designed to determine the self-esteem of a 6-7 year old child. The experimenter, using the protocol presented below, asks the child how he perceives himself and evaluates himself according to ten different positive qualities personality. The assessments offered by the child to himself are provided by the experimenter in the appropriate columns of the protocol, and then converted into points. Evaluation of results

Answers like “yes” are scored 1 point, answers like “no” are scored 0 points, answers like “don’t know” or “sometimes” are scored 0.5 points. The level of self-esteem is determined by the total points scored by the child on all personality traits.

Conclusions about the level of development of self-esteem: 10 points - very high

Table 5

Protocol of the “What I Am” Methodology

No.	Personality qualities assessed	Verbal scale scores
		Yes	No	Sometimes	Don't know
1.	Good
2.	Kind
3.	Smart
4.	Careful
5.	Obedient
6.	Attentive
7.	Polite
8.	Skillful (capable)
9.	Hardworking
10.	Honest

8-9 points - high

Chapter 2. Experimental study of gender characteristics of self-esteem in older preschoolers
^ 2.1. Justification for the choice of research methods
This empirical study was carried out at the Staromainsky Municipal Preschool Educational Institution kindergarten"Sun".

The total sample size is 18 older children preschool age(from 6 to 7 years old), of which 9 boys and 9 girls. The list of experiment participants is presented in the Appendix.

The study was of a confirmatory nature and was carried out from November 2010 to February 2011. Target The study was to determine the gender characteristics of self-esteem in older preschoolers.

Based on the goal, we set a number of tasks :

1. 
   Development of a diagnostic program for examining children to determine the characteristics of children’s self-esteem.
2. 
   Approbation of the program.
3. 
   Presentation and analysis of empirical research data.

Psychodiagnostic tools.

The following techniques were used in the work: the “Ladder” technique, author V.G. Shur; “Draw yourself” technique, authors A.M. Parishioner, Z. Vasiliauskaite; method “What am I?” author R.S. Nemov;

Let us describe the selected methods.

Methodology for studying child self-esteem “Ladder” author V.G. Shchur.

This technique is based on older preschool children’s assessment of their personal qualities, such as kindness; mental qualities; strength; courage; health; appearance; strong-willed qualities. The subjects were asked to mark with chips the level of development of these qualities (an indicator of self-esteem) and the level of aspirations (the level of development of these qualities that would satisfy them) on an image of a staircase with seven steps.

In addition to the assessment given by the children themselves, they were asked to mark their place with other chips from the position of the people around them: peers, parents, teachers. The technique makes it possible to determine the height of self-esteem of children of senior preschool age, its stability or inconsistency, the level of a person’s aspirations and the degree of mismatch between the levels of self-esteem and aspirations, as well as the adequacy of the child’s ideas about himself. This technique is a modification of the scaling technique, presented in graphical form.

“Draw yourself” technique, A.M. Parishioners, Z. Vasiliauskaite.

This technique is a projective technique for studying the personality of children of senior preschool age. The technique is based on asking children to draw three pictures with specific colored pencils. On the first page - the name, age of the child, gender are noted; on the second - you need to draw a “bad boy” or “bad girl” with black and brown pencils; on the third - “good boy” or “ good girl" with blue and red pencils, on the fourth - yourself, “I”, with all the colors proposed for the entire study. This technique is based on the study of self-esteem and general emotional attitude towards themselves in children of senior preschool age.

This technique is aimed at determining children’s ability to self-assess by such qualities as good, kind, smart, neat, obedient, attentive, polite, skillful, hardworking, honest. In an individual conversation, the child is asked 10 questions about these qualities, to which he can answer:

Yes (assigned 1 point),

No (assigned 0 points),

I don’t know and sometimes (0.5 points are assigned).

After answering the questions, the total number of points is determined, which is correlated with the following indicators.

10 points – very high level,

8-9 points – high level,

4-7 points – average,

2-3 points – low level,

0-1 point – very low level.

The data obtained during the methods were subjected to quantitative and qualitative analysis.

^ 2.2. Analysis of research results
After "Ladder" technique the following results were obtained, presented in table 1.

Table 1

Results of determining the type of self-esteem using the “Ladder” method

BOYS		GIRLS
Child's name	Type of self-esteem	Child's name	Type of self-esteem
Vitaly M.	ZS	Polina P.	AC
Anton L.	AC	Masha B.	AC
Arseny B.	AC	Varya K..	NZS
Anton D..	ZS	Dasha K.	ZS
Denis S.	ZS	Angelina K.	AC
Timur G.	ZS	Polina F.	NZS
Vova T.	ZaS	Natasha L.	ZS
Danil D.	ZaS	Masha N.	ZS
Lesha I.	AC	Lera Ts.	ZS

^ Legend:

ES – inflated self-esteem;

AS – adequate self-esteem;

ZaS – low self-esteem;

Diagram 1.

^ Legend:

ES – inflated self-esteem;

AS – adequate self-esteem;

ZaS – low self-esteem;

NZS – inadequately inflated self-esteem.
As can be seen from Table 1 and Diagram 1, inflated and adequate self-esteem prevails in both boys and girls, and the number by type of self-esteem is the same (4 boys and 4 girls have inflated self-esteem, 3 boys and 3 girls have adequate self-esteem). The results for the remaining children were not the same. In the group of boys there are children with low self-esteem, but there are no children with inappropriately high self-esteem. In the group of girls it’s the other way around: 2 girls have inappropriately high self-esteem, but no low self-esteem.

During the study using the “Ladder” method, we found that significant criteria for all children of senior preschool age (both boys and girls) in this sample are all of the above personal qualities: kindness; mental qualities; strength; courage; health; appearance; strong-willed qualities; diligence. In the given group of children, the greatest dependence was found between the child himself and adults (parents), the least - between the child and peers.

It should also be noted that in such qualities as health, strength and courage, the dependence of boys’ personal assessments on how they thought their peers would evaluate them was evident. Apparently, in this group of children among boys, these personal qualities are of the greatest importance. For girls, these qualities depended more on the opinions of their parents.

Thus, we can conclude that among the group of girls there is a tendency towards inflated self-esteem. Girls rate themselves higher on all diagnostic parameters. In the boys' group there are various types self-esteem, in addition to inadequately inflated, some of them even underestimate their own self-esteem.

It should be noted that most of the girls, when completing tasks, put themselves at the highest level and explained their choice by the fact that they are very good, but sometimes they do not want to study or obey. Two girls categorically stated that they were good and did not give an explanation for this fact. According to the girls, their parents value them quite highly, but the figure was placed one step lower.

In the boys' group, the behavior of most children coincided with that of the girls, but two boys showed results of correspondingly low self-esteem. They placed the figures on the lowest steps and tried not to explain their choice.

After “Draw yourself” techniques the following data was obtained.

Among the boys, 7 children carefully drew portraits, especially self-portraits, and used “good” colors when drawing themselves, which indicates a positive attitude towards themselves and fairly high self-esteem. For 3 boys, the size of the self-portrait is larger compared to other drawings, this indicates the child’s high self-esteem. For 4 boys, the size of the self-portrait is the same as the size of the “good boy” drawing, which indicates a desire to be good, positive, and corresponds to adequate self-esteem.

