ability to combine words into sentences according to the laws of grammar. Explanatory speech begins to develop in preschool childhood.

At this age, the foundations of the future personality are laid: a stable structure of motives is formed; new social needs are emerging (the need for respect and recognition of an adult, the desire to perform important for others, "adult" things, to be "adult"; the need for peer recognition: older preschoolers actively show interest in collective forms of activity and at the same time - the desire in the game and other activities to be the first, the best, there is a need to act in accordance with the established rules and ethical standards, etc.); a new (mediated) type of motivation arises - the basis of arbitrary behavior; the child learns a certain system of social values; moral norms and rules of behavior in society, in some situations he can already restrain his immediate desires and act not as he wants at the moment, but as he “must” (I want to watch “cartoons”, but my mother asks to play with my younger brother or go to the store; I don’t want to clean up the toys, but this is the duty of the duty officer, which means that this must be done, etc.).

Older preschoolers cease to be naive and direct, as before, become less understandable to others. The reason for such changes is the differentiation (separation) in the mind of the child of his inner and outer life.

Until the age of seven, the baby acts in accordance with the experiences that are relevant to him at the moment. His desires and the expression of those desires in behavior (i.e. internal and external) are an indivisible whole. The behavior of a child at these ages can be conditionally described by the scheme: "I wanted to - I did." Naivety and spontaneity indicate that outwardly the child is the same as "inside", his behavior is understandable and easily "read" by others. The loss of spontaneity and naivete in the behavior of the older preschooler means the inclusion in his actions of some intellectual moment, which, as it were, wedged between the experience and action of the child. His behavior becomes conscious and can be described by another scheme: "I wanted - I realized - I did." Awareness is included in all spheres of life of an older preschooler: he begins to realize the attitude of those around him and his attitude towards them and to himself, his individual experience, the results of his own activities, etc.

At the older preschool age, the child for the first time becomes aware of the discrepancy between what position he occupies among other people and what his real possibilities and desires are.

At the older preschool age, the beginnings of reflection appear - the ability to analyze one's activities and correlate one's 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 approaches adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated.

1.3 Conditions for the formation of the image I of a child of senior preschool age in the educational process

The development of a personal self is one of the central links in the formation of a personality. Of exceptional importance in its development is the child's admission to school and the development of a new social status by him: the subject of educational activity

For the Russian education system, ideas related to personal development are extremely relevant. Reading skills, mastery of a foreign language in themselves cannot be the goal of development.

The goal is the very personality of the child.

Many psychological works show that the image of the “I” acts as the core of the personality, connected in a contradictory unity with the standard image that sets the direction for the development of the personality (V.V. Stolin, K. Rogers, Z.I. Ryabikina, etc.)

According to many psychologists AI Dorovskoy, the basis of self-awareness of a preschool child is a combination of four I: physical, social, real and ideal. When adults impose super-realistic, inflated expectations on children, they experience internal conflicts between the social and real selves.

The child's self-esteem (experience of self-importance) has a prevailing influence on his behavior. And if there is a significant gap between the real and the ideal self, then this leads to a devastating effect on self-esteem.

Interest in the formation of the image of "I" is caused by the need to approach the personality as a whole. This image is the image of the child himself, his own future, which appears and develops as a result of resolving the contradiction between the images "I am real" and "I am ideal" (standard).

Being an integral part of a holistic image of the personality of a preschooler, the image of a future schoolchild will allow the child to comprehend the social facet of his being, to realize the need and need to learn.

This kind of ability, according to many researchers, is fixed in a child at the turn of preschool and primary school age, when the social qualities of a person first make themselves felt as determining the age-related appearance of an older preschooler and act as the main content of a holistic innovation that is formed at the stage of the crisis of seven years (L (I. Bozhovich, L. S. Vygotsky, D. B. Elkonin.)

This problem acquires a special meaning today, in the context of the restructuring of the Russian education system. Therefore, there is an active search for effective ways to prepare children for schooling.

Many studies indicate that learning difficulties are experienced by those children who are not ready for the new social role of the student.

