A system of work to teach children self-assessment of their own activities. How to learn more about a child’s self-esteem using the “What Am I?” method? Tests for studying the self-esteem of younger schoolchildren

Method "Attention span" ( according to Schulte )

Target: Determination of the volume of dynamic attention.

Range of application: The technique is used to examine both adult subjects and schoolchildren, starting from primary school age.

Equipment: Stopwatch, pointer, 5 Schulte tables. Each table is a square (approximate size - 20x20 cm), divided into 25 cells. In each table, numbers from 1 to 25 are arranged in random order. The height of the numbers is 2 cm, written with a pen and black ink. Table No. 1 is used for instruction, tables No. 2-5 - for experimental examination.

Sample tables

Experimental procedure: The experiment is carried out individually. The subject is shown table No. 1 and at the same time given the instructions: “There is a table in front of you. The table contains numbers from 1 to 25 randomly, in random order. Your task is to find all the numbers in order, show them with a pointer and at the same time call them out loud. For example... Try to work as quickly as possible. Have questions?"

Then the subject is sequentially presented with four tables (No. 2-5). For each of the tables, the experimenter records the time it takes to complete the task and records the results in the protocol.

Sample protocol

Table No.	Digit search time (sec.)

Processing the results

1. The total time of searching for numbers in all four tables is calculated. This indicator characterizes the subject's attention span. The shorter the task completion time, the greater the volume. To draw a conclusion about the degree to which the attention span of a particular subject corresponds to the age norm, it is necessary to compare its results with the group average for a given age.

2. Another processing option is possible. It consists in the fact that the total time for completing a task according to a special table is converted into a scale rating, and then the scale rating is interpreted. However, such standardization of results was carried out on two age groups: primary schoolchildren and adults in the study by S.A. Lukomskaya and E.F. Rybalko. Therefore, the table below can be used as a guide only. The translation of the results into a scale assessment is carried out in order to compare the level of attention span of a given subject and other properties of his attention (see the “Corrective test” technique).

The interpretation of the scale assessment is carried out traditionally:

	Characteristics of attention span

	Below the average

	Above average

Table for converting task completion time to scale rating

Adult attention span	Attention span of younger schoolchildren	Adult attention span

Conclusion: The conclusion indicates the compliance or non-compliance of the subject’s attention span with the age norm.

Memory

Methodology "Determination of memory type"

Target: determination of the predominant type of memory. Equipment: four rows of words written on separate cards; stopwatch. For memorization by ear: car, apple, pencil, spring, lamp, forest, rain, flower, pan, parrot. For memorization during visual perception: airplane, pear, pen, winter, candle, field, lightning, nut, frying pan, duck. For memorization during motor-auditory perception: steamboat, 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 and “writes it down” in the air. 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 and “writes it down” in the air. 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 = , where a is 10 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 this type of memory is in the subject.

Thinking

Methodology "Studying the speed of thinking"

Target: determination of speed of thinking. Equipment: set of words with missing letters, stopwatch. Words:

Research procedure. Letters are missing from the given words. Each dash corresponds to one letter. In three minutes you need to form as many singular nouns as possible. Processing and analysis of results: 25-30 words - high speed of thinking; 20-24 words - good speed of 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 examined from the second half of the year and counting starts from the third level: 19-16 words - high level of thinking; 10-15 words - good; 5-9 words - average; up to 5 words - low.

Cognitive thinking styles

Draw a staircase of 10 steps on a piece of paper.

We show the child a ladder and say that on the lowest step there are the worst boys and girls. 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).

1-3 steps - low level of self-esteem (low);

4-7 step - average level of self-esteem (correct);

8-10 step - high level of self-esteem (inflated).

Methodology “What Am I?” ” is intended to determine the self-esteem of a child 6-9 years old. The experimenter, using the protocol presented below, asks the child how he perceives himself and evaluates him on ten different positive personality traits. 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 “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.

Conclusions about the level of development of self-esteem

Protocol of the “What I Am” Methodology

10 points - very high

8-9 points - high

4-7 points - average

2-3 points - low

0-1 point - very low

According to the age norm, a preschooler’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 response on this scale with the parent’s responses about the child on the same personal qualities.

A selection of pedagogical diagnostics for studying the self-esteem of junior schoolchildren

DIAGNOSTICS OF PERSONALITY SELF-ASSESSMENT

Pedagogical diagnostics is an integral component of pedagogical activity, because the implementation of training and education processes requires assessment, analysis and accounting of the results of these processes. Pedagogical diagnostics is aimed at solving problems of optimizing the educational process, differentiating students, as well as improving educational programs and methods of pedagogical influence.

Self-esteem of the personality of a junior schoolchild is an object of study for many psychologists.

Among the various methods for measuring self-esteem in children in this work included those that are most adequate in working with children of primary school age.

To identify different levels of moral judgments and self-esteem that are formed in younger schoolchildren in the process of educational activities, a special ascertaining experiment was conducted.

When studying the levels of self-esteem formation among third-graders, the methodology of mutual and self-assessment was used. Based on the Dembo-Rubinstein rating scale (S.Ya. Rubinstein, 1970), the instrumental part of the methodology was developed: a three-color scale consisting of red, green and black parts, indicating strong, medium and weak expression (or absence) of any personal quality. The children were asked to mark their position and the position of their classmates on this scale. Thus, they had the opportunity to give themselves and their comrades high, average and low ratings regarding ten qualities selected by the experimenter that characterize the moral sphere of a person (kindness, honesty, justice), features of activity associated with the humanistic and social orientation of the individual (helping comrades, working for class), emotional and volitional manifestations (cheerfulness, courage), as well as rational and business characteristics (smart, good student). To determine how children perceive the level of their position and the position of their friends in the class, they were asked to give an assessment on such an indicator as “respected in the class.”

The methodology for ranking qualities was aimed at determining the values of children's orientation. With its help, one could see in what order children identify the listed qualities in a person. The methodology for determining human qualities made it possible to find out the levels of representation of the essence of these qualities in children’s judgments, i.e. how clearly children understand the essence of the qualities that were presented to them for assessment and ranking. Children's definitions were assessed according to three criteria: the presence of qualities, adequacy and degree of generalization. As a result, four levels of definitions of these qualities were identified (absent, inadequate, adequately situational and adequately generalized), which were given appropriate scores for subsequent quantitative data processing (0, 1, 2, 3).