The drawings of the other three boys indicate low self-esteem. The sizes of the self-portraits of these children are smaller than the previous drawings. In the self-portrait, only the colors of the “bad boy” drawing were used, this characteristic indicates a child’s negative attitude towards himself, a manifestation of conflict with himself, and uncertainty.

Among the girls, 6 children drew the drawings in sufficient detail. The dimensions of the self-portraits of these girls are similar to the dimensions of the “good girl” drawing, which indicates a positive and good attitude of the children towards themselves. In addition, the color scheme used and the repetition of details in the self-portrait (head, costume) also refers to the “good girl”. Thus, these girls have adequate, somewhat inflated self-esteem.

In 4 girls, careful drawing of the details of the drawing was observed; painting it over indicates a positive attitude towards oneself, which is a sign of high self-esteem. The size of the self-portrait is slightly larger than the two previous drawings; also in the self-portraits of these girls there is a drawing of new dresses, which indicates a fairly high inflated self-esteem.

The obtained data can be presented in the form of diagram 2.

Diagram 2.

Results of the “Draw yourself” technique

^ Legend:

ES – inflated self-esteem;

AS – adequate self-esteem;

ZaS – low self-esteem.
Thus, the results of the conducted methodology indicate that girls are characterized by high and inflated self-esteem. Some boys have low self-esteem.

After methods “What am I?” The following data were obtained and presented in Table 2.

^ Table 2.

The results of determining the type of self-esteem using the “What am I?” method.

BOYS		GIRLS
Child's name	Type of self-esteem	Child's name	Type of self-esteem
Vitaly M.	high	Polina P.	average
Anton L.	average	Masha B.	average
Arseny B.	high	Varya K..	very high
Anton D..	average	Dasha K.	average
Denis S.	average	Angelina K.	average
Timur G.	average	Polina F.	high
Vova T.	low	Natasha L.	high
Danil D.	very low	Masha N.	average
Lesha I.	average	Lera Ts.	average

The obtained data can be presented graphically.

Diagram 3.

Distribution of types of self-esteem between boys and girls

^ Legend:

B – high self-esteem;

Av – average;

N – low;

Very low – very low;

Very high – very high.
Thus, in boys, average or adequate self-esteem prevails, but low self-esteem is present. In girls, low self-esteem was not noted; on the contrary, there was inflated self-esteem. In addition, when analyzing the children’s answers, it should be noted that girls more often gave categorical affirmative answers (“always honest”, “always neat”, etc.), which may indicate insufficient self-criticism. There were practically no such answers among boys.

Thus, Based on the data obtained after all the experimental methods, we can conclude that girls tend to overestimate their own self-esteem. They try to evaluate themselves very highly according to all the proposed parameters, and when evaluating themselves they always characterize themselves positively and categorically, which indicates an inadequately inflated self-esteem. Boys have a more adequate assessment of themselves, and some have low self-esteem and an inappropriately negative perception of themselves. The boys responded more uncertainly to the tasks and took longer to think about their choices.

Based on the results obtained, we can conclude that almost all girls in this sample have fairly high self-esteem, with a predominance of inadequately inflated self-esteem, which distinguishes them from boys. This circumstance indicates the presence of gender characteristics in the self-esteem of children of senior preschool age.

Based on these data, we cannot fully judge either the formation and stability, or the reasons for this particular self-esteem, since data on relationships in the family were not studied, and repeated studies of the level of self-esteem were not conducted. We can also talk about the need to find out the reasons for low self-esteem in boys and, if possible, correct it. These circumstances are the main ones for determining the direction and goals of further research.

Self-esteem is an important tool for human self-knowledge. It is necessary for the formation of a harmonious, full-fledged personality who will be ready to build healthy relationships with the outside world and adequately accept the challenges of fate. The foundations of an adequate attitude towards oneself are laid in childhood, so parents and teachers need to understand how the child perceives his personality. Methodology R.S. Nemova “What am I?” diagnoses the level of self-esteem in children of preschool, as well as primary and secondary school age. With its help, you can detect the problem of self-perception in time and carry out psychological correction.

Characteristics of Nemov’s methodology “What am I?”

Self-esteem is a person’s idea of ​​the meaning of his personality and activities, evaluating himself, his own qualities and feelings from a positive or negative side. It is important to form a positive attitude towards oneself in a child from early childhood; this is the “foundation” on which the successful maturation and development of the child is built.

Having a high assessment of his qualities, a child finds it easier to get along with his peers

What you think about yourself is much more important than what others think about you.

Lucius Annaeus Seneca

Moral letters to Lucilius

Only objective self-esteem brings moral satisfaction and establishes a true sense of personal dignity. With correct self-esteem, a person ceases to be dependent on the opinions of others, can confidently defend his ideological positions, and persistently move towards his intended goal. A sober self-attitude allows you to create harmonious and close relationships based on mutual respect, rather than authoritarian submission.

Self-esteem is one of the fundamental components of the personality structure, which is embedded in early childhood and develops throughout life. Therefore, it is necessary to pay special attention to its development in children starting from preschool age (3–6 years). Thanks to a positive perception of himself, a child can objectively evaluate others, have a normal attitude towards the outside world, adequately balance his interests and needs, without violating the freedom of other people.

Developed and implemented the “What Am I?” method. Academician, Doctor of Psychology Robert Semyonovich Nemov. His area of ​​scientific specialization is problems of personality psychology, social psychology, he is the author of numerous publications and textbooks. Diagnosis of a child’s self-esteem, proposed by R.S. Nemov, aimed at preschool children, primary schoolchildren, but also suitable for students high school.

The main objective of the test “What am I?” - psychodiagnostics of personal qualities. This test is part of comprehensive measures that determine the child’s level of psychological and intellectual readiness for school. When a child moves to secondary school, the method will help to understand how ready he is for new teachers, whether he has developed the qualities of psychological independence, a more mature and responsible self-attitude.

Methodology R.S. Nemova, in the language of professional psychologists, is classified as “pure,” that is, the subject simply confirms or denies the presence of certain psychological and moral qualities that are voiced to him from the list. Based on the answers, conclusions are drawn about the level of his self-esteem.

Test procedure and technique

The study does not require special preparation, the only thing you need is - print protocols for the number of children tested. And creating an atmosphere of warmth and trust is an indispensable condition for all psychological tests.

The test is organized in such a way that the child gives himself a rating on a number of personal qualities. The total score allows us to draw conclusions about the level of his self-esteem. The subject also independently comments on how important the listed character traits are for him.

The research protocol is drawn up in the form of a table:

List of qualities used in the test:

1. Good.
2. Kind.
3. Smart.
4. Careful.
5. Obedient.
6. Attentive.
7. Polite.
8. Skillful (capable).
9. Hardworking.
10. Honest.

After the study, it would not be superfluous to ask a few questions to clarify the child’s attitude not only to himself, but also to those around him: parents, study and playmates, teachers.

• Do you expect praise?
• How do your peers, parents, and teachers treat you?
• How do you understand the word “self-esteem”?
• Do your friends respect you?
• What place do you give yourself in your circle of friends?

Features of developmental psychology that are worth considering

During the research process, you need to take the features seriously developmental psychology preschooler and junior school student. This is age active development, the child’s psyche is unstable, he gets tired quickly, so testing can be affected by poor concentration, undeveloped volitional qualities, lack of motivation with low interest of the child. If the interviewee is not interested, then it is very difficult to work with him.

