Self-awareness techniques for children. Psychodiagnostics of personality. Diagnostics of motivation. Diagnostics of consciousness and self-awareness. D. Awareness of Self and Others in Relationship with Others

Self-awareness techniques for children. Psychodiagnostics of personality. Diagnostics of motivation. Diagnostics of consciousness and self-awareness. D. Awareness of Self and Others in Relationship with Others

12.09.2021 Sport

Purpose of the research: identifying the characteristics of self-awareness in younger students.

Research objectives:

1. Selection of diagnostic techniques for the experimental study of the self-awareness of children of primary school age;
2. Studying the characteristics of self-esteem of children;
3. Analysis of the received diagnostic data in order to identify the self-awareness of children.

The research work was carried out in several stages. At the first stage, the scientific and psychological literature was studied, the psychological and pedagogical experience on the research problem was generalized and analyzed, various research methods were selected.

At the second stage, a diagnostic study of the self-awareness of children was carried out. For this, the following methods and techniques were used:

1. Methods of self-assessment research Dembo Rubinstein;
2. "Ladder" by V.G. Shur;
3. Questionnaire for the study of general self-assessment by GN Kazantsev;
4. Methodology for self-assessment of a younger student (Long B., Ziller R., Henderson R.)

Based on the application of these techniques, it is possible to identify the features of self-awareness of primary school children.

Description of the techniques used

The research was carried out on the basis of secondary school № 34, in 2 x grades (2 2 and 2 3). In the amount of 50 people. They were offered various questionnaires and tasks. Among them are the methods of self-assessment research Dembo-Rubinstein, "Lesenka" by V.G. Shur, a questionnaire for studying general self-esteem by G.N. Kazantsev, a methodology for self-esteem of a younger student (Long B., Ziller R., Henderson R.).

Dembo - Rubinstein self-esteem research methodology

Target: identification of the formation of the student's self-esteem.

Estimated UUD: actions aimed at forming a personal, emotional attitude towards oneself

Age: Primary school level (10.5 - 11 years old)

The form(assessment situation): individual conversation with the child.

Assessment situation: conversation

Students are offered the following instruction: A methodology form containing instructions, tasks, and a place to record the results is shown in Fig. 1.

Rice. 1.

Instructions: Each person evaluates their abilities, capabilities, character. Conventionally, this grade can be depicted as a vertical line, the lower point of which indicates the lowest grade, and the upper point indicates the highest. Here 7 such lines are drawn and it is written what each of them means. Rate yourself for each of the qualities suggested here, personality sides, and mark this self-assessment on each line with a dash (-). After that, imagine what this quality, the side of the personality, should be, so that you are satisfied with yourself, feel proud of yourself. Mark this on each line with an (x).

Exercise

7 vertical lines, 100 mm in size, representing bipolar scales. The upper and lower lines are marked with dashes, the middle with a dot.

Each line has a name at the top and bottom:

· 0 healthy - sick;
· 1 good character - bad character;
· 2 smart - stupid;
· 3 capable - incapable;
4 authoritative among peers - despised by peers;
· 5 handsome - ugly;
· 6 self-confident - not self-confident.

Processing of results

Results on scales 2-7 are subject to processing. The "Health" scale is considered a training scale and is not included in the overall assessment. If necessary, the data on it is analyzed separately. For the convenience of calculation, the score is converted into points. As already noted, the dimensions of each scale are 100 mm, according to which points are awarded (for example, 54 mm = 54 points).

1. For each of the seven scales (with the exception of the "Health" scale), the following are determined:

the level of claims regarding this quality - by the distance in millimeters (mm) from the lower point of the scale (0) to the "x" sign;

self-esteem height - from "0" to the sign "-";

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 "x" to "-"; in cases where the level of aspiration is below self-esteem, the result is expressed as a negative number.

2. The corresponding value of each of the three indicators (the level of aspirations, the level of self-esteem and the discrepancy between them) is recorded in points for each scale.

The average measure of each of the above indicators in a student is determined. It is characterized by the median calculated for all analyzed scales.

The degree of differentiation of the level of aspirations and self-esteem is determined. They are obtained by connecting on the test subject's form all the signs "-" (to determine the differentiation of self-esteem) or "x" (for the level of claims). The resulting profiles clearly demonstrate the differences in the student's assessment of different aspects of their personality, the success of their activities.