De Greefe test

This experimental procedure, proposed by the French psychiatrist De Greefe, is a simple and very ingenious technique for determining self-esteem. It is recommended to use it when working with schoolchildren in grades 1-2.

Purpose of the study: determine the nature of the child’s self-esteem.

Material and equipment: sheet of paper, pen or pencil.

Research procedure

In an individual conversation, the child is shown three identical circles drawn on a piece of paper and is told: “There are three circles in front of you: the first circle represents your teacher, the second – you, the third – your classmate (name). From each circle you need to lower a line down. The longest line should be drawn from the one who is the smartest among you; from the one who is the stupidest - the shortest; from the one who is average - average." After completing this task, the child is asked to explain his decision.

Processing and analysis of results

De Greefe's experiments revealed increased self-esteem in children with mental retardation. These children tended to draw the longest line from the circle representing themselves. Symptom discovered by De Greefe increased self-esteem in mentally retarded children L.S. Vygotsky suggested naming the methodology after the author. The occurrence of this symptom in children with reduced intelligence is explained by the inherent high emotional coloring of their assessments and self-esteem, which is due to the general immaturity of the individual.

According to A.I. Lipkina (1976), normally, already in the first grade, all children draw the longest line from the circle that represents their teacher. When deciding who should get the middle line and who should have the shortest line - the subject or his classmate - advantage, as a rule, is given to the one who studies better.

If a child's results differ from this most common assessment option, one should not jump to conclusions about the child's mental disability. This examination, like any other, must necessarily be accompanied by a conversation with the child, during which the reasons for his actions and decisions are clarified.

During primary school age, a certain dynamics of self-esteem is observed. First- and second-graders (especially low-achieving and excellent students) reveal a clear desire to somewhat overestimate themselves: weak students, as the subsequent conversation shows, because of their disagreement with being included in “third-rate” students, excellent students - out of fear that, to some extent, their position in the class, which they value very much, will be shaken. These children, drawing a longer line from their circle, very openly declared to the experimenter that they were better than others, that others were worse students.

In the 3rd and especially in the 4th grade, the tendency to overestimate oneself among lagging students is significantly reduced, and among excellent students it is not expressed in such an overt form. Under the influence of the already learned ethical norm of “praising oneself immodestly,” excellent and well-performing fourth-graders, as a rule, no longer dare to draw a longer line from their circle than from a friend’s circle, even when they have a clear superiority over him in academic performance. Unconditionally drawing the longest line from the circle denoting the teacher, they then declare: “I can’t say which of us is smarter, me or N., ask the teacher.”

Thus, according to the fair remark of A.I. Lipkina, by the end of primary school age, the method of directly obtaining self-esteem loses its diagnostic value.

This technique was developed by V.G. Shchur is intended to identify the child’s system of ideas about how he evaluates himself, how, in his opinion, other people evaluate him, and how these ideas relate to each other.

Purpose of the study: determine the characteristics of the child’s self-esteem (as a general attitude towards himself) and the child’s ideas about how other people evaluate him.

Material and equipment: a wooden (or painted) ladder, a figurine of a man, a sheet of paper, a pencil (pen).

The technique is carried out individually. The research procedure consists of a conversation with a child using a certain rating scale on which he places himself and presumably determines the place where other people will place him.

A conversation with a child begins with a casual conversation about the composition of his family, his close relatives, friends, etc. Then the experimenter shows a wooden ladder, on which three steps go up and three down from the central platform. (In a modified version of the technique, a similar ladder is drawn by the experimenter on a sheet of paper). In this case, the child is given instructions:“Look at this ladder. If you seat all the children on it, then at the very top step there will be the best children, below - simply good, then - average, but still good children. Bad children are also distributed accordingly, i.e. at the lowest rung - the worst, etc.” After this, the child is given a figurine of a man (figurines of a boy or a girl can be used, depending on the gender of the child). The experimenter asks to place this figure on the step that the child himself, in his opinion, corresponds to: “Where will you put yourself?” In this case, it is necessary to find out why the child chose this particular step. Then the child is asked to place the figurine on the step where, in his opinion, his mother, as well as other close adults, will put him: “What step do you think your mother will put you on? Why do you think so?" Further, depending on the composition of the family and significant environment, approximately the following questions are asked: “Where will your father, grandmother, grandfather, brother, sister, friend, teacher put you? Where will mom and dad put their brother or sister?” In all cases, the psychologist asks the child to explain his choice.

The child is also asked about who will put him on the top step (especially if for some reason he thinks that his mother will not put him there), and who will put him on the bottom step. In addition to these basic questions, a detailed conversation is held with the child about why he thinks this way and not otherwise, and what kind of relationships he has with different people.

As the child answers, the psychologist records the named positions (in the version of a drawn ladder, this can be done directly on its steps).

A conversation with one child takes approximately 20-30 minutes.

Children of senior preschool and primary school age show great interest in their relationships with other people and, as a rule, readily participate in a conversation on this topic.

When assessing the results, it is necessary first of all to establish the child’s attitude towards himself. In senior preschool and junior school age the vast majority of children consider themselves “good” and place themselves at the top of the ladder. At the same time, as data from V.G. Shchur, children who put themselves at the very top level (i.e., who count themselves among the best) are almost never able to justify such self-esteem. Children who did not consider themselves the best approached assessing themselves more objectively and critically and explained their choice with various reasons, for example: “I still play around sometimes,” “I ask a lot of questions,” etc.

As a rule, the attitude of other people towards a child is perceived by him in a rather differentiated way: children believe that close adults (mother, father, grandfather, grandmother, and teacher) treat them differently.

The most important thing for understanding a child’s self-esteem is the ratio of assessments “for himself” and “for his mother.” The safest option is when children believe that their mother will put them at the very top of the ladder, and place themselves a little lower - on the second or third step from the top. Such children, feeling strong support from the most significant adults, are already developing the ability to take a rather critical approach to assessing themselves as individuals. The author of the methodology calls them “the most prosperous”.