It should be borne in mind that a preschooler does not know how to distinguish between activities and personality characteristics. If they respond critically to his actions, the understanding is triggered in the mind: “I am bad.” In inner world The child’s emotional background is decisive; he really needs approval and encouragement from his inner circle of adults. A child at this age has difficulty accepting criticism and often idealizes his character and qualities.

To overcome or mitigate these difficulties, with a fairly high level of qualifications of the researcher, additional efforts will be required to create an atmosphere of maximum trust and mutual understanding with the child in order to hear honest and informed answers from him. If you treat the test superficially, you can create a biased picture of the subject’s self-esteem.

The child’s interest in the study will minimize the error of the test results

Towards the end of the preschool period and at the secondary school stage, favorable conditions for intellectual growth, conscious consolidation ethical standards behavior. As intellectual and psychological maturation progresses, dependence on value judgments adults talk about the child, self-sufficiency develops. Over time, the position of children's egocentrism is replaced by a more realistic idea of ​​oneself, a desire for partnerships, equal relationships with others.

Method “What am I?” for preschoolers and primary schoolchildren

For the younger age category, up to nine years, it is recommended to conduct the survey orally and take into account that children may have an insufficient level of proficiency in reading and writing techniques. The test organizer must work individually with each child, since he will have to write down answers and ask additional clarifying questions to make sure that the child understands the task and is deeply aware of his answer.

It is very important not to ignore the emotional behavior of the person being tested, but to write down statements that he may use to accompany his answer. These can be exclamations: “very”, “always”, “never”. A professional approach will help conduct testing more successfully and achieve an objective result.

Remember: questions for preschoolers and children junior school should be spoken in a calm intonation, formulated simply, clearly and clearly. If the child does not understand, the task is clarified.

1. We give the task: “I name the qualities of a person’s character, and you say which of them apply to you.”
2. We explain: “When you answer, you can say the words “yes”, “no”, “I don’t know”, “not always.”
3. We name the characteristic and clarify: “Do you understand what this word means? Think about it, don’t rush.”
4. We enter the data into the protocol.

Study of self-esteem and self-attitude of secondary school students

For middle school children, you can organize a test in a small group in which everyone knows each other well and feels relaxed and comfortable. Children of this age independently answer the questions in the protocols in writing. We carry out the test according to the following scheme:

1. We sign a protocol for each child and issue it personally.
2. We explain the task: “In front of each quality, you need to rate yourself on a scale: “yes,” “no,” “I don’t know.” We explain that answers must be given quickly, but we also do not force children to rush too much.
3. We make sure that the children understand the meaning of all the words about moral qualities, and ask them to start the test.
4. After completion, we collect protocols to sum up the results.

Evaluation of results

When the protocols are completed, we proceed to processing the results obtained. The test has a rating scale: “yes” answers receive 1 point; “no” answers are scored 0 points; answers expressing doubt (“I don’t know,” “sometimes”) earn 0.5 points. The total score determines the child’s qualitative level of self-esteem.

• 10 points - very high;
• 8–9 points - high;
• 4–7 points - average;
• 2–3 points - low;
• 0–1 point - very low.

After receiving and evaluating the test results, you can have a conversation with interested parents and educators. During the consultation, they explain how deviations from the norm manifest themselves in the child’s self-esteem.

Low self-esteem reveals itself as a tendency toward “self-criticism,” suspiciousness, poor motivation, and anxiety. For such a person, any problem becomes exaggeratedly complex, he takes criticism towards himself painfully and intolerantly, “chews” other people’s words for a long time and painfully, and carries resentment within himself. A person perceives even the positive reaction of others as a temporary and random episode in his life, being in constant emotional tension of waiting for a blow from fate. Such psychological negativism prevents the building of long-term, strong, deep relationships with other people.

Children with low self-esteem withdraw into themselves and have problems with their studies not because of the quality of their knowledge, but because of their uncertainty and fear of being misunderstood and ridiculed. They clearly and immediately need the help of a psychologist.

Inflated self-esteem will inevitably create problems in communicating with peers

Inflated self-esteem, on the contrary, leads to the fact that a person puts himself in a position of superiority, is confident in his own rightness, and ignores the point of view of others. With an inflated level of perception of one’s strengths and capabilities, a person is prone to irresponsibility in actions, since he takes on work that is “beyond his ability.”

Since it is often the parents who form the child’s self-esteem, an overly enthusiastic attitude towards their child can do him a “disservice” by distorting the real understanding of things. On the other hand, parental criticism and negativism will create apathy and timidity, kill enthusiasm, and limit the energy of active action to achieve success. In addition, misunderstanding and rejection from peers may appear.

Interpretation of testing results

In general, preschoolers tend to have high self-esteem due to a lack of knowledge about themselves and the people around them. Often in children 4 - 5 years old, you can hear answers to an exaggerated degree when the child claims that he is “always kind”, “always skillful”, which indicates a lack of self-criticism.

How realistic and objective the answers are can be checked by comparing the child’s self-esteem with the opinions of parents and teachers about him based on the same characteristics. Older preschoolers and high school students, as a rule, are objectively and sensibly aware of their positive qualities and shortcomings; the opinions of friends and adults about them are important to them.

We draw your attention to the fact that the statistical norm for this method of diagnosis is a psychologically justified and natural discrepancy between the child’s real and ideal self-image.

The real concept of one’s “I” is the child’s idea of ​​himself, what he thinks about himself. The ideal concept implies a person’s perception of his “I” in accordance with his expectations and desires, that is: “What do I want to be?”

An experienced practicing psychologist will definitely discover a possible internal conflict between the real and the ideal in a person’s psychological self-portrait. The recommendations of an insightful researcher will be valuable for teachers and parents who seek to understand the characteristics of a child’s character and to better understand the reasons for the behavior of their children or students.

Methodology R.S. Nemova “What am I?” - one of the tools for determining the level of self-esteem, which is necessary for the early identification of problems in the development of the child’s “I”. It is important to pay attention to how a person perceives himself from childhood in order to, if necessary, carry out psychological correction and help him live happily, grow, love himself and communicate comfortably with others.

The conceptual program states that initial training should be aimed at increasing the level of socially significant motive educational activities, bringing children to a higher level of education and spiritual and moral education, developing the ability to live in harmony with themselves and the world around them.

I see one of the ways to solve these problems in developing in a child the ability to analyze his activities, actions, and behavior. I believe that self-esteem is an important factor in the formation of personality. It allows a person to make active choices in a wide variety of life situations and determines the level of his aspirations and values.

If you open Ozhegov’s dictionary, then we read there: self-esteem is an assessment of oneself, one’s strengths and weaknesses. And evaluation is an opinion about the value, level or significance of someone - something.

In the dictionary of a practical psychologist (compiled by Golovin) it is written: “Self-esteem is a person’s assessment of himself, his capabilities, quality and place among other people.”

For student primary school, I believe that self-esteem is an assessment of yourself, your capabilities, strengths and weaknesses. To do this you need to know yourself. Is what others think of us always the same? The question of developing self-esteem, its formation in a child - the most important question, determining the development of his personality.