3. In cases where a quantitative characteristic of differentiation is required (for example, when comparing the results of a student with the results of the whole class), you can use the difference between the maximum and minimum values, but this indicator is considered as conditional.

It should be noted that the higher the differentiation of the indicator, the less value the average measure has and, accordingly, it can be used only for some orientation.

4. Particular attention is paid to such cases when claims are below self-esteem, some scales are skipped or incompletely filled (only self-esteem or only the level of claims is indicated), icons are placed outside the scale (above the upper or below the lower part), signs are used, not provided by the instructions, etc.

Evaluation and interpretation of results

The methodology is standardized for the corresponding age samples of students in Moscow schools, the total sample size is 500 people, girls and boys are approximately equally divided.

For assessment, the average data of the subject and his results on each scale are compared with the standard values given below (Tables 1.1, 1.2).

The most favorable results from the point of view of personal development are the following results: an average, high, or even very high (but not beyond the scale) level of aspirations, combined with an average or high self-esteem with a moderate discrepancy between these levels and a moderate degree of differentiation of self-esteem and level of aspirations.

Also productive is such a variant of attitude towards oneself in which high and very high (but not extremely), moderately Differentiated self-esteem is combined with very high, moderately differentiated claims with a moderate discrepancy between claims and self-esteem.

The data show that schoolchildren with such an attitude towards themselves are distinguished by a high level of goal-setting: they set themselves rather difficult goals based on ideas about their very large capabilities and abilities, and make significant efforts to achieve these goals.

Indicators of self-esteem and level of aspirations

Table 1.2 Indicators of discrepancy between self-esteem and level of aspirations

All cases of low self-esteem are unfavorable for personal development and for learning. Cases when a student has an average, poorly differentiated self-esteem, combined with average claims and characterized by a weak discrepancy between claims and self-esteem, are also unfavorable.

Very high, poorly differentiated self-esteem, combined with extremely high (often even going beyond the extreme upper point of the scale), poorly differentiated (as a rule, not at all differentiated) claims, with a weak discrepancy between claims and self-esteem, usually indicates that a high school student for various reasons (protection, infantilism, self-sufficiency, etc.) is “closed” to external experience, insensitive to his mistakes or to the comments of others. Such self-esteem is unproductive, hinders learning and, more broadly, constructive personal development.

Ladder technique

The principle of self-assessment is traditional: comparing oneself with all of humanity according to a given criterion (Dembo-Rubinstein), however, instead of a straight line segment, a ladder with 10 steps is used, which makes it easy to carry out a quantitative analysis of the results. The value definitions selected at the preliminary stage are used as a self-assessment criterion. For training, one evaluates oneself by "growth" in comparison with classmates. In addition, in the supplement for a particular quality, the child is asked to indicate how, in his opinion, the teacher will evaluate him according to this parameter.

Research procedure: The child is presented with a drawing of a ladder with an inscription above the upper step - "high", under the lower step - "low".

Instruction: Imagine that all the students in your class are lined up on this ladder; the lowest children were lined up on the bottom step, the tallest ones on the top, and the rest on the middle steps; the higher the student, the higher the level he stands. Mark with a cross the step on which you can be in your height.

After the child completes these actions, they say to him: Now think about what step the teacher would put you on? Place a circle on this rung.

The main part of the research is carried out in a similar way, with the only difference that self-comparison is made with all people in the world who would have lined up on the stairs.

Interpretation: 1. Degree of conformity of self-assessment to the expected assessment of the teacher. A sign of maladjustment can be the assumption or confidence of the child in the fact of underestimation of his personality by the teacher.

Overestimated s / o - the child constantly places himself on the middle or upper steps of the ladder;

Adequate s / o - the child places himself on the middle or upper steps, the assessment is differentiated.

Understated s / o - the child constantly puts himself on the lower steps.

General Self-Assessment Questionnaire

Instructions to the test subject: "Some statements will be read to you. It is necessary to write down the position number and against it - one of three answers:" yes "(+)," no "(-)," I do not know "(?), Choosing the answer that is is most consistent with your own behavior in a similar situation. You need to answer quickly, without hesitation. "

Questionnaire text

1. I usually count on success in my business.
2. I find myself in a depressed mood most of the time.
3. Most of the guys consult with me (count).
4. I have no self-confidence.
5. I am about as capable and resourceful as most of the people around me (the guys in the class).
6. At times I feel useless.
7. I do everything well (any business).
8. It seems to me that I will not achieve anything in the future (after school).
9. In any business, I consider myself right.
10. I do a lot of things that I later regret.
11. When I hear about the success of someone I know, I feel it as my own failure.
12. It seems to me that others look at me condemningly.
13. I am not worried about possible failures.
14. It seems to me that various obstacles prevent me from successfully completing assignments or cases that I cannot overcome.
15. I rarely regret what I have already done.
16. The people around me are much more attractive than myself.
17. I think that I am constantly needed by someone.
18. It seems to me that I do much worse than the rest.
19. I am more lucky than unlucky.
20. In life I am always afraid of something.

