The relevance of the article’s topic. The ability to evaluate oneself, one’s own achievements is one of the new formations of a child’s personality that appears at preschool age. The importance of the development of this regulatory ability for a preschooler is that it affects the child’s success in various activities. Numerous studies are devoted to the study of self-esteem in preschool, primary school age. But their content practically does not reveal the qualitative characteristics of self-esteem of older preschoolers. The analysis of children’s judgments allows a deeper understanding of the modern child in the space of evaluation and self-esteem, to explore the uniqueness of the evaluation field in which he develops, and also to rethink the ways to support positive self-esteem in the pedagogical process of preschool education.
The aim of the study was to identify the features of self-esteem of older preschoolers in the group with the norm of development and general underdevelopment of speech.
Description of the research progress. The study involved 50 children aged 6–7 years. There are approximately the same number of boys and girls in each of the surveyed groups. The main group of methods used by teachers were conversations and the method of participant observation of children in organized activities in the classroom, in a natural setting (games, conversations with peers, on a walk). Observation maps were compiled, existing diagnostic conversations were modified, and educational situations for assessment were identified. The severity and nature of the children’s assessment of their own activities were recorded. An additional group of methods included experimental methods for identifying self-esteem: V.G. Schur “Ladder”, “Test de Greefe”, “Draw yourself” A.M. Parishioners, Z. Vasiliauskaite, “What am I?”, Dembo-Rubinstein scales.
The results of the study. Based on the results of the diagnostics, the age norm of the level of self-esteem was found in most children. Inadequately overestimated or underestimated self-esteem was noted in children with a low level of development of the cognitive component of self-esteem, with an insufficiently developed reflective-critical attitude towards themselves. Speech disorders do not have a particular impact on the level of self-esteem of older preschoolers. When considering the qualitative characteristics of self-esteem, it was revealed that evaluative statements in children’s everyday speech are rare and meaningfully impoverished. Children do not have enough assessment and self-assessment skills. The natural speech environment does not always provide the child with sufficient means of expressing an assessment or an idea of the structure of an evaluative statement, therefore, the assessments of six-seven-year-old children are categorical and two-dimensional: do / don’t do, good / bad, normal / abnormal, love / don’t love etc.
Conclusion. The analysis of children’s judgments allows us to conclude that preschoolers have significantly limited ideas about themselves, translation, and repetition of the monotonous adult’s judgments. The image of a preschool child is impoverished, is closed on obedience, diligence, non-conflict, is devoid of value orientation, content, diversity.