Self-esteem is externally expressed in how a person evaluates the capabilities and results of his activities and the activities of others.

High self-esteem– a person believes in himself, feels “on horseback,” but sometimes, being confident in his infallibility, he can fall into difficult situation when you need to abandon the usual view of things and admit that someone else is right.
If a child has high self-esteem, negative personality development is possible: arrogance, conceit, and rudeness develop.

Adequate self-esteem– a person really evaluates himself, sees both his positive and negative qualities. It is able to adapt to changing environmental conditions.

Adequate self-esteem leads to the development of positive personality traits: goodwill, mutual assistance, will, patience, etc.

Low self-esteem characteristic of people who tend to doubt themselves, take comments and dissatisfaction of other people personally, worry and worry about insignificant reasons. Such people are often unsure of themselves, they find it difficult to make decisions, and the need to insist on their own. They are very sensitive.

Low self-esteem manifests itself in increased anxiety, constant fear of a negative opinion about oneself, increased vulnerability, which encourages a person to reduce contacts with other people. Low self-esteem destroys a person’s hopes for a good attitude towards him and successes, and his real successes and positive assessment He perceives those around him as temporary and accidental. For a person with low self-esteem, many problems seem insoluble; these people are very vulnerable, their mood is subject to frequent fluctuations, they react more sharply to criticism, laughter, and reproach. They are more dependent.
You can increase your self-esteem by either maximizing success or minimizing failure. The discrepancy between claims and real behavior leads to distortions in self-esteem. The higher the aspirations, the greater the successes must be for a person to feel satisfied.

In younger schoolchildren, self-esteem is based on the opinions and assessments of others and is assimilated in a ready-made form, without critical analysis.

Methods for determining the self-esteem of junior schoolchildren

To determine the self-esteem of younger schoolchildren, you can use the “Ladder” technique, the method of studying self-esteem (Dembo-Rubinstein) “What am I?”

1) Methodology "Ladder"

Draw a staircase of 7 steps on a piece of paper.
We show the child the ladder and say that the worst boys and girls are on the lowest step.
On the second - a little better, but on the top step there are the nicest, kindest and smartest boys and girls.
What level would you place yourself on? (Draw yourself on this step. You can draw 0 if it is difficult for your child to draw a person).

Processing the results:
1-2 step - low level of self-esteem (low);
3-5 step - average level of self-esteem (correct);
Step 6-7 - high level of self-esteem (inflated).

2) Method “What am I?”

Methodology, “What Am I?” is intended to determine the self-esteem of a child aged 6-9 years. The experimenter, using the protocol presented below, asks the child how he perceives himself and evaluates ten different positive personality traits. The assessments offered by the child to himself are provided by the experimenter in the corresponding columns of the protocol, and then converted into points.

Evaluation of results
answers like “yes” are scored 1 point,
answers like “no” are scored 0 points
Answers like “I don’t know” or “sometimes” are scored 0.5 points.
The level of self-esteem is determined by the total points scored by the child on all personality traits.

“What am I?”

Yes No I don’t know, sometimes

1. Good
2. Kind
3. Smart
4. Careful
5. Obedient
6. Attentive
7. Polite
8. Skillful (capable)
9. Hardworking
10. Honest

Conclusions about the level of development of self-esteem:

10 points - very high

8-9 points - high

4-7 points - average

2-3 points - low

1-0 point - very low

Having conducted such a study in the first grade, it turned out that the majority of children had high self-esteem, 15 students had adequate self-esteem, 3 students had adequate self-esteem, and 8 students had low self-esteem.

According to the age norm, the student’s self-esteem is high. It should be noted that the child’s answers to some questions (for example, obedient, honest) may indicate the adequacy of self-esteem. So, for example, if, along with the answers “yes” to all questions, the child claims that he is “always obedient”, “always honest”, we can assume that he is not always sufficiently critical of himself. The adequacy of self-esteem can be checked by comparing the child’s answer to on this scale with the parent’s answers about the child on the same personal qualities.

Through self-esteem, a child goes through the following stages: the need for self-development, self-knowledge, and self-control.
Self-control must be practiced in order to enjoy trust in the team, to bring goodness to people, to respect oneself and to be respected. In Russian psychology, the issue of the influence of self-esteem on human cognitive activity has been developed, methods for forming adequate self-esteem have been identified, and in case of its deformation, methods for its transformation through educational influences have been identified. And it is precisely at primary school age that one of the main psychological new formations is reflection - the ability to observe and evaluate oneself. Such an analysis allows you to evaluate yourself, compare your achievements with others, record changes in yourself today in comparison with yourself yesterday, imagine yourself tomorrow. The student must see his progress, his successes and gaps in knowledge. Having identified his ignorance, he has the opportunity to improve his work and achieve success. This is essential for motivational learning. The child has a need to improve his work on his own initiative.

The teacher clearly sees the process of formation of subject knowledge in students and provides targeted and timely correction.

However, to establish feedback When teaching with a child, in my opinion, the teacher should have a selection of “teacher words” addressed to the child. This is especially true for first-graders, as they are going through a period of adaptation to school.
Therefore, I am trying to make a selection of phrases that stimulate the student’s active creative position, evoke support and approval, a desire to do the work better, stimulate students to introspection, evoke a desire to think, change their attitude towards work.

• Well done!
• Amazing!
• Smart guy! Good girl!
• You surprised me!
• Beautiful design of the work!
• Amazing!
• Wonderful!
• Great!
• I'm proud of you!
• You made me happy!
• I like the way you work!
• This is truly progress!
• Thank you!
• Everything is going great!
• Okay, thank you!
• I'm glad I tried it, even though it didn't turn out the way you expected.
• Finally you got it! I'm very happy for you!
• I am the happiest teacher today! Thank you for... accuracy, diligence, beautiful recording, accuracy in completing tasks.

• I am grateful to you for...
• I am grateful to you for...
• You will succeed.
• I believe in your success.
• Your attitude towards homework has changed. Well done!
• I respect your persistence in achieving a good result.

I believe that these phrases will help teachers in assessing both the oral and written achievements of younger schoolchildren, establishing mutual understanding and trust between the teacher and children, and making the pedagogical process humane and aimed at developing the child’s personality.

The following words stimulate students to self-esteem, evoke a desire to think and change their attitude towards their work:

• Do you like it?
• How do you feel about this?
• Are you pleased (satisfied) with your result?
• I was really looking forward to this, and you?
• You have me puzzled.
• What happened to you?
• What happened to you?
• Try not to rush when completing the task.

It is very important not to use the following expressions when communicating with children:

• I told you a thousand times that...
• how many times should I repeat...
• what are you thinking about...
• Is it really difficult for you to remember that...
• you're becoming...
• you're just like...
• leave me alone, I have no time...
• why is Lena (Nastya, Vasya, etc.) like this, and you are not...