Another option is that the child’s high opinion of himself coincides with the opinion of the mother. This situation may be typical for children:

infantile (all ratings are placed at the highest level,

but there are no substantiated, detailed formulations explaining such attribution);

“compensating” (wishful thinking).

And another option is that children put themselves higher than they believe their mother would put. The author of the methodology considers this situation unfavorable for the development of the child’s personality, since the discrepancy in assessments is noticed by the child and carries a terrible meaning for him - he is not loved. According to V.G. Shchur, the low assessment predicted by the child from the mother in many cases is associated with the presence of younger children in the family, who, according to the subjects, will be placed by the mother at the very top step.

At the same time, it is extremely important for such children that their position on the top step is supported by one of the adults. In this situation, it is advisable to ask the question: “Which of your loved ones will still put you on the top step?” And, as a rule, every child has one of the people around him for whom he is “the best.” Most often this is dad or grandparents, even if the child meets them quite rarely.

If children do not expect a high rating from any of their close adults, they say that a friend or girlfriend will put them at the highest level.

For younger schoolchildren, it is also important to find out the teacher’s predicted assessment of the child and analyze the child’s explanations about this.

“Draw yourself” technique

This technique was developed by A.M. Prikhozhan and Z. Vasiliauskaite and is intended for diagnosing the emotional and value attitude towards oneself in children 5-9 years old.

Purpose of the study: to determine the characteristics of the emotional-value attitude towards oneself in children of senior preschool and primary school age.

Material and equipment. To complete the task, the child is given six colored pencils - blue, red, yellow, green, black, brown. It is advisable to use Polycolor pencils in order to mitigate as much as possible the factor of individual preference and the influence of color. The method form is a standard sheet of unlined white paper folded in half (like a book). The first page of the book remains blank. Here, after the work is completed, the necessary information about the child is recorded. On the second, third and fourth pages of the book, placed vertically in front of the child, the name of each drawing that the child has to complete is written at the top in large letters, respectively: “Bad boy/girl (depending on the gender of the child), “Good boy/girl”, “ I".

The technique can be carried out both frontally and individually.

Instructions for completing the task are given before each drawing, so

with frontal execution, children move on to the next drawing only after everyone has completed the previous one.

Instructions:“Now you will draw. First, draw a bad boy or a bad girl. You will draw with three pencils. Choose these pencils and show them to me, and put away the remaining three. (Make sure all children do this.) Find the page that says "Bad Boy/Girl" at the top. Did you find everything? (Check if all children have found the right page). Let's start drawing."

After all the children have finished drawing, the following instructions are given: “Now put down the pencils you used to draw and take the remaining three. Show them to me. (Make sure that all children understand and follow these instructions correctly.) With these pencils you will draw a good boy or good girl. Find the page that says “Good Boy (Girl)” at the top. Did you find everything? (Check.) Let’s start drawing.”

Instructions given before the third drawing: “On the remaining piece of paper (on which “I” is written at the top), each of you will draw yourself.

You can draw yourself with all six pencils. Take all the pencils in your hand and show me. (Check.) Now pay attention! Let your drawing have a secret. If someone wants to draw themselves like a good boy or a good girl, then let the drawing have more of the colors with which you painted the good boy or girl. And if you want to draw yourself as looking like a bad person, then it will contain more of the colors that were used to paint a bad boy or girl. But try to use all the pencils in this drawing. (After this, you should briefly repeat the instructions and answer the children’s questions). So, find the page that says “I” (check) at the top and start working.

It is necessary to specifically monitor how children follow each instruction and answer all questions before they start drawing.

Children work independently. An adult intervenes only if instructions are violated. Valuable additional information is provided by observing children’s behavior while performing tasks, recording too fast or too slow performance. When performed frontally, it takes about a lesson to complete the entire technique.

Individual implementation usually requires less time (on average about 3 minutes). In general, this type of work is preferable, since it allows you to record the order of drawing, including the sequence of using colors, the child’s spontaneous statements, his facial expressions, gestures, and the time he spends on each of the drawings. In addition, the experimenter can talk with the child immediately after he has completed the task.

After completing all the work, a conversation is held with the child, which contains questions about which drawing did you like to draw the most, and which one did you like the least and why? Which drawing, according to the child, turned out best, and which one turned out worse? Why is the boy (girl) bad in one picture, and good in the other? What can you tell us about each of them? Who - good or bad boy / girl - does he like best? Who would he choose as his friend? Why? (Particular attention should be paid to cases where the subject prefers a bad child.) How did the child want to draw himself? What can he tell you about himself? What does he like most about himself? What would he like to change about himself? What does he do best? What can’t he do? What would you like to learn? Does he think he can learn it? What does this require? Etc. Here is only an approximate list of questions, which the experimenter can supplement and change depending on the specific case.

It is advisable to conduct a similar conversation in cases where the technique was presented frontally, but since this happens with a certain delay, it is necessary before the conversation to show the child his work and record those cases when he expresses a desire to change something in the drawings, and his story about these changes. Moreover, it is important own wish child. The psychologist should not ask him if he wants to change something in his drawing, or in any other way lead him to this idea. If the child wants to draw other drawings (one or all three), he should be given this opportunity.

Processing and analysis of results

The diagnostic use of drawing tests, especially when they involve (as in this case) the human figure, involves three main levels of analysis.

First level– manifestation in the drawing of indicators of organic damage to the central nervous system (inclination of the figure is more than 95 or less than 85 degrees, double and/or broken lines, “shaking” lines (trembling), not connected lines (I. Shvantsara et al., 1978). If such signs are detected, then the interpretation of the figures at subsequent stages of analysis should be approached with extreme caution.

