The formation of a socially active, moral, realizing their individual abilities - the main objectives of education, successful solution of which depends on the direction and pace of reform of school life. One of the urgent problems facing teachers of the modern school is a psychological-pedagogical dualism with regard to developing personality - training and education is not always based on knowledge about the psychology of child development and the formation of his personality.
Analyzing the various studies should be noted that the central feature of any individual is a self-assessment, which is relatively stable and conscious system of ideas of personality about himself, on the basis of which a person builds a relationship to itself and its interaction with other people.
Part and parcel of the assessment is self-esteem. Self-assessment - assessment of the personality itself, its appearance, the place among other people, its qualities and capabilities. Self-esteem is a core backbone of individual personality, which largely determines the position of human life, the level of its claims, the entire system of ratings. Self-esteem affects the formation of a style of behavior and human activity. In other words, self-esteem largely determines the dynamics and direction of development of the subject.
The age of educational psychology and primary school age has a special place: in this age mastered learning activities, formed the arbitrariness of mental functions, there are reflection, self-control, and the actions begin to relate to the internal plan.
Learning activity is one of the most important factors influencing the formation of self-esteem of children of primary school age, so primary school teacher should know the psychological characteristics of younger students and take into account the individual characteristics of assessment in the learning process, carrying out individual and differentiated approach to learning.
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The purpose of this course is to study the features of evaluation and self-esteem of children of primary school age.
The object of study: personal sphere junior student.
Subject of research: assessment of the specifics and self-education of schoolchildren.
Objectives:
1. Explore self-esteem as a psychological category.
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2. Identify the factors shaping evaluation and self-esteem of children of primary school age.
3. Produce an experimental study of the problem.
4. Analyze the results.
Based on the tasks the author picked up a few techniques for writing this course work: firstly, this is a theoretical analysis of the psychological and educational literature on the problem under consideration, and secondly, empirical observation, interviews, diagnostic techniques, as well as static methods of data processing.
Chapter 1. The problem of evaluation and self-esteem in modern psychology
1.1 Self-assessment of personality as a psychological category
The concept of self-esteem was included in the dictionary Russian teacher - in the early 80's. But the study of the psychological structure was carried out long ago.
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What is self and what role it plays in mental life of children of primary school age?
Self-esteem - is the result, the final product of self-consciousness, is a system of representations of a person about himself, which includes three components.
The first component - the words, usually adjectives, to which we resort to describe the features of his character, the composite personality traits. For example, "sociable", "cunning", "strong", "patient", etc.
The second component - self-esteem, emotional - affective score of the representation that we make about yourself.
The third component - the behavioral response, ie specific actions that can be called as "I" and self-esteem.
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According to Robert Burns, self-esteem includes the following three components:
Cognitive component - the presentation of the child about himself, as a rule, seem to him convincing in their opinion, whether they are true or false. Describing some man, we usually resort to using adjectives: "reliable," "sociable," "strong," "conscientious," etc. All these abstract characteristics that are not linked to specific events or situations. As elements of the generalized image of the individual they represent, on the one hand, the stable trend in his behavior, but on the other - the selectivity of our perception. The same thing happens when we describe ourselves: we try to express in words the main characteristics of our self - perception. They can transfer up to infinity, since they include any attribute, role, status, and psychological characteristics of an individual, a description of the property, life goals, etc. The significance of the elements of self and their respective hierarchies may vary depending on the context of life experience of an individual or just a spur of the moment. This kind of self - is a way to characterize the uniqueness of each individual through a combination of individual features.
Estimated component - the qualities that we ascribe to the self, are not necessarily objective, and probably they were not always willing to accept other people. It may be that only age, sex, height, occupation and some other data with sufficient cogency, not cause controversy.
For the most part trying to describe myself, as a rule, there is a strong personality, the estimated time. In other words, self-esteem - is not just a statement, a description of his personality traits, but also the totality of their performance appraisal and related experiences. Even such seemingly objective indicators such as growth or age, can different people have different meanings due to the overall structure of their self-esteem.
If a person has an unattractive appearance, physical disabilities, is socially inadequate (even if it is only a guess) that accompany it in any interaction with the social environment. In this case, to the development of positive self-esteem may cause serious difficulties. Even emotionally neutral at first glance, the characteristics of self typically contain open assessment. Think about any of the characteristics of your self, you are likely in each of them will be able to detect at least a light shade of evaluation, sometimes existing only on the periphery of consciousness.
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Man learns the meaning of the evaluation of various characteristics that are present in his self-esteem. In this case, the assimilation of new assessments may change and the importance of lessons before. For example, a student who successfully passing grades, considers himself an apt pupil. He was proud and pleased with myself, because it is recognized by others: his success is the positive reaction of teachers who meet the support of family and generally have a favorable social impact. However, this positive self-esteem can be shaken as a result of failure in examinations, or if in a circle of peers the value of performance will be put into the background with some other values, say sporting achievements. In addition, as they grow older is capable student can find that academic success in themselves do not bring happiness and do not guarantee success in other situations. In this case, the total self-esteem can be reduced, but generally remain positive. Thus, self-esteem is not constant, it varies depending on the circumstances.
The source estimates different views of the individual currently is its socio-cultural environment in which they are fixed in the language of normative values. For example, the word "boring", "fat", "lazy" contain inherent negative evaluation, while the "smart", "bold", "reliable" - positive. Source of evaluative representations of an individual may be the social reaction to some of its manifestations and introspection.
Self-esteem manifests itself in conscious judgments of the individual, in which he tries to formulate its significance. However, as was shown, it is implicitly or explicitly present in any self-description. Any attempt to characterize themselves contain evaluative element defined by generally accepted standards, criteria and objectives, ideas about levels of achievement, moral principles, rules of conduct, etc.
Behavioral component - the fact that people do not always behave in accordance with their beliefs, is well known. Often direct and immediate expression in the behavior of the installation is modified or completely constrained by its social unacceptability, moral scruples of the individual or his fear of possible consequences. For example, a teenager who considers himself a man of firm and severe, can not manifest such qualities of character in relation to their classroom teacher.