Processing of results: The number of agreements ("yes") under odd numbers is counted, then - the number of agreements with statements under even numbers. The second is subtracted from the first result. The end result can range from -10 to +10.

A score between -10 and -4 indicates low self-esteem.

The result from -3 to +3 is about the average self-esteem.

The result from +4 to +10 is about high self-esteem.

Self-assessment of a younger student

(Long B., Ziller R., Henderson R.)

The diagnostic tool is an original symbolic projective test aimed at measuring self-attitude and self-identity.

The developers of the method proceeded from the assumption that the physical distance on a sheet of paper between the circles symbolizing "I" and significant others can be interpreted as a psychological distance, a position to the left of others - as the experienced value of "I".

Self-esteem is defined as the subject's perception of its value, significance in comparison with others. The subject is presented with a line consisting of eight circles on a sheet of paper, and is asked to choose a circle for himself and for other people from the subject's environment. The farther to the left the circle representing itself is located, the higher the self-esteem of the subject.

The simplicity and originality of the "symbolic tasks", the possibility of their application on various contingents of the subjects, from three-year-old children to adults, attracted great attention to this technique.

The overall constructive validity of the self-assessment test is confirmed. Children have the “best” children on the left, and the worst ones on the right, the mother and father, as a rule, also have the left, they have themselves in the row of children to the left than in the row of adults.

Instructions: Imagine that you have an album with photos in front of you. Indicate with a cross in which circle your photo is located?

Interpretation: 1.2 - overestimated self-esteem; 3,4,5 - adequate self-esteem; 6,7,8 - low self-esteem.

Description and analysis of results

The results of the Dembo - Rubinstein self-assessment methodology

Based on the results of the performed methodology, it can be concluded that there are three main parameters of self-assessment: height, stability and realism. To measure the height of self-esteem, you need to look at the location of the lines (the actual level of the subject) on all scales.

If on all scales the lines are slightly above the middle, self-esteem is normal. If they are located approximately halfway between the upper pole and the middle, self-esteem is increased. If it is closer to the upper pole, self-esteem is excessively high. Normally, the actual self-esteem (dash) is located slightly above the middle of the scale, the ideal (circle) is slightly below the upper pole, and the assessment of potential opportunities (checkmark) is between them.

Analysis of the results of empirical research

The survey was carried out with each child individually, the data obtained are summarized in Table 2

Table 2. The level of development of self-esteem of children in grades 2 2 and 2 3 grades

Analysis of the results of children in grade 22:

When analyzing the results, first of all, we paid attention to what level the child would place himself on. The step number corresponds to the number of points. The lower the step number, the higher the level of self-esteem. It is considered a positive sign if children put themselves on the rung of “good” or “very good”. In any case, these should be the upper steps, since the position on any of the lower steps indicates a clear lack of self-esteem and general attitude towards oneself. Although at this age the child develops a stable self-esteem, we can talk about inadequately high self-esteem, especially if the child cannot justify his choice.

When analyzing the data obtained, we proceed from the following: 30 people have a high level of self-esteem. Children with high self-esteem were not all able to explain their choice, found it difficult to answer. The average level of self-esteem is 15 people. Children with adequate self-esteem have a positive attitude towards themselves, are able to evaluate themselves and their activities: “I am good because I help my mother, because I study well, help friends, etc. This is a normal way of developing self-esteem. The number of children with a low level of self-esteem is 5 people. Children with low self-esteem have certain psychological problems: “I am neither good nor bad,” because I am good when I help parents, I am bad when I do my homework at the wrong time. This is due to problems in relationships in the family or the situation of success at school is destroyed.