Second level involves analysis from the point of view of compliance with age standards. In the case of a sharp difference between the drawing and the general age norm, it is necessary to find out whether the omission, for example, of individual details of a human face or figure is associated with a developmental delay (which makes it possible to obtain valuable diagnostic data on the general development of the child) or is it associated with certain problems, fears, conflicts . For example, the absence of hands may indicate both insufficient development and a low level of contact, impairments in communication. If we're talking about about developmental delay, then the transition to third level interpretations – actually projective – should be carried out with extreme caution. A number of authors believe that if, at the first and second levels, indicators are obtained that indicate organic lesions of the central nervous system or a significant developmental delay, one should not move to the third level at all. However, the practice of the authors of the methodology shows that even such children project their own feelings, attitudes, and motives in their drawings. Therefore, here, too, a third-level analysis can be applied, but this should be done with extreme caution, taking into account only the most pronounced signs and paying special attention to whether the appearance of a particular indicator is associated, for example, with general underdevelopment.

The projective interpretation of individual indicators, both substantive and formal, is widely presented in special practical guides (see, for example: E.S. Romanova, O.F. Potemkina, 1991; R. Belyauskaite, 1994). Particularly noteworthy is the analysis of formal indicators using the example of the drawing “Non-existent animal” presented by M.Z. Dukarevich (1989). In this regard, the projective indicators and symbolic meanings of various aspects of the drawing will not be discussed in detail here.

General scheme for interpreting the results of the technique.

When interpreting data, both projective criteria and indicators based on the direct scaling method are used.

1. Analysis of the “self-portrait” (drawing “I”): the presence of all the main details, the completeness of the image, the number of additional details, the thoroughness of their drawing, the degree of decoration of the “self-portrait”; the static nature of the drawing or the representation of the figure in motion, the inclusion of oneself in any plot - a game, dance, walk, etc. It is known that the presence of additional details - detailed drawing, “coloring” - indicate a positive attitude towards the character being drawn. On the contrary, the incompleteness of the drawing, the lack of necessary details indicate a negative or conflicting attitude, as discussed above. An image in motion, inclusion in a plot - for an active, creative attitude to reality.

2. Analysis of other projective indicators for “self-portrait”, including the size of the picture, its location on the sheet (the so-called projective semantics of space), the relationship between individual parts of the picture, etc. It is known, for example, that placing a picture at the bottom of the page can indicate that the child is depressed and has an inferiority complex. The most unfavorable is the “self-portrait”, drawn in profile and located in the lower corner of the page, especially in the left.

3. Comparison of the child’s “self-portrait” with the drawings of a “good” and “bad” peer according to the following parameters:

a) the colors used in the “self-portrait”, their correspondence to the colors of the “good” and “bad” child, which colors are greater;

b) the size of the “self-portrait” compared to the sizes of the other two drawings;

c) repetition in the “self-portrait” of details from the drawings of the “good” and “bad” child: clothes, headdress, toy, flower, slingshot, pistol, etc.;

d) the presence of new details in the “self-portrait” and their nature;

e) general impression of the similarity of the “self-portrait” to the drawing of a “good” or “bad” peer.

Analysis of amendments, crossing out, redrawing (without significantly improving the quality of the drawing); their severity indicates conflict and anxiety in the child.

Analysis of the drawing process, technical features of the drawing, and when carried out individually - the nature of spontaneous statements, the order of depiction of individual details and the time spent on a particular drawing. Particular attention is paid to cases and motivations for refusing to complete a particular drawing or task in general. The authors of the method give an example when an 8-year-old boy, with a pronounced discomfort of success, refused to draw a “good” peer, citing the fact that he does not know how to draw “good”, he never succeeds in anything “good”.

It is advisable to make a final conclusion about the peculiarities of the child’s emotional and value-based attitude towards himself only on the basis of a comparison of the qualitative characteristics of the drawing and the data of the conversation. At the same time, it is important to keep in mind that we are not talking about verifying the criteria for assessing a drawing based on the conversation data, but rather about taking into account both groups of data in the final conclusion of the psychologist.

Methodology “Three assessments” A.I. Lipkina

Purpose of the study: identify the student’s emerging evaluative position.

To implement the methodology, students are asked to complete any educational task in writing. Students’ work must be assessed in three grades: adequate, overestimated, underestimated. Before handing out notebooks, students are told: “Three teachers from different schools checked your work. Each had a different opinion about the completed task and therefore they gave different marks. Circle the mark with which you agree.” Then, in a conversation with students, the answers to the following questions are clarified:

1. Your work deserves a grade of “three”, but the teacher gave you a “five”. Will you be happy about this or will it upset you?

2. Which marks make you happy and which ones make you sad?

3. What kind of student do you consider yourself: average, weak or strong?

The level of self-esteem of schoolchildren is determined on the basis of the data obtained from the following results:

the coincidence or discrepancy of self-esteem with an adequate assessment of the teacher, the nature of the argumentation of self-esteem: a) argumentation aimed at the quality of the work performed, b) any other argumentation, c) stability or instability of self-esteem, which is judged by the degree of coincidence of the nature of the mark given by the student to himself and the answers to the questions asked.

6. Study of the level of aspirations

Purpose of the study: to identify self-esteem and the dynamics of the level of aspirations of students in an experimental situation.

The level of aspiration is a variant of F. Hoppe's methodological technique. The subject is offered a number of tasks (from 14 to 18), differing in degree of difficulty. All tasks are written on cards, which are located in front of the test subject in ascending order of their numbers. The degree of difficulty of the task corresponds to the size of the serial number of the card.

Studies conducted using this technique (F. Hoppe, M. Yuknat, M. Neimark, T. Bezhanishvili, B. Serebryakova) showed that, as a rule, subjects choose more difficult tasks after successful solutions, and, conversely, after a number of unsuccessful decisions turn to easier tasks. The quality of the first task affects the choice of the next one.

The proposed tasks can be very different in content depending on the educational level of the subjects.

To conduct the experiment, you need to prepare cards measuring 12x7 cm, on which the numbers from 1 to 14 are clearly marked, and a stopwatch.

The cards are laid out in two rows. After presenting the instructions, the subject is asked to choose a task. After completing each subsequent task, the experimenter asks the subject each time: “Now take the task of whatever difficulty you want.” The experimenter records the time taken to solve the problem and after each task says: “You completed this task on time. I’ll give you a plus” or “You didn’t meet the deadline. I’m giving you a minus.”