Thus, we teachers must notice the child’s achievements in time, support him, be surprised by his talents in time, thereby forming a positive self-esteem and helping to successfully develop and grow as individuals.
This topic is very relevant, since the teacher’s task, first of all, is to increase the motivation of learning and its effectiveness, and adequate self-esteem of the student helps to solve this problem quite effectively. The only difficulty is to achieve adequate self-esteem in each student. For this purpose, already in the 1st grade it is necessary to begin to form such self-esteem. The control and evaluation system also sets us an important social task: to develop in schoolchildren the ability to check and control themselves, critically evaluate their activities, find errors and ways to eliminate them.
As practice has shown, the level of self-esteem determines the activity of the individual, his desire for self-education, and his participation in the life of the team. Self-esteem is formed primarily under the influence of the results of educational activities, especially in children younger age. These definitions appear in comparison with real possibilities junior school student. Self-esteem does not remain stable; depending on success in activities and age characteristics, it tends to change.

The main factors on which the development of self-esteem in younger schoolchildren depends are school grades, the characteristics of the teacher’s communication with students, and the style of home education. But the greatest influence on the development of self-esteem is exerted by school assessment of academic performance; it is essentially an assessment of the personality as a whole and determines the social status of the child, therefore it is necessary to distinguish between assessment of activity and assessment of personality and not transfer one to the other. Junior schoolchildren negative review about their work is perceived as an assessment: you are a bad person. Traditionally, grades are used for assessment in school. Such a system has significant shortcomings– this is both an underestimation by children of the teacher’s marking judgments and the subjectivity of the marks given. The assessment sentence puts children in a hopeless situation.

Its use is especially dangerous when teaching children in first and second grade. The teacher's assessment is the main motive and measure of their efforts, their aspirations for success, so there is no need to compare him with other children, but show him the positive results of his own work before and now. Teachers need to not only stop giving grades to students in grades 1 and 2, but also rebuild their entire assessment activities.

Self-esteem plays a special role in assessing the educational activities of beginning students. The peculiarity of self-assessment is that it must precede teacher assessment. The importance of self-esteem is that it allows a child to see his strengths. and weaknesses of their work, and gets the opportunity to build their own program for future activities.

By analyzing the literature on the problem under study, we can make recommendations for teachers on the formation of self-esteem in younger schoolchildren:

1. Assessment should serve the main goal - to stimulate and direct the educational and cognitive activity of the student. The teacher must give meaningful assessment of the student's work. The process of educational and cognitive activity will be perfect only when assessment does not complete it, but accompanies it at all stages.
2. In educational activities, it is necessary to compare children who have approximately the same abilities, but achieve in educational activities different results due to different attitudes towards teaching.
3. It is necessary to use peer review, while noting strengths and weaknesses when expressing opinions about the assessment. After review, the work is returned to the author and students independently analyze their work.
4. Offer to provide assistance to a low-performing student with low self-esteem to provide assistance to a low-performing junior student.
5. It is necessary to include situations that update the child’s self-esteem, setting him the task of understanding the specifics of his work, its strengths and weaknesses and promoting the child’s orientation towards own ways actions.
6. It is necessary to work on mistakes, in which students take notes according to a special scheme, analyzing and evaluating their work in the lesson, determining the extent of mastery of the material, the degree of its complexity, highlighting the most difficult moments of the work.

Introduction of the self-assessment procedure into the pedagogical process.

Using the technique of comparison to show the student his own, even if very small, progress compared to yesterday, we strengthen and raise confidence in ourselves and our capabilities. To develop adequate self-esteem, it is necessary to create an atmosphere of psychological comfort and support in the classroom. To this end, already in the 1st grade, I try to create a situation of success for each student in the lesson, using multi-level forms of work for this, and introducing a system of self-assessment. Please draw in the margins with colored pencils conventional signs: “plus” (+) - the task was completed correctly; “minus” (-) the task was completed incorrectly or not completed at all; “circle” (-) - the task was not completed in in full or raises doubts in the child.

RIGHT
- FALSE - DOUBT

Only then is there a test on the board or in front, and the child compares his assessment with the real one. Having collected the notebooks, I find out the adequacy of self-esteem, record individual achievements on the sheet, and in the child’s notebook I circle only the adequate assessment in red. At the end of the quarter, I sum up the results and praise each child for their efforts and note their success in real self-assessment of the results achieved and express confidence that the child will definitely achieve the desired result if he has high self-esteem, and also show the positive dynamics of performance to those who have low self-esteem. As a result, each child feels comfortable and confident in further success, which contributes to motivation for further educational activities.

To identify the psychological atmosphere in the classroom, I used symbols different moods, suggested that at the end of the lesson the children should draw a sun with a face and facial expressions to show their mood or evaluate their learning of new material.

Most often, the children drew a smile, which, of course, lifted my mood. If the facial expressions were sad, this gave me the opportunity to provide timely assistance to the child. necessary help, work with him individually. With such children, I conduct additional classes after school, giving them the opportunity to raise the level of learning performance to their self-esteem. As a result, at the end of 1st grade, all students coped with the program and learned to read and write in accordance with the standard.

Diagnosis of younger schoolchildren. Tests.

Personality Study younger schoolchildren.

Methodology “If you were a wizard”, “If you had wand”

Method “Flower - seven-flowered”

Methodology “Joys and Sorrows” (methodology of unfinished sentences)

Methodology “Who to be?”

Method “My Hero”

Methodology “Choice”

Methodology “Creating a weekly schedule” by S.Ya. Rubinshtein, modified by V.F. Morgun

Method “Unfinished sentences” by M. Newtten modified by A.B. Orlov

Diagnosis of the temperament of younger schoolchildren.

Studying the self-esteem of junior schoolchildren:

Diagnostics of cognitive processes of primary schoolchildren.

Attention:

Methodology “Study of attention switching”

Assessing the stability of attention using the correction test method

Study of the characteristics of attention distribution (methodology of T.E. Rybakov)

Memory:

Methodology “Determination of memory type”

Methodology “Study of logical and mechanical memory”

Thinking:

Methodology “ Simple analogies”

Methodology “Elimination of the unnecessary”

Methodology “Studying the speed of thinking”

Methodology “Study of self-regulation”

Imagination:

Methodology “Completing Figures”

Personality

1. Method “If you were a wizard. If you had a magic wand"

Purpose: to study the desires of younger schoolchildren.

Research procedure. The guys are asked to name three wishes that they would like to fulfill. It is better not to offer a choice of one desire, since it is still very difficult for younger schoolchildren to choose the most important desire.

Analysis of answers can be carried out according to the following scheme: for yourself, for others. The answers of the second group can be clarified: for loved ones, for people in general.

2. “Flower-seven-flower” technique

Goal: diagnosis of children's desires.

Equipment: seven-flowered paper flower.

Research procedure. Children read (remember) V. Kataev’s fairy tale “The Seven-Flower Flower.” You can watch a cartoon or a filmstrip. Each person is given a seven-flowered flower made from paper, on the petals of which they write down their wishes. Children can give petals with wishes to those to whom they are addressed.

Processing of the results can take place according to the following scheme: write down desires, summing up those that are repeated or close in meaning; group: material (things, toys, etc.), moral (having animals and caring for them), cognitive (learning something, becoming someone), destructive (breaking, throwing away, etc.).

3. Methodology “Joy and Sorrow”

(method of unfinished sentences)

Goal: identifying the nature and content of experiences of younger schoolchildren. Research procedure. The following method options are possible:

1. The guys are asked to complete two sentences: “I am most happy when...”, “I am most upset when...”.

2. A sheet of paper is divided in half. Each part has a symbol: sun and cloud. Children draw their joys and sorrows in the appropriate part of the sheet.