The change in the status of yesterday's preschooler to today's first grader is experienced in a special way by the child himself. Therefore, according to experts, it is relevant to form an image of a future student in a preschooler, which will help him adapt to the socially significant position of the student in the system of social and interpersonal relations, teach him to evaluate his social essence.

Studies allow us to note that the image of the “I” motivates the activity of the individual, participates in goal formation, determines relationships with others, and can influence the development of certain traits and the development of the individual as a whole.

The question of the possibility of a purposeful pedagogical influence on the process of forming the image of a future student is rationally solved by creating psychological and pedagogical conditions for deploying the process of actualization in the minds of children of the contradictory unity of the image "I am real" and the image "I am ideal" - the personality of the future student.

The success of entering school life depends largely on the degree of positivity and adequacy of the image "I am a future student."

An important condition is the organizational process of self-knowledge, aimed at identifying and understanding by children the aspects of their personality, at deepening and clarifying the image of the ideal student.

The older preschool age plays a special role in the mental development of the child: during this period of life, new psychological mechanisms of activity and behavior begin to form.

One of the most important achievements of senior preschool age is the awareness of one's social "I", the formation of an internal social position. In the early periods of development, children are not yet aware of what place they occupy in life. Therefore, they have no conscious desire to change. If the new needs that arise in children of these ages are not realized within the framework of the lifestyle that they lead, this causes unconscious protest and resistance.

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

The child begins to realize his place among other people, he develops an internal social position and a desire for a new social role that meets his needs. The child begins to realize and generalize his experiences, a stable self-esteem and a corresponding attitude towards success and failure in activities are formed (some tend to strive for success and high achievements, while others most importantly avoid failures and unpleasant experiences).

The word "self-consciousness" in psychology usually refers to the system of ideas, images and evaluations that exist in the mind of a person, relating to himself. In self-consciousness, 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 forms 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 to see him (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.

2. The process of forming the image of the I of the child in children of senior preschool age

2.1 Diagnosis of the formation of the image of the I of the child

To identify the features of the formation of the image of "I" in children of senior preschool age, an experiment was conducted among children of senior preschool age on the basis of kindergarten No. 107 "Korablik", located at the address: Vologda region, Cherepovets, st. Arkhangelskaya, 116.

A very important component of individuality is the self-esteem of the individual, which largely determines a person's life position, the level of his claims, the entire system of assessments. Self-esteem affects the formation of a style of behavior and human life. In childhood, self-esteem mediates the child's attitude to himself, integrates the experience of his activities, communication with other people. This is the most important personal instance that allows you to control your own activities in terms of normative criteria, build your holistic behavior in accordance with social norms.

In preschool childhood, self-esteem is in its infancy. Of particular interest is the stage of 5-7 years, when an adequate, differentiated self-esteem begins to form.

The results of the study are given in Appendix 2.

2.2 The system of pedagogical support in the development and correction of the self-image of a child of senior preschool age

Preschool childhood is an extremely important period of human development. Its existence is determined by the socio-historical and evolutionary-biological development of society and a particular individual, which determines the tasks and opportunities for the development of a child of a given age. Preschool childhood has an independent value, regardless of the upcoming schooling for the child. Preschool age is a unique and decisive period in the development of a child, when the foundations of personality are laid, will and voluntary behavior are developed, imagination, creativity, and general initiative are actively developing, and all these most important qualities are formed not in the process of training, but in the main activity of a preschooler - in game.

Children 5-7 years old usually like everything in kindergarten, and they tend to cope with what they are not satisfied with on their own. If a child of this age has no friends, no mutual understanding from peers, then any game techniques and even casual communication with an adult are ineffective. All children need friends. Or at least the feeling that you are interesting to someone from your peers.

Another problem of relationships between children of older preschool age is that children do not perceive many of the positive qualities of their peers ("do not see"). For many children of 5-7 years old, the forms of behavior of another child are perceived as an antinomy of "good - bad." Behind the actions of their peers, children do not always see manifestations of peacefulness, compassion, friendly disposition, and protection. To take the place of another person, to understand the motives for the actions of another person, to accept the conditions of a peer, to evaluate them from a moral point of view, to show a desire for “peace negotiations” - all these problematic tasks have to be solved by a preschooler.