In front of you are cards with tasks written on the back. The numbers on the cards indicate the degree of difficulty of the tasks. The tasks are arranged in increasing difficulty. A certain time is allotted for solving each task, which you do not know. I'm keeping an eye on him with a stopwatch. If you do not complete the task within the allotted time, I will consider the task not completed. You must choose your assignments yourself. Thus, the subject is given the right to choose the difficulty of the task himself. The experimenter can, at his discretion, increase or decrease the time allotted for completing the task, thereby arbitrarily causing the subject to experience failure or success.

The obtained data is entered into a pre-prepared protocol (see appendix). The experimental data can also be depicted in the form of a curve: the serial numbers of the sample (selection of the next task) are plotted on the abscissa axis, and the selected card numbers are plotted on the ordinate axis. The sign (+) marks successfully completed tasks, the sign (-) marks unsuccessfully completed ones (see figure).

The experimenter records in detail all the statements of the subject, his reactions, as well as his own comments.

After the experiment is completed, you should ask the subject the question: “What guided you when choosing the task?”

/ Self-esteem research methods

Within 15-20 minutes, on a piece of paper, write 20 answers to the question “Who am I?” Write down the answers in the form and sequence in which they come to your mind.

Step 1. Responses are analyzed according to three criteria:

1. Number of words or sentences used (level of self-presentation).

Word "presentation" means “presentation”, “presentation”. The more words or sentences you managed to write in the allotted time, the higher your level of self-presentation. Pay attention, did you use all 15 minutes or stopped working earlier, deciding that you had already said everything possible about yourself? The latter most often indicates that a person has a limited, rigid range of ideas about himself, and usually he does not seek to use the opportunity to look beyond this boundary, look, Is there anything interesting or necessary there?

First, pay attention to whether you have repeated answers, for example: 3. “I don’t like myself”; 4. “I have an ugly nose”; 7. “My shoulders are too narrow.” Repeated answers indicate that a person is concerned about one topic, one problem. And this is very important. But when determining the level of self-presentation, how much you know yourself and can talk about yourself, all these statements are counted as one. How much is left? Underline and write down this topic that is important to you. Think about why you are “stuck” on this particular characteristic. What is she talking about?

If the total number of answers you have is very small - no more than 8, this means that you or do not want present yourself even to yourself (why? what is so unpleasant or scary that you are hiding from yourself?), or - which is more common - you simply don’t think about yourself and use Everyday life only some of the most important, and more often - just simple and obvious characteristics. But perhaps this is enough for you?

From 9 to 17 answers - average, moderate level of self-presentation. And here it is difficult to say anything definite. The man seems to know himself, but perhaps not very well; thinks about himself, but somehow not very much.

Those who have a low and average level of self-presentation, think about what prevented you from answering more fully. What did you lack: the ability to make an effort or just diligence? Couldn't get back to work right away? Or maybe you controlled yourself too tightly, subjected your answers to strict censorship? Or you didn't have enough words to express what do you feel? Decide for yourself and write down your answer. It is very important because it shows you exactly what you need to work on.

When there are 18 or more answers, this indicates a high level of self-presentation. Usually it indicates that a person looks at himself from different sides, thinks about himself one way or another and, most importantly, is not ashamed of himself.

If you have more than 22 answers, maybe you decided that the task was to write as much as possible, and began to write everything in a row, as long as your list was long enough? Think about whether you have fallen into the “Who is bigger?” trap. Don't you always strive only to win? Do you often see situation competitions where it was not intended at all? Review your answers: how many of them really characterize you, and how many were written by chance, just like that?

It has been noted that people who lack self-confidence have a level of self-presentation that is either quite low (or average, approaching low) or very high (more than 22).

If your self-description begins with words such as “young man”, “man”, “girl”, “woman”, “wife”, “husband”, “son”, “brother”, “I live in the city of N.”, “ I live on such and such a street,” etc., then you used the so-called role and formal biographical characteristics. Look carefully, how many of these characteristics do you have, what place do they occupy in your self-portrait? If they are the majority, then it turns out that you are just the sum of social roles, age, and other formal characteristics.

But where are you in this - as you really are? There are a lot of people who have exactly these role and biographical characteristics. How exactly does your individuality manifest itself? If you cross out all these answers, What will it stay? Do you really no longer see anything in yourself or have you pushed them forward so as not to think about anything else? Then what? Do you really want to hide from yourself?"

We have already mentioned repeated answers, indicating that a person is concerned about one topic, one problem. This is the most striking and simple case. It often happens that the answers seem to be different, but they say the same thing. For example, about how you appear to others people or about your plans for the future, problems with others, etc. This is usually how the problems that are most important to you manifest themselves, the ones that are most important to you. in many ways determine your behavior, sometimes even unconsciously.

Do you have this problem? What is she like?

4. The time indicated by the answers.

What time do your answers refer to: the past? Towards the future? To the present? Maybe they are completely out of time? If most of the answers refer to the past, why is this so? Does your past seem better to you than your present? Or, on the contrary, was there something in the past that prevents you from living today? Think about whether you are hiding in yesterday from today’s tasks and problems? Or do you prefer tomorrow for these purposes and your answers are mainly about what will happen tomorrow? Tomorrow you will find Good work. Meet your “soul mate” then too. Think about connecting everything in your life to the future, what you leave for the day today? What are you like today?

If most of the answers turned out to be timeless, that is, they relate to today in the same way as to yesterday and tomorrow, does this mean that you do not feel that you are changing, that every day poses new challenges for you? Do you like this feeling of stability, constancy? Or maybe you are simply afraid to change, afraid of the new, unknown that may manifest itself in you? Are you thereby depriving yourself of the chance to acquire some new qualities, views, ideas?

Evidence of a full sense of the time of your life will be a list in which the answers combine the past, present and future, and there is still more of the present.

Step 2. Review your answers again. Put a “+” next to each of them if you like the named quality in yourself, “-” if you don’t like it, “O” if you don’t care, and “?” if you can’t decide whether you like it in yourself or No. Count the number of characters.

Which ones are more positive or negative? Or maybe mostly zeros or question marks? This is evidence your attitude To to myself- whether you accept or reject yourself, love or not, are indifferent or don’t know how you feel about yourself. Of course, attitude towards oneself is a more complex concept. These are just the first indicators. But they also say a lot.