For children 7-10 years old, self-esteem is considered adequate, in which the child notes several positive qualities on the upper part of the ladder, and one or two qualities - in the middle of the ladder or somewhat lower. If a child chooses only the top rungs of the ladder, we can assume that his self-esteem is overestimated, he cannot or does not want to evaluate himself correctly, and does not notice his shortcomings. The image built by the child does not coincide with the ideas of other people about him. Such a mismatch prevents contact and can be the cause of the child's antisocial reactions.

When evaluating the results, first of all, the child's attitude to himself was established. Most children consider themselves "good" and place themselves on the top of the ladder. At the same time, children who put themselves on the very top rung (that is, ranked themselves among the best), practically cannot justify such a self-esteem. Children, who did not consider themselves the best, approached their assessment of 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.

The attitude of other people to the child is perceived by him quite differentially: children believe that close people (parents, peers, and also the educator) treat them differently.

The most important thing for understanding the child's self-esteem is the ratio of assessments “for oneself” and “for mother”.

I A safe option is when the children believe that their mother will put them on the very top of the ladder, and they themselves will put themselves a little lower - on the second or third step from above.

Such children, feeling the firm support of the most significant adults, have already developed the ability to be quite critical in assessing themselves as individuals.

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

- really happy;
- infantile (all assessments are placed on the highest rung, but at the same time there are no substantiated, detailed formulations explaining such an attribution);
- “compensating” (wishful thinking).

III Children put themselves higher than they think their mother would have put. V.G.Shchur considers such a situation to be 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 - they do not like him. According to the author, the child's predicted low assessment on the part of the mother in many cases is associated with the presence of smaller children in the family, who, according to the subjects, will be placed by the mother on the very top step.

The choice of the lower rungs indicates low self-esteem. For such children, as a rule, anxiety, self-doubt are characteristic.

If significant people (in the child's opinion) evaluate him in the same way as he evaluated himself, or give a higher assessment, the child is protected psychologically, emotionally well.

Analysis of the results of children 2 3 class:

According to the location of themselves on the steps of the stairs, 18 people (72%) have an overestimated self-esteem, and 4 (16%) people have an average level of self-esteem.

B. Long's Circles or Self-Assessment Technique

Having organized the diagnosis and analyzed the results obtained, we present them in Table 3.

Table 3. The level of development of self-esteem of children in grades 2 2 and 2 3

Analysis of the results of children 2 2 class:

In this group, young children put themselves mainly in the middle circles (3, 4, 5), which, according to the methodology, means adequate self-esteem. All children of 20 people could not explain why they did it, the answers of others were as follows: "because ...", "I want ...", "I like ...". Thus, 20 children (100%) of the early age group (2-3 years) have inadequate self-esteem.

Analysis of the results of children 2 3 class:

Most of the children in the preparatory school group of 13 people (65% of the total number of children) placed themselves in the first circle on the left side. And they did not give reasons for their choice. The farther to the left the circle representing itself is located, the higher the self-esteem of the subject. Thus, based on the survey results, 13 older children (65%) have overestimated self-esteem, 6 people (30%) have adequate self-esteem, and only 1 child (5%) have underestimated self-esteem.

Table 5. Summary table of the study of self-esteem of children in grades 2 2

In general, children with high self-esteem are more active and independent than children with low self-esteem. In older preschool children with adequate self-esteem, both activity and in some situations passivity are manifested. Children who were conditionally assigned to the high level constitute a relatively small group in relation to the total number of children who participated in the experiment.

Having analyzed the results of diagnostic techniques obtained during the examination of young children, we were able to summarize the quantitative data of the three techniques in Table 6.

Table 6. Summary table of the study of self-esteem of children in grade 23

Based on the generalized results (two summary tables 5, 6) on the average indicators of the level of self-esteem development, a comparative table (7) of the level of self-esteem development in children of early and older preschool age was compiled.

Table 7. Comparative table of the level of development of self-esteem of children in grades 2 2 and 2 3 (by average)

Rice. 1

Thus, from the table of comparative results on the average indicators of the level of self-esteem development, it can be seen that young children do not have a high, average level of self-esteem development. All children have a low level of self-esteem development, i.e. have inadequate self-esteem, do not name the personality traits of a peer, refuse to evaluate or evaluate him inadequately, refuse to argue for the assessment of the personality of a peer, self-esteem does not coincide with the assessment of peers.

