CHILDREN'S SELF-ESTEEM DYNAMICS DURING THE TRANSITION TO THE FIFTH GRADE

Abstract

The article deals with the analysis of self-esteem as a central component in the structure of the self-concept of personality.

Self-esteem is considered in the unity of the cognitive, affective and regulatory aspects. Possible characteristics (level, adequacy, stability, awareness, temporary differentiation, differentiation of specific self-esteem, emancipation of self-esteem from the assessments of other people) and types of self-esteems (retrospective – actual – predictive; real – demonstrated – desired; real – mirror) are systematized.

The system of quality indicators of self-esteem is proposed. A modification of the clinical conversation (T. Dembo – S. Rubinstein) is described, which allows identifying temporary differentiation, differentiation of specific self-assessments and emancipation of self-esteem from the assessments of other people.

It has been substantiated that the age interval of 9–11 years is a qualitatively unique period. Особенности развития в этом возрасте are correlated with the cardinal changes of the social situation of development in connection with the children’s transition to the form 5, as well as the beginning of puberty.

The results of the empirical research on the dynamics of a pupil's self-esteem during pupil’s moving up from the form 4 to the form 5 are discussed. The tendencies of changes in the self-esteem of children that occur after a year of study in the form 5 are characterized. It is shown that the transition to the form 5 is associated with the progressive development of temporary differentiation, emancipation of self-esteem from the assessments of other people, as well as the harmonization of the lines of development of individual characteristics of self-esteem. The most pronounced positive dynamics were found in the differentiation of specific self-esteem. Cases of decrease in indicators of temporary differentiation and emancipation of self-esteem are considered as manifestations of a crisis after the transition to the form 5. The empirical typology of children is described according to characteristics of self-esteem and its development. The tendencies of changes in the self-esteem of children, which occur after a year of study in the fifth grade, are characterized.