Step 3. Divide the answers into four categories.

I like this because it depends on me (mark this answer with a letter I).

I such because it depends on others (letter D). From whom, by the way?

I such, because it depends on chance, fate, fate (letter P).

I like this, because it just happened that way, it doesn’t depend on anyone (letter N). Use the same letter to mark the answer “I don’t know.”

Now count, How many answers do you have for each category?

What answers do you have more? If "D" or "R", you may consider yourself a toy in the hands of other people or in the hands of fate. Or maybe you generally think that a person is what life and other people mold from him? But aren’t you thereby giving up on yourself, on feeling like the master of your own “I”?

If the letter “I” predominates in you, then you definitely feel like the master of yourself. But if you have more than 75% of the total number of answers, think about whether in almost all cases you see the reason only in yourself, doesn’t this lead to you trying to control all events in your life? In other words, don’t you explain everything that happens to you by some properties that are unique to you? The trolleybus didn't arrive on time - that's because I'm so unlucky. If something goes missing, it’s because I’m so inattentive (as if others never lose anything), etc. You should especially pay attention to this in cases where you have a negative attitude towards yourself.

If the letter “N” appears most often, perhaps you are again hiding from someone or running away from something, depriving yourself of the chance to analyze and understand something about yourself, about your life, about why you are lucky or unlucky . Why don't you do this? You do not want? Or maybe you are afraid that you will become more defenseless, insecure

in itself? But if you behave this way, it may turn out that all your strength will be spent only on what in psychology is called building defenses, and there will simply be no strength or time left for real activity, for real life.

By the way, it has been noticed that protecting and maintaining the situation in the state in which you are, without giving happen further events, it takes as much energy, and sometimes more, than if you allowed situations to develop, and yourself to move forward.

METHODOLOGY FOR STUDYING SELF-ASSESSMENT DEMBO-RUBINSTEIN

Methodology proposed S.Ya. Rubinstein in 1970. It uses the technique of T. Dembo, with the help of which were researched a person's ideas about his happiness. S.Ya. Rubinstein introduced 4 scales instead of one.

Stimulus material. 4 lines 10 cm long. Under the first there is the inscription “health”, under the second - “mental development”, under the third - “happiness”, under the fourth - “character”.

Instructions. Each person evaluates his abilities, character, etc. The level of development of each quality can be conventionally depicted by a vertical line: the lower point symbolizes the lowest development, and the upper point the highest. On each line, you need to mark with a dash the level at which, in your opinion, your achievements are now, and with a cross - the level of development of these qualities or achievements, in which you would feel satisfied.

Processing the results. After carrying out the technique, the number of centimeters measured by a dash and a cross on each line is calculated. The number of millimeters is equal to the number of points (54 mm = 54 points). On each scale countreads:

a) level of claims regarding this quality (number of millimeters up to the cross mark);

b) level of self-esteem (number of millimeters before the line mark);

c) the magnitude of the discrepancy between the level of aspirations (a) and the level of self-esteem (b). If a< б, то результат выражается отрицательным числом.

Quantitative characteristics of parameters

Self-awareness is the discovery of one’s “I”, leading to the formation of a “I-image”, “I-concept”.

Self-esteem is a more or less specific manifestation of self-awareness, a student’s assessment of his capabilities simultaneously from his own point of view and the point of view of others (from the outside). The nature of self-esteem (favorable, i.e. adequate and unfavorable - overestimated or underestimated) affects the child’s behavior and success his activities and communications.

Personality self-esteem scale.

Description of the task: Each student is offered a method form containing instructions and a task.

Instructions. Each person evaluates his abilities, capabilities, character, etc. The level of development of each person, the aspects of the human personality, can be conventionally depicted by a vertical line, the lower point of which will symbolize the lowest development, the upper - the highest. Below are seven such lines. They mean:

5) the ability to do a lot with your own hands, skillful hands,

7) self-confidence.

Each line has a description of what it means.

On each line, mark with a dash (-) how you assess the development of this quality, side of your personality at the present moment. After this, mark with a cross (X) at what level of development of these qualities and sides you would be satisfied with yourself and feel proud of yourself.

“-” - the level of development of your quality, side of your personality at the moment.

“X” is the level of development of quality, side, to which you strive, and having achieved which, you will be satisfied with yourself.

The vertical line conventionally denotes the development of a certain quality, side of the human personality from lower level(lowest point) to the highest (upper point). For example, on the “health” line, the lower point indicates a completely sick person, and the upper point indicates an absolutely healthy person.

Procedure: The technique can be carried out either frontally - with a whole class or group of students - or individually. When working frontally, you need to check how each of the students filled out the first scale: after walking around the class, see if the proposed icons are used correctly, and answer the students’ questions. After this, the students work independently, and the experimenter does not answer any questions. Filling out the scale along with reading the instructions usually takes 10-12 minutes.

It is advisable to observe how different schoolchildren perform a task: strong excitement, demonstrative statements that the work is “stupid”, “I am not capable of this”, refusal to complete the task, the desire to ask the experimenter additional questions, to attract his attention to his work, and also very fast or very slow execution (with a difference of at least 5 minutes). All this provides useful additional information when interpreting the results.

Processing of results: Answers on six lines (scales) are subject to processing. The “health” scale is considered as a training scale and is not taken into account or, if necessary, analyzed separately. As already noted, the dimensions of each line are 100 mm; in accordance with this, the test subjects’ responses receive a quantitative characteristic, for convenience, expressed in points (for example, 54 mm = 54 points). Processing includes the following steps:

Stage I: For each of the six scales (“intelligence”, “ability”, “character”, “authority among peers”, “skillful hands”, “appearance”, “self-confidence”) the following are determined:

a) the level of claims regarding this quality - by the distance in millimeters from the bottom scale (“O”) to the “X” sign;

b) the height of self-esteem - from “O” to the “-” sign;

c) the magnitude of the discrepancy between the level of aspirations and self-esteem - the difference between the values characterizing the level of aspirations and self-esteem, or the distance from the sign “X” to “-”; in cases where the level of aspirations is lower than self-esteem, the result is expressed as a negative number. The value of each of the three indicators (level of aspirations, self-esteem and the magnitude of the discrepancy between them) is recorded in points on each scale.