The main tasks of this system of game lessons:

To form in children a desire to speak out, to make suggestions on the topic under discussion.

To teach children to recall facts on the topic under discussion from their own experience or from the experience of other people, as well as to improvise (fantasy), make assumptions.

Teach children to listen to each other and use the facts that they received from each other.

Teach children to choose their own decision, based on a moral assessment.

Methods are used when working with a group, subgroup, couple and individually with a child.

GAME DESIGN OF PROBLEM SITUATIONS

The leading activity of a preschool child is a game. Therefore, it is the game that is the source and means of implementing problem situations. This primarily concerns specially designed game models and specially selected game situations, as well as real situations that took place in the group.

Designing situations is the daily work of any teacher. However, a number of rules must be followed.

Game models should be built in accordance with the interests and capabilities of children, take into account their social experience, age characteristics.

It is necessary to build only those situations that meet the general problems of the whole group.

Game projects should include moments of improvisation, alternative solutions to problems, the possibility of changing components due to unexpected changes in conditions.

Implementation of any game project requires special training, in which three stages can be distinguished.

1. Preparatory stage

Includes a topic message, a teacher's story about a specific event (situation, game), during which the characteristics of the characters are given, toys, substitute objects are selected, roles are assigned (children can choose them themselves).

The purpose of this stage is to attract children to interesting play activities, to form the ability to act with dolls and objects, to convey the experiences of the characters with intonation, to develop dialogic and monologue speech.

2. The choice of possible options for completing the proposed situation

The purpose of this stage is the specification of situations, the search for real ways to achieve the goal, the definition of the boundaries of acceptable behavior, the definition of ethical standards, restrictions, the drawing of boundaries between “possible” and “impossible”.

3. From effect to cause

The purpose of this stage is to develop the selected situations, to find the decisive factor that exacerbated it, as well as to transform the situation for a positive resolution of conflicts and problems. The main thing is to start involving children in analyzing situations, combining various options for getting out of them, planning actions that will help the child establish the causes and their consequences.

To choose a topic for discussion, it is better to use situations from the life of the group's children. To this end, teachers develop file cabinets of conflict situations that they witnessed, according to the scheme:

Date, age of children.

The place of the conflict, its participants.

The essence of the conflict.

Outcome of the conflict.

Educator's findings.

At the first stage, children are offered a staging of a puppet (table) theater, where the roles of participants in the conflict are played by toys with fictitious names. Children are invited to help the toys resolve the conflict and act out reconciling dialogues themselves. The educator gives a moral assessment of the outcome of solving the problem.

At the second stage, the teacher reminds the children about the problematic situation that was in the group (without naming the participants in the conflict), and suggests that they remember whether it was completed just as peacefully.

It should be noted that the child's need for support and evaluation by adults of his actions is one of the incentives for the development of moral behavior in preschool childhood.

At the older preschool age, the child has a relatively rich experience of his own, has the ability to observe and analyze the actions and deeds of other people and his own. In familiar situations and familiar activities, assessments of others (children and adults) are accepted by an older preschooler only if they do not contradict his personal experience. Such a combination of factors in the development of self-consciousness is not typical for all children who have actually reached senior preschool age, but only for those whose general level of mental development corresponds to transition period- a crisis of seven years.

To identify the features of the formation of the image of "I" in children of senior preschool age, an experiment was conducted among children of senior preschool age on the basis of kindergarten No. 107 "Korablik", located at the address: Vologda region, Cherepovets, st. Arkhangelskaya, 116.

12 pupils took part in our study. preparatory group, of which: 2 children - 5.5 years old, 9 children 6 years old and 1 child 7 years old. All children from families with an average material income and a similar socio-cultural level.

In the experiment, we used the technique "Studying the formation of the image of "I" and self-esteem."

According to the results of the study, the following conclusion can be drawn: from 5 to 7 years, the formation of the image of the Self and general self-esteem takes place, and in its formation, self-esteem is somewhat ahead of the meaningful plan of the image of the Self.