3. Children receive a chamomile petal made from paper. On one side they write about their joys, on the other - about their sorrows. At the end of the work, the petals are collected into a chamomile.

4. It is proposed to answer the question: “What do you think makes your parents and teachers happy and what makes you sad?”

When analyzing the answers, you can highlight the joys and sorrows associated with your own life, with the life of the team (group, class, circle, etc.). The results obtained will give an idea of ​​the core integral properties of the child’s personality, which are expressed in the unity of knowledge, relationships, dominant motives of behavior and actions.

4. Method “Who should I be?”

Goal: identifying children’s interest in professions various jobs, the motives for their choice.

Research procedure. The guys are invited to: a) draw what they would like to become in the future, write a signature under the drawing; b) write a mini-story “Who do I want to become and why?”; c) write a story on the topic: “My mom (dad) is at work.”

Processing of received materials may include classification of professions, classification of motives for their choice, comparison of drawings, answers, written works, identifying the influence of parents on the choice of profession.

5. Method “My Hero”

Goal: identifying the models that the child has that he wants to imitate.

Research procedure. This technique can be carried out in several versions.

1. Children are asked questions (orally, in writing):

Who would you like to be like now and when you grow up?

Are there any kids in your class you would like to be like? Why?

Which of your friends, book or cartoon characters would you like to be like? Why?

2. Invite children to choose who they wanted to be like: dad, mom, brother, sister, teacher, friend, acquaintance, neighbor.

3. Essay-story (fairy tale) “I want to be like...”.

Processing the results. When analyzing the results, pay attention not only to who becomes a role model, but also why this particular choice was made by the student.

6. Methodology “Choice”

Goal: identifying the direction of needs.

Instructions to the subject. “Imagine that you earned (they gave you) ... rubles. Think about what you would spend this money on?

Processing the results. The analysis determines the dominance of spiritual or material, individual or social needs.

7. Methodology “Creating a weekly schedule” (S.Ya.Rubinshtein, modified by V.F.Morgun)

Goal: diagnostics of the student’s attitude to specific academic subjects and to learning in general.

Equipment: a sheet of paper divided into seven parts, where the days of the week are labeled.

Instructions to the subject. Let's imagine that we are in the school of the future. This is a school where children can make their own lesson schedule. Before you lies a page from the diary of this school. Fill out this page as you see fit. You can write any number of lessons for each day. You can write any lessons. This will be the weekly schedule for our school of the future.

Processing and analysis of results. The experimenter has a real schedule of lessons in the classroom. This schedule is compared with the “school of the future” schedule compiled by each student. At the same time, those subjects are identified, the number of which the subject has more or less than in the real schedule, and the percentage of discrepancy is calculated, which makes it possible to diagnose the student’s attitude to learning in general, and especially to individual subjects.

8. “Unfinished sentences” technique

Goal: diagnostics of learning motivation.

Research procedure. The experimenter reads the beginning of the sentence and writes down the end of the sentence that the student says.

The technique is used in grades 2-3 with each student individually.

Instructions to the subject. Now I will read the beginning of the sentence to you, and you can come up with a continuation to it as quickly as possible.

1. I think a good student is one who...

2. I think a bad student is one who...

3. What I love most is when a teacher...

4. What I don’t like most is when a teacher...

5. What I like most about school is that...

6. I don’t like school because...

7. I am happy when at school...

8. I'm afraid when at school...

9. I would like school...

10. I wouldn’t like it at school...

11. When I was little, I thought that at school...

12. If I am not attentive in class, I...

13. When I don't understand something in class, I...

14. When I don’t understand something while doing homework, I...

15. I can always check if I am correct...

16. I can never check if I'm right...

17. If I need to remember something, I...

18. When I find something interesting in class, I...

19. I always wonder when in class...

20. I’m always uninterested when in class...

21. If we don't get homework, I...

22. If I don’t know how to solve a problem, I...

23. If I don’t know how to write a word, I...

24. I understand better when in class...

25. I would like school to always...

Processing and analysis of results. Initially, each ending of the sentence is assessed from the point of view of the student’s expression of a positive or negative attitude towards one of four indicators of learning motivation (1 - type of personally significant activities of the student (study, play, work, etc.); 2 - subjects personally significant for the student ( teacher, classmates, parents influencing the student’s attitude to learning); 3 - sign of the student’s attitude to learning (positive, negative, neutral), the ratio of social and cognitive motives of learning in the hierarchy; 4 - student’s attitude to specific academic subjects and their content) . If the end of a sentence does not contain a pronounced emotional attitude towards indicators of learning motivation, then it is not taken into account in the analysis. Next, the sum of positive and sum of negative assessments of this indicator of learning motivation is calculated. They are compared with each other, and a final conclusion is drawn on the submitted indicator.

Temperament

Studying a schoolchild's temperament by observation

Purpose: to determine the characteristics of the temperament of a primary school student.

Observation plan

1. How to behave in a situation where you need to act quickly:

a) is easy to put into work;

b) acts with passion;

c) acts calmly, without unnecessary words;

d) acts timidly, uncertainly.

2. How does he react to the teacher’s comments:

a) says that he will not do this again, but after a while he does the same thing again;

b) is indignant at being reprimanded;

c) listens and reacts calmly;

d) is silent, but offended.

3. As he speaks with comrades when discussing issues that concern him very much:

a) quickly, eagerly, but listens to the statements of others;

b) quickly, with passion, but does not listen to others;

c) slowly, calmly, but confidently;

d) with great anxiety and doubt.

4. How to behave in a situation when you have to pass test work, but it is not finished; or the test is passed, but it turns out that a mistake was made:

a) reacts easily to the situation;

b) is in a hurry to finish the work, is indignant about mistakes;

c) decides calmly until the teacher takes his work, says little about mistakes;

d) submits the work without talking, but expresses uncertainty and doubt about the correctness of the decision.

5. How does one behave when solving a difficult problem if it doesn’t work out right away:

a) quits, then continues working again;

b) decides stubbornly and persistently, but from time to time sharply expresses indignation;

d) shows uncertainty and confusion.

6. How does he behave in a situation when he is in a hurry to go home, and the teacher or class leader invites him to stay at school to complete some task:

a) quickly agrees;

b) is indignant;

c) stays and doesn’t say a word;

d) shows uncertainty.

7. How to behave in an unfamiliar environment:

a) shows maximum activity, easily and quickly receives the necessary information for orientation, quickly makes decisions;

b) is active in one direction, because of this he does not receive sufficient information, but makes decisions quickly;

c) calmly observes what is happening around him and is in no hurry to make decisions;

d) timidly gets acquainted with the situation, makes decisions uncertainly. To observe according to this plan, it is advisable to use the diagram (Table 1), marking with a “+” sign the corresponding reactions for each point of the plan.

Table 1.Scheme for monitoring the temperament of a schoolchild

	Observation plan items

The reactions of each point of the plan correspond to temperaments:

a) sanguine;

b) choleric;

c) phlegmatic;

d) melancholic.

Data processing. The number of “+” signs in the lines corresponding to the items is counted. The largest number of “+” signs in one of the items will indicate the approximate temperament of the subject. Since there are no “pure” temperaments, using this scheme it is possible to establish those features of other temperaments that are inherent to a certain extent in the subjects.