Stage II: The average measure of each indicator for the student is determined. It is characterized by the median of each indicator on all six scales.

Stage III: The degree of differentiation of the level of aspirations and self-esteem is determined. They are obtained by connecting all the “X” icons on the subject’s form (to determine the differentiation of self-esteem). The resulting profiles clearly demonstrate differences in the student’s assessment of different aspects of his personality. In cases where a quantitative characteristic of differentiation is necessary (for example, when comparing the results of a student with the results of the entire class), the difference between the maximum and minimum values can be used. The latter, however, is not accurate enough, and to analyze the results of a particular student, it is better to use the first option. It should be noted that the higher the differentiation of the indicator, the more conditional the average measure turns out to be and, accordingly, the less value it has. When it is very highly differentiated, when a student values some aspects of his personality very highly and others very low, the analysis of the average measure essentially loses its meaning and can only be used by you for guidance.

Stage IY: Particular attention is paid to cases when aspirations are lower than self-esteem, some scales are skipped or not filled in completely (only self-esteem or only the level of aspirations is indicated), answers go beyond the scale (the sign is placed above the top point or below), signs are used , not provided for in the instructions, answers are commented on, etc.

“How is your self-esteem?”

Very often - 4 points

Sometimes - 2 points

Never - 0 points

30 points - you underestimate yourself.

10-30 points - correct (adequate) self-esteem

Diagnostics of younger schoolchildren

Tests for schoolchildren.

Diagnosis of younger schoolchildren.

Methodology “If you were a wizard. If you had a magic wand"

“Flower-seven-flower” technique

Methodology “Joy and Sorrow” (method of unfinished sentences)

Methodology “Who to be?”

“My Hero” Method

Methodology "Choice"

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

Methodology “Unfinished Sentences” by M. Newtten modified by A. B. Orlov

Diagnosis of the temperament of younger schoolchildren.

Modification of the Dembo-Rubinstein technique

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)
Methodology “Determination of memory type”
Methodology “Study of logical and mechanical memory”

Studying the personality of younger schoolchildren.

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.

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 view multi-film 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. “Joy and Sorrow” technique (method of unfinished sentences)

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

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.

Goal: to identify children’s interest in professions, different jobs, and 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 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.

Goal: identifying the direction of needs. Instructions to the subject. “Imagine what 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” by 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 whatever lessons you want. 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. Methodology “Unfinished sentences” by M. Newtten, modified by A. B. Orlov

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 being a teacher.

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

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

6. I don't like school because...

7. I feel happy when I’m at school.

8. I'm afraid when at school.

9. I would like to go to school.

10. I wouldn't like to go to school.

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

12. If I am inattentive 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'm doing it right.

16. I can never check if I'm doing it 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 am always uninterested when in class.

21. If we are not given 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 to be at school 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 that are 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 for 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 this indicator.

Diagnosis of the temperament of younger schoolchildren.

Studying a schoolchild's temperament by observation

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

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

a) is easy to put into operation;
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 take a test, 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;
c) 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.

Scheme for monitoring the temperament of a schoolchild.

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

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.

Studying the self-esteem of younger schoolchildren.

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).

Operating procedure. The child is presented with a form. Instructions to the subject: “Imagine that all the students in our class are located along this line. (quality name). At the top point 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 height), to clarify 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 dissatisfaction with oneself is in the negative range. 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.

Diagnostics of cognitive processes of primary schoolchildren.

Attention junior schoolchildren.

1. 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 “r” 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 taker’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 accuracy, calculated by the formula K = m: n * 100%, where K is accuracy, n is the number of letters that needed to be n crossed out, m is the number of correctly crossed out during work letters

3. Study of the peculiarities of attention distribution (methodology of 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 of younger schoolchildren.

1. Methodology “Determination of memory type”

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

For memorization during motor-auditory perception: steamboat, 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.

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 this type of memory is in the subject.

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.

doll - play
chicken - egg
scissors - cut
horse - sleigh
book - teacher
butterfly - fly
snow winter
lamp - evening
brush - teeth
cow - milk

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.

The volume of semantic and mechanical memory

Thinking of younger schoolchildren.

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 Scream

stand a) be silent, b) crawl, c) make noise, d) call, e) stable

carriages a) groom, b) horse, c) oats, d) cart, e) stable

boot a) head, b) glasses, c) tears, d) vision, e) nose

herd a) forest, b) sheep, c) hunter, d) flock, e) predator

berry a) book, b) table, c) desk, d) notebooks, e) chalk

field a) gardener, b) fence, c) apples, d) garden, e) leaves

viewer a) shelves, b) books, c) reader, d) librarian, e) watchman

pier a) rails, b) station, c) land, d) passenger, e) sleepers

berry a) stove, b) soup, c) spoon, d) dishes, e) cook

treat a) turn on, b) install, c) repair, d) apartment, e) master

floors a) residents, b) steps, c) stone,

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. Method “Elimination of the unnecessary”

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

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.

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 with generic concepts; good - 5-6 rows with two, and the rest with one; medium - 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.

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

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 (/-//-///-/) on a lined notebook sheet, a simple pencil.

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; 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 he has written; he does not care about the quality of the work’s design, although he has a general desire to get a good result.

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 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 the completion of the task 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; at best, he catches from the instructions only what he needs to do 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 of junior schoolchildren.

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 figures (circle, square, triangle, etc. ), colored pencils, paper. Research procedure. The student needs to complete each of their figures so that they get a beautiful picture.

Processing and analysis of results. A quantitative assessment of the degree of originality is made by counting the number of images that were not repeated in the child and were not repeated in 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).

Type 1 - the child completes the drawing of the figure on the card so that an 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 - when depicting a separate object, the child already includes it in some imaginary plot (not just a girl, but a girl doing exercises).

Type 4 - the child depicts several objects according to an imaginary plot (a girl walking with a dog).

Type 5 - a given figure is used in a qualitatively new way.