Wconclusion

Summing up all of the above, I would like to once again emphasize the importance of preschool childhood as a period that determines the entire further process of a person's personal development. The formation of the image of the Self acquires a special role in this period. The features of the process of formation of this element were studied in detail in the proposed work.

The relevance of this topic is due to the growing importance of preschool education in the modern education system due to the increased attention to this problem from not only theorists of psychology, but also practicing psychologists. In the modern environment, we can state a positive trend in the increase in the number of special children's institutions, whose activities are aimed at stimulating the personal, as well as the aesthetic development of preschoolers.

However Even with such a favorable environment in the system of preschool education, there are many disadvantages in the school, which negate the favorable results achieved by proper preschool education already in the first year of study. I would like to hope that this trend will be eliminated and the quality of school education will not only be a continuation of adequate preschool development, but will also stimulate the child to further successful personal development.

To identify the features of the formation of the image of "I" in children of senior preschool age, an experiment was conducted among children of senior preschool age on the basis of kindergarten No. 107 "Korablik", located at the address: Vologda region, Cherepovets, st. Arkhangelskaya, 116.

12 pupils of the preparatory group took part in our study, of which: 2 children - 5.5 years old, 9 children of 6 years old and 1 child of 7 years old. All children from families with an average material income and a similar socio-cultural level.

In the experiment, we used the technique "Studying the formation of the image of "I" and self-esteem."

According to the results of the study, the following conclusion can be drawn: from the age of 5 to 7, the formation of the image of the I and the general self-esteem takes place, and in its formation, self-esteem is somewhat ahead of the meaningful plan of the image of the I.

Lliterature

1. Avdeeva N.N., Silvestru A.I., Smirnova E.O. Development of self-image in a child from birth to 7 years // Education, training and psychological development. - M., 1977.

2. Bozhovich L.I. Problems of Personality Formation: Edited by D.I. Feldshtein / Introductory article by D.I. Feldstein. 2nd ed. M .: Publishing house "Institute of Practical Psychology", voronezh: NPO "MODEK", 1997. - 352 p.

3. Education of self-esteem and activity in preschool children. - M., 1973.

4.Galiguzova L.I. Psychological analysis of the phenomenon of child shyness // Questions of psychology. - 2000. - No. 5.

5. Ganoshenko N.I., Ermolova T.V., Meshcheryakova S.Yu. Features of the personal development of preschoolers in the pre-crisis phase and at the stage of the crisis of seven years // Questions of Psychology. - 1999. - No. 1.

6. Diagnosis and correction of the mental development of preschoolers / Ed. Ya.L. Kolominsky, E.A. Panko. - Minsk., 1997.

7. Kolominsky Ya.L., Panko E.A. Diagnosis and correction of the psychological development of a preschooler. - Minsk, 1997.

8. Lisina M.I., Silvestru A.I. Psychology of self-consciousness in preschoolers. - Chisinau: Shtiintse, 1983.

9. Lisina M.I., Smirnova R.A. Formation of electoral attachments in preschoolers // Genetic problems of social psychology. - Minsk. - 1985.

10. Mukhina V.S. Psychology of childhood and adolescence. Textbook for students of psychological and pedagogical faculties of universities. - M.: Institute of Practical Psychology, 1998. - 488 p.

11. Mukhina V.S. Psychology of a preschooler. - M., 1975.

12. Obukhova L.F. Child psychology: theories, facts, problems. - M.: Trivola, 1995. - 360 p.

13. Communication of children in kindergarten and family / Under. ed. T.A. Repina, R.B. Sterkina; Scientific research in-t of preschool education Acad. Ped.. Sciences of the USSR. - M.: Pedagogy, 1990

14. Fundamentals of psychology: Practicum / Ed.-comp. L.D. Stolyarenko. - Rostov-on-Don, Phoenix, 2005.

15.Radina N.K. The study of self-acceptance in children brought up in closed preschool institutions and in the family // Questions of Psychology. - 2000. - No. 3.

16. Development of the image of oneself, the image of a peer and the relationship of children in the process of communication // Development of communication between preschoolers and peers. - M.: Pedagogy, 1989.