Self-esteem

Modification of the Dembo-Rubinstein technique

Purpose: study of student self-esteem.

Equipment: a form made of checkered paper, on which seven parallel vertical lines 10 cm long are drawn, each with a dot in the middle. The lines are signed in accordance with the scalable qualities: “growth”, “kindness”, “intelligence”, “justice”, “courage”, “honesty”, “good friend” (the list of qualities can be changed).

Work order. The child is presented with a form. Instructions to the subject: “Imagine that along this line all the students in our class are located according to... (name of quality). At the top point there is the most... (maximum quality), at the bottom - the most... (minimum quality). Where would you place yourself? Mark with a dash.

After self-assessment for all qualities, a conversation is held with the child in order to find out the meaning that he puts into each of the names of the quality (except for growth), to find out what he lacks to place himself at the very top of the line for a certain quality. The child's answers are recorded. In the conversation, the cognitive component of self-esteem is thus clarified.

Data processing. The scale is divided into twenty parts (cells) so that the middle is between the tenth and eleventh. The mark placed on the scale is assigned the numerical value of the corresponding cell. The level of self-esteem is presented from +1 to -1. The emotional component of self-esteem is determined by its height, reflecting the degree of satisfaction with oneself.

In the area of ​​positive values, three levels of satisfaction are distinguished (0.3 - low; 0.3-0.6 - average; 0.6-1.0 - high). The level of self-dissatisfaction is in the region negative values. The growth scale is not taken into account; it is needed only to explain to the child what the experimenter wants from him. Scores on all other scales are summed and divided by six. This is the average level of self-esteem for this student.

Cognitive processes

Attention

Methodology "Study of attention switching"

Purpose: study and assessment of the ability to switch attention.

Equipment: table with black and red numbers from 1 to 12, written out of order; stopwatch.

Research procedure. At the researcher’s signal, the subject must name and show the numbers: a) black from 1 to 12; b) red from 12 to 1; c) black in ascending order, and red in descending order (for example, 1 - black, 12 - red, 2 - black, 11 - red, etc.). The time of the experiment is recorded using a stopwatch.

Processing and analysis of results. The difference between the time required to complete the last task and the sum of the time spent working on the first and second will be the time that the subject spends on switching attention when moving from one activity to another.

2. Assessing the stability of attention using the correction test method

Purpose: to study the stability of students' attention.

Equipment: standard “Corrective Test” test form, stopwatch.

Research procedure. The study must be carried out individually. You need to start by making sure that the subject has a desire to complete the task. At the same time, he should not have the impression that he is being examined. The subject must sit at the table in a position convenient for performing this task. The examiner gives him a “Proofreading Test” form and explains the essence according to the following instructions: “The letters of the Russian alphabet are printed on the form. Consistently examining each line, look for the letters “k” and “p” and cross them out. The task must be completed quickly and accurately.” The subject begins to work at the experimenter's command. After ten minutes, the last letter examined is marked.

Processing and analysis of results. The results in the test subject's proofreading form are compared with the program - the key to the test. The total number of letters viewed in ten minutes, the number of letters correctly crossed out during work, and the number of letters that needed to be crossed out are calculated. The productivity of attention is calculated equal to the number of letters viewed in ten minutes and the accuracy calculated by the formula

K = m/n x 100%, where K is accuracy, n is the number of letters that needed to be crossed out, m is the number of letters crossed out correctly during work.

3. Study of the characteristics of attention distribution

(methodology by T.E. Rybakov)

Equipment: a form consisting of alternating circles and crosses (on each line there are seven circles and five crosses, a total of 42 circles and 30 crosses), a stopwatch.

Research procedure. The subject is presented with a form and asked to count out loud, without stopping (without using a finger), horizontally the number of circles and crosses separately.

Processing and analysis of results. The experimenter notes the time it takes the subject to complete the counting of elements, records all the stops the subject makes and those moments when he begins to lose count. Comparison of the number of stops, the number of errors and the serial number of the element from which the subject begins to lose count will allow us to draw a conclusion about the level of attention distribution of the subject.

Memory

1. Methodology “Determination of memory type”

Goal: determination of the predominant type of memory.

Equipment: four rows of words written on separate cards; stopwatch.

For memorizing by ear: car, apple, pencil, spring, lamp, forest, rain, flower, pan, parrot.

For memorization with visual perception: airplane, pear, pen, winter, candle, field, lightning, nut, frying pan, duck.

For memorization during motor-auditory perception: steamer, plum, ruler, summer, lampshade, river, thunder, berry, plate, goose.

For memorization with combined perception: train, cherry, notebook, autumn, floor lamp, clearing, thunderstorm, mushroom, cup, chicken.

Research procedure. The student is informed that a series of words will be read to him, which he must try to remember and, at the experimenter’s command, write down.

The first row of words is read. The interval between words when reading is 3 seconds; The student must write them down after a 10-second break after finishing reading the entire series; then rest for 10 minutes.

The experimenter reads the words of the third row to the student, and the subject repeats each of them in a whisper. Then he writes down the remembered words on a piece of paper. Rest 10 minutes.

The experimenter shows the student the words of the fourth row and reads them to him. The subject repeats each word in a whisper. Then he writes down the remembered words on a piece of paper. Rest 10 minutes.

Processing and analysis of results. A conclusion can be drawn about the predominant type of memory of the subject by calculating the memory type coefficient (C). C = a/10, where a is the number of correctly reproduced words. The type of memory is determined by which of the rows had greater word recall. The closer the memory type coefficient is to one, the better developed the subject’s this type memory.

2. Methodology “Study of logical and mechanical memory

Purpose: study of logical and mechanical memory by memorizing two rows of words.

Equipment: two rows of words (in the first row there is a semantic connection between the words, in the second row there is none), stopwatch.

First row	Second row
doll - play chicken - egg scissors - cut horse - sleigh book - teacher butterfly - fly brush - teeth snow - winter cow - milk lamp - evening	beetle - chair compass - glue bell - arrow tit - sister Leika - tram boots - samovar match - decanter hat - bee fish - fire saw - scrambled eggs

Research procedure. The student is informed that pairs of words will be read that he must remember.

The experimenter reads to the subject ten pairs of words in the first row (the interval between pairs is five seconds). After a ten-second break, the left words of the row are read (with an interval of ten seconds), and the subject writes down the remembered words of the right half of the row. Similar work is carried out with words of the second row.

Processing and analysis of results. The results of the study are recorded in the following table.

Table 2.The volume of semantic and mechanical memory

Semantic memory capacity			Mechanical memory capacity
Quantity first words		Coefficient semantic	Quantity words of the second	Number of words remembered (B)	Coefficient mechanical

Thinking

1. Methodology "Simple analogies"

Goal: study of logic and flexibility of thinking. Equipment: a form in which two rows of words are printed according to the sample.