If in types 1-4 it appears as the main part of the picture that the child drew (the circle-head), then 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 a pencil lead with which the boy draws a picture ).

Burlachuk A.F., Morozov S.M. Dictionary-reference book for psychological diagnostics. - Kyiv, 1989.
Bogdanova T.G., Kornilova T.V. Diagnosis of the child’s cognitive sphere. - M., 1994.
Borozdina L.V. Study of the level of aspirations. - M., 1986. - P. 62-68. 23
Gavrilycheva G.F. Diagnostics of studying the personality of a junior schoolchild // Elementary school. - 1994. - N 1. - P. 16-18; N 8. - pp. 4-8.
Diagnostics mental development preschoolers /Ed. L.A. Venger, V.V. Kholmovskaya. - M., 1978.
Diagnostics of educational activity and intellectual development of children / Ed. D.B. Elkonina, L.A. Wenger. - M., 1981.
Diagnostic and correctional work of a school psychologist / Ed. I.V. Dubrovina. - M., 1987.
Elfimova N.E. Diagnosis and correction of learning motivation in preschoolers and primary schoolchildren. - M., 1991.
Order. Diagnostics of the thinking of children 6-10 years old. - M., 1993.
Studying the personality of a schoolchild by a teacher / Ed. Z.I. Vasilyeva, T.V. Akhayan, M.G. Kazakina, N.F. Radionova and others - M., 1991.
Kees P.Ya. Towards the development of diagnostic tests for the intellectual development of six-year-old children // Issues of psychology. - 1988. - N 6. - P. 43-49.

Target. Identification of characteristics and level of self-esteem in adolescents.

Research procedure: the child is asked how he perceives himself and evaluates ten different positive personality traits. The assessments proposed by the child to himself are presented in the appropriate columns of the protocol, and then converted into points. The scales represent the following personality traits: smart, handsome, kind, honest.

The assessment criteria for the assignment are:

The nature of self-esteem.

According to the methodology, the nature of self-esteem is determined in accordance with the level chosen by the child and was assessed as high, low, average. The method used a point assessment (according to R.S. Nemov).

A child’s self-esteem is determined by the total points scored for all personality traits.

Self-esteem levels:

10 points – very high;

8 – 9 points – high;

4 – 7 points – average;

2 – 3 points – low;

0 – 1 points – very low.

The results of the self-esteem study are distributed across 5 levels.

3. test “Finding a quantitative expression of the level of self-esteem”

Target. Identify a quantitative expression of the level of self-esteem.

Equipment: words characterizing individual personality qualities: accuracy, thoughtfulness, quick temper, sensitivity, pride, sadness, cheerfulness, caring, envy, shyness, rancor, sincerity, sophistication, capriciousness, gullibility, slowness, suspiciousness, vindictiveness, persistence, tenderness, ease , nervousness, indecisiveness, lack of restraint, charm, touchiness, caution, responsiveness, pedantry, mobility, suspicion, adherence to principles, poetry, contempt, cordiality, looseness, rationality, decisiveness, self-forgetfulness, restraint, compassion, modesty, patience, cowardice, enthusiasm, perseverance , compliance, coldness, enthusiasm.

Research procedure. The subject carefully looks through a list of words that characterize individual personality traits. Based on the proposed list, the respondent writes down 20 significant personality traits in the second column of the table, 10 of which describe the ideal person from the point of view of the person being tested, and the other 10 are negative, that is, those that the ideal should not have in any case.

After the second column of the table is filled in, the subject begins to fill out column X1, working with words from the second column. He must describe himself in such a way that in the first place of column No. 1 there is the quality that is most inherent to him, in the second place - inherent, but less than the quality that is written under No. 1, etc. Number 20 should be the quality that is least characteristic of the subject. The order of positive and negative qualities is not taken into account in this case. The main thing is to describe yourself as accurately as possible.

After this stage of work is completed, the subject fills out column X2. in it he must describe his ideal person, putting in the first place in the column the quality that, in his opinion, should be expressed most in an ideal person, in the second place - expressed, but less than the first, etc. Number 20 should be a quality that ideally should practically not exist. To fill out this column of the table, the subject must work only with words from column No. 2. (Column No. 1 with a description of himself must be covered with a sheet of paper while filling out column X1).

In column No. 4, the respondent must calculate the difference in rank numbers for each written quality. For example: a property such as “neatness” is ranked 1st in the first column, and rank 7 in the third. d will be equal to 1-7= -6; such a quality as “responsiveness” is ranked 3rd in both the first and third columns. In this case, d will be equal to 3-3=0; such a quality as “carelessness” in the first column is in rank 20, and in the third – in rank 2. in this case d will be equal to 20-2=18, etc.

Column No. 6 calculates the sum d², that is

∑ d²= d1 ² + d2 ² + d3 ² + … + d20 ²

	Qualities

Comparative analysis of research results.
During the control stage of the study, we identified the level of interpersonal relationships of older children adolescence 8 “b” class of school No. 30. For this, the same methods were used as at the initial stage of the ascertaining experiment (“Sociometry” by R.S. Nemov, test for assessing communication skills by A.A. Karelina) The results of the method...

Experiments by famous psychologists that gave impetus to the development of child psychology
The greatest contribution to the development of child psychology was made by the famous Russian psychologist Lev Semenovich Vygotsky. Vygotsky approached his studies of the mental development of children from the philosophical and political position of Karl Marx’s theories about the state and labor relations. Marx's idea was that if everyone worked together for the common good...

Skill 5
Situation 1. Complete the formula of a simple categorical syllogism. Replace symbolically expressed logical terms with concepts so that as a result you come to a meaningful conclusion. M a P S a M ? Solution: No. Algorithm Specific correspondence of this situation to the proposed algorithm 1 Completion of the formula for a simple...

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 :

Development of a diagnostic program for examining children to determine the characteristics of children’s self-esteem.
Approbation of the program.
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 the assessment by children of senior preschool age of their personal qualities, such as kindness; mental qualities; force; 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”, in 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; force; 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 group of boys there are various types of self-esteem, except 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 children to yourself. 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;

Och.v – 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.