17. Development of communication between preschoolers and peers / Under. ed. A.G. Ruzskaya. -M., 1989.

18. Development of communication among preschoolers / Ed. A.V. Zaporozhets, M.I. Lisina.

19. Repina T.A. Socio-psychological characteristics of the kindergarten group. - M.: Pedagogy, 1988.

20. Royak A.A. Psychological conflict and features of the individual development of the child's personality. -M.: Pedagogy, 1988.

21. Royak A.A. Emotional well-being of a child in a kindergarten group // preschool education. - 1977. - №2.

22. Sarjveladze N.I. Personality and its interaction with the social environment. - Tbilisi, 1989.

23. Smirnova E.O. Features of communication with preschoolers: Proc. allowance for students. avg. ped. textbook establishments. - M.: Publishing center "Academy", 2000.

24. Smirnova E.O., Kalyagina E.A. Peculiarities of peer relations among popular and unpopular preschoolers. Voprosy psikhologii. - 1988. - No. 3.

25. Sokolova E.T. Self-awareness and self-esteem in personality anomalies. -M.: Publishing House of Moscow State University, 1989.

26. Feldstein D.I. Psychology of growing up: structural and content characteristics of the process of personality development: Selected works. - M.: Moscow Psychological and Social Institute: Flint, 1999. - 672 p.

27. Formation of the image I am a future schoolchild "for children 5-7 years old as a pedagogical problem.//" Primary School". No. 10-2004 pp. 30-31

28. Reader on developmental psychology. Textbook for students: Comp. L.M. Semenyuk. Ed. DI. Feldstein. -- Edition 2, supplemented. Moscow: Institute of Practical Psychology, 1996. - 304 p.

Application 1

Methodology "Studying the formation of the image of "I" and self-esteem"

1. Study preparation. Prepare questions that help to find out the child's attitude to attractive and unattractive individual psychological qualities of a person and attitude towards himself.

1. Imagine a person that you would like so much that you would like to be like him, would like to be like him. What kind of person is this? What would you like to be? Who would you like to be like?

2. Imagine a person who you would not like so much that you would never want to be like him, would not want to be like him. What kind of person is this? What would you like to be? Who wouldn't you like to be like?

3. What can you tell about yourself? What are you? Draw a scale with divisions from -10 to +10 (the center is marked "0"), pick up a chip.

2. Conducting research. The study consists of 2 series.

First episode. Conversation on questions (see above).

Second series. The child is presented with a scale with the characteristics named by the children in response to questions and a standard set of antonyms (“good - bad”, “kind - evil”, “smart - stupid”, “brave - cowardly”, “strong - weak”, etc. )

The experimenter gives the following instructions: “On this scale - all people in the world: from the kindest to the most evil (the display is accompanied by a movement of the hand along the scale from top to bottom), from the most evil to the kindest (movement of the hand from bottom to top on the scale) At the very top are all the most kind people in the world, at the very bottom - the most evil, in the middle - the average. Where are you among all these people? Mark your place with a chip. After the child has made a choice, he is asked: “Are you really like this or would you like to be like that? Mark who you really are and who you would like to be.

Ideal and real self-assessments are made on various individual psychological qualities several times.

Application 2

Data processing. Based on the results of the conversation, the presence and nature of the child's ideas about himself, his value judgments and preferences are revealed.

According to the results obtained in the second series of the experiment, they compare how many children have the highest possible self-esteem, how many differentiated (distinguishing between ideal and real assessments).

Summarizing the answers of the children in the first and second series, the image of the "I" formed in the subjects is revealed (a high level is characterized by a combination of differentiated self-esteem when distinguishing between real and ideal plans with a meaningful story about oneself).

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Features of the self-concept of an infant child

Self-concept is a generalized idea of ​​a person about himself, his attitude towards himself. The self-image is called the “I-image”, and the attitude towards oneself is called self-esteem. In this way, the beginning of the formation of the self-concept in young children means the beginning of the formation of their self-consciousness.

At the age of three months, the child begins to show interest in exploring his own body. He examines with great interest his hands and fingers on them, his feet, actively using his mouth for this. Then he moves on to mastering the movements of his arms and legs, especially for movement, which occurs at the age of 6 months. In this way, he gets bodily self-image, by 8 months - outer self-image, the creation of which is facilitated by looking at oneself in a mirror, and after eight months - distinguishing in it one's reflection from the reflection of others.