1. Run 2. Locomotive 3. Leg 4. Cows 5. Raspberry 6. Rye 7. Theater 8. Steamboat pier 9. Currant 10. Disease 11. House floors

Scream a) be silent, b) crawl, c) make noise, d) call, d) stable Horse____ a) groom, b) horse, c) oats, d) cart, d) stable Eyes__________________________________ a) head, b) glasses, c) tears, d) vision, e) nose Trees ________________________________ a) forest, b) sheep, c) hunter, d) flock, e) predator Mathematics ____________________________ a) book, b) table, c) desk, d) notebooks, e) chalk Apple ________________________________ a) gardener, b) fence, c) apples, d) garden, d) leaves Library _____________________________ a) shelves, b) books, c) reader, d) library mechanic, d) watchman Train _________________________________ a) rails, b) station, c) ground, d) passenger, Pot ______________________________ a) stove, b) soup, c) spoon, d) dishes, e) cook TV ______________________________ a) turn on, b) install, c) repair, d) apartment, e) master Ladder _______________________________ a) residents, b) steps, c) stone, d) big, e) rise

Research procedure. The student studies a pair of words placed on the left, establishing a logical connection between them, and then, by analogy, builds a pair on the right, choosing the desired concept from those proposed. If the student cannot understand how this is done, one pair of words can be analyzed with him.

Processing and analysis of results. A high level of logic of thinking is indicated by eight to ten correct answers, a good level by 6-7 answers, a sufficient level by 4-5, and a low level by less than 5.

2. Methodology “Elimination of the unnecessary”

Purpose: studying the ability to generalize. Equipment: a piece of paper with twelve rows of words like:

1. Lamp, lantern, sun, candle.

2. Boots, shoes, laces, felt boots.

3. Dog, horse, cow, elk.

4. Table, chair, floor, bed.

5. Sweet, bitter, sour, hot.

6. Glasses, eyes, nose, ears.

7. Tractor, combine, car, sled.

8. Moscow, Kyiv, Volga, Minsk.

9. Noise, whistle, thunder, hail.

10. Soup, jelly, saucepan, potatoes.

11. Birch, pine, oak, rose.

12. Apricot, peach, tomato, orange.

Research procedure. The student needs to find in each row of words one that does not fit, one that is superfluous, and explain why. Processing and analysis of results.

1. Determine the number of correct answers (highlighting the extra word).

2. Establish how many rows are generalized using two generic concepts (the extra “pan” is dishes, and the rest is food).

3. Identify how many series are generalized using one generic concept.

4. Determine what mistakes were made, especially in terms of using non-essential properties (color, size, etc.) to generalize.

The key to evaluating results. High level - 7-12 rows are generalized generic concepts; good - 5-6 rows with two, and the rest with one; middle -7-12 rows with one generic concept; low - 1-6 rows with one generic concept.

3. Methodology “Studying the speed of thinking”

Goal: determining the speed of thinking.

Equipment: set of words with missing letters, stopwatch.

Research procedure. Letters are missing from the given words. Each dash corresponds to one letter. In three minutes you need to form as many nouns as possible singular.

Processing and analysis of results:

25-30 words - high speed thinking;

20-24 words - good speed thinking;

15-19 words - average speed of thinking;

10-14 words - below average;

up to 10 words - inert thinking.

These criteria should be used when assessing students in grades 2-4; first graders can be studied from the second half of the year and counting from the third level:

19-16 words - high level of thinking;

10-15 words - good;

5-9 words - average;

up to 5 words - low.

4. Methodology “Study of self-regulation”

Goal: determining the level of formation of self-regulation in intellectual activity.

Equipment: sample with the image of sticks and dashes ( I- II- II1-1) on a notebook sheet with a line, a simple pencil.

Research procedure. The subject is asked to write sticks and dashes on a lined notebook sheet for 15 minutes as shown in the sample, while observing the rules: write sticks and dashes in a certain sequence, do not write in the margins, correctly transfer signs from one line to another, write not on every line, but every other line. In the protocol, the experimenter records how the task is accepted and performed - completely, partially, or not accepted, not performed at all. The quality of self-control during the performance of the task is also recorded (the nature of the mistakes made, the reaction to errors, i.e. notices or does not notice, corrects or does not correct them), the quality of self-control when assessing the results of activities (tries to thoroughly check and checks, is limited to a cursory review, does not look at the work at all, but gives it to the experimenter immediately upon completion). The study is carried out individually.

Processing and analysis of results. Determine the level of formation of self-regulation in intellectual activity. This is one component of overall learning ability.

Level 1. The child accepts the task in full, in all components, and maintains the goal until the end of the lesson; works concentratedly, without distractions, at approximately the same pace; works mostly accurately; even if it makes some mistakes, it notices them during testing and corrects them independently; does not rush to hand over the work right away, but checks what has been written again, makes corrections if necessary, and does everything possible to ensure that the work is not only completed correctly, but also looks neat and beautiful.

Level 2. The child accepts the task in full and maintains the goal until the end of the lesson; makes a few mistakes along the way, but does not notice and does not eliminate them on his own; does not eliminate errors and in the time specially allocated for checking at the end of the lesson, he is limited to a quick glance at what has been written, he is not concerned about the quality of the work, although the general desire to obtain good result he has it.

Level 3. The child accepts the goal of the task partially and cannot retain it in its entirety until the end of the lesson; therefore he writes signs randomly; in the process of work he makes mistakes not only due to inattention, but also because he did not remember some rules or forgot them; does not notice his mistakes, does not correct them either during the work or at the end of the lesson; upon completion of work, does not show any desire to improve its quality; I am generally indifferent to the result obtained.

Level 4. The child accepts a very small part of the goal, but almost immediately loses it; writes characters in random order; does not notice mistakes and does not correct them, and does not use the time allotted for checking knowledge at the end of the lesson; upon completion, immediately leaves the work without attention; I am indifferent to the quality of the work performed.

Level 5. The child does not accept the task at all in terms of content, moreover, more often he does not understand at all that some kind of task has been set before him; V best case scenario he only catches from the instructions that he needs to work with a pencil and paper, he tries to do this, writing or painting the sheet as best he can, without recognizing either the margins or the lines; there is no need to even talk about self-regulation at the final stage of the lesson.

Imagination

Methodology “Completing Figures”

Purpose: to study the originality of solving imagination problems.

Equipment: a set of twenty cards with figures drawn on them: outline images of parts of objects, for example, a trunk with one branch, a circle-head with two ears, etc., simple geometric shapes(circle, square, triangle, etc.), colored pencils, paper.

Research procedure. The student needs to complete each of their figures so that it turns out beautiful picture.

Processing and analysis of results. Quantification The degree of originality is made by counting the number of images that were not repeated by the child and were not repeated by any of the children in the group. Those drawings in which different reference figures were transformed into the same element of the drawing are considered identical. The calculated coefficient of originality is correlated with one of six types of solution to the imagination task.

Null type. It is characterized by the fact that the child does not yet accept the task of constructing an imaginary image using a given element. He does not finish drawing it, but draws something of his own next to it (free imagination).

1 type- the child completes the drawing of the figure on the card so that the image of a separate object (tree) is obtained, but the image is contoured, schematic, and devoid of details.

Type 2- a separate object is also depicted, but with various details.

Type 3- depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises).

4 type- the child depicts several objects based on an imaginary plot (a girl walks with a dog).

5 type- a given figure is used in a qualitatively new way. If in types 1-4 it acts as the main part of the picture that the child drew (the circle-head), now the figure is included as one of the secondary elements to create an image of the imagination (the triangle is no longer a roof, but the lead of a pencil with which the boy draws a picture) .