The self-image develops in infants in the process of communication with adults and on the basis of individual experience. By the age of three, many children have fairly clear and accurate ideas about themselves and their abilities. True, ideas about others and about oneself are still unstable and fuzzy and can change under the influence of adult assessments.

After 6 months, on the basis of the attitude of parents towards him, the second component of the self-concept is formed in the self-concept, as a result of which he can experience the feeling of “I-beloved”, “I-desired”.

Features of the self-concept of a young child

Constant communication between an adult and a child leads to the fact that ma l ysh 2.5-3 years old begins to realize himself as a separate person.

First, he refers to himself in the third person. Then he begins to use the pronoun "you", referring to all people in this way. And only then om understands that "I" can refer to himself. From this moment begins the process of formation of self-consciousness. Its beginning depends on how well the climate in the child's family is. Where there is rudeness, aggression, the child begins to say "I" rather late.

A child's awareness of his Self is a decisive moment in the development of his personality. Therefore, it is very important to take care of how this I will be, how the child will evaluate himself. The attitude of the child to himself, high or low self-esteem is determined, first of all, by the attitude of his family members, especially the mother, towards him. The warm attitude of the mother to the child, accepting him as he is, creates the basis for the formation of high self-esteem in him. Hence it is important to show the child that he is desired, loved. An indifferent attitude, not to mention a negative one, rejection of a child has a very negative effect on the development of his personality. Therefore, even if parents scold and punish the child, they do less harm than if they show complete indifference to him.

At the same time, excessive love and overly caring behavior of parents, as well as rejection of the child, lead, as a rule, to a deformed development of the personality, to the emergence of inferiority complex. Children who are overly pampered and indulged by their parents become insecure about their abilities, because others did everything for them. Rejected children understand that they are unwanted in the family, and therefore they have a lack of confidence in their usefulness.

In the second year of life, the bodily self-image continues to form. At 18 months, the child already understands that he sees himself in the mirror; and does not need to be prompted to realize this.

By the age of two, a child's knowledge of himself expands even more. He can already, standing in front of the mirror, admire himself. His consciousness includes such concepts as beauty, neatness, accuracy, which he begins to try on for himself.

An important place in the formation of the self-concept at this age is child's name. Even before he begins to speak, he already knows his name and responds to it. Later, the name is included in his self-concept. The name for him is a means of his individualization, distinguishing himself from others, a symbol of himself. If a child likes his name, then usually he likes himself, and vice versa. For many children, the beginning of self-concept formation coincides with the discovery that they have a name.

By the age of one and a half years, the self-concept includes the child's awareness of his belonging to one gender or another. However, even at the age of two, he cannot substantiate this affiliation, does not associate it with biological characteristics.

By the age of three or four, he understands that this is his permanent characteristic, since he already knows that gender does not change with age, with a change of clothes or occupation. Children over the age of four are well aware of the requirements for boys and girls, and plan their future based on belonging to one sex or another.

Another component of the self-concept is self-esteem. In children of this age, it is formed under the influence of both the assessments of adults and peers received in the process of playing with them.

Elegance makes the character of people heavy, quick-tempered and very impressionable to trifles; on the contrary, the excessively rude enslavement of children makes them humble, hating people, so that, in the end, they become unsuitable for living together (Plato . Sobr. cit.: In 4 vols. M.: Thought, 1994. V. 4. S. 24).

A child experiencing an inferiority complex seeks to compensate for it. This compensatory approach is superiority complex, that is, an exaggerated desire to overcome, a consciousness of one's inferiority.

The formation of the child's personality is also influenced by the genetic factor, in particular temperament.

An important role in shaping the child's ideas about himself, his self-esteem ("I am good" or "I am bad") is played by the statements of adults about him. Excessive emphasis on the negative aspects that a child has will lead to a decrease in his self-esteem, to an underestimated level of claims, and an excessively high assessment will lead to an overestimation of his capabilities, to an overestimated level of claims.