Among older preschoolers, 13 people (75%) have a high, adequate level of assessment, they know, name the personality traits and evaluate it independently. They are able to argue the assessment of the personality of a peer. Self-esteem in such children is adequate and coincides with the assessment of their peers. Out of 20 children, 6 people (30%) have an average level of self-esteem development. They find it difficult to name the personality traits on their own, evaluate a peer with the help of an adult, find it difficult to explain the assessment of the personality quality of a peer on their own. Their self-assessment is adequate and partially coincides with the assessment of their peers.

We assume that under the condition of purposeful joint play activity with children of early and senior preschool age, they may experience a change in self-esteem, and they should demonstrate higher indicators.

Instructions for the technique

Methodology for the study of child self-awareness (gender and age identification)

Ego identity and its development in childhood.

Already in early childhood, a person begins to develop the rudiments of his personality, which subsequently develop into a system of ideas about himself, or "image of the I". This image includes both an awareness of one's physical, intellectual, moral and other qualities, as well as self-esteem, as well as a subjective attitude towards external factors and people around them.

One of the main components of personality is the awareness of "I" - identity, ie. a sense of their integrity and continuity in time, as well as the understanding that other people also recognize this. Identity characterizes exactly what remains constant, despite all the changes and development of a given person throughout his life. Starting from the age of 1-1.5 years, children identify themselves with their name, respond to it and call themselves with it, and by the age of three they begin to correctly use the pronoun "I", as well as other personal pronouns. The border between I and not-I initially runs along the physical boundaries of your own body. It is the awareness of one's body that is the leading factor in the structure of self-awareness of children. Expansion and enrichment of the "I" image in the process of personal development is closely connected with reflection on one's own emotional experiences and desires, with the distinction between one's play fantasies and reality, assessment and self-esteem, etc. And although such development changes the structure of ego-identity accordingly, it is nevertheless accompanied by a "subjective feeling of continuous self-identity."

Identity is an actual state, a current experience of self-integrity at the cut of the life path, while identification is the process of its formation. Circumstances, life experience, goals and results of activity to one degree or another form a person's ego-identity. E. Erickson, one of the founders of the so-called ego psychology, identified three forms of identity:

1. Externally conditioned. It is created under the influence of conditions that the individual does not choose. This is a person's belonging to the male or female sex, to the age group, to a particular race, place of residence, nationality and socio-economic stratum. These factors, which are very difficult to resist, determine the essential components of identity.

2. Acquired. This form of identity includes a person's independent achievements: his professional status, freely chosen connections, attachments and orientations. It is associated with the degree of volitional independence of a person, resistance to frustration and responsibility.

3. Borrowed. This includes learned roles, defined by some external pattern. They are often adopted in response to the expectations of others. Examples are the roles of "leader" and "subordinate", "student" and "teacher", "excellent student" and "lagging behind."

It should be noted, however, that the impact of certain factors, the performance of certain actions and the acceptance of social roles do not directly cause a change in the image of the Self; nevertheless, the results of the influence of the circumstances of life and social activity of a person, as well as purposeful self-improvement in the direction of the "ideal I" cannot but affect the awareness of one's own personality.

Although identification behavior and identity develop continuously throughout life, most research in this area focuses on adolescence and adolescence, known for their acute crisis periods of self-awareness and self-affirmation. There is also significant literature on the emergence of identity in early childhood. Less attention is paid to the processes of forming a conscious identity, i.e. the emergence of conscious ideas about the constancy and continuity of the personality. It is generally accepted that the basis of a child's identity is formed by its externally determined components, primarily the gender and age of the child. When giving their self-portrait, describing their positive and negative traits, interests and social circle, children (and not only children), as a rule, begin by fixing their age. Gender is often simply implied and included in the description of habitual gender roles.

The formation of gender and age identification is associated with the development of the child's self-awareness. Normally, primary gender identity is formed in children aged one and a half to three years. During this period, children learn to correctly relate themselves to a certain gender, determine the gender of their peers, and distinguish between men and women. By the age of 3-4, there is a gender-related conscious preference for toys. In their daily contacts with children, adults constantly associate the child's behavior with his gender: "girls (boys) do not behave this way," "you are a boy - you must endure," "you are a girl, you must keep cleanliness," etc. Formal and informal children's groups are organized by gender and age.

Observation and imitation is the most important way of teaching gender typical behavior. Identification implies a strong emotional connection with the person whose "role" the child takes, putting himself in his place. Role-playing is a prime example of this. In the process of role play, children learn socially acceptable norms of sexual behavior and value orientations corresponding to their sex, and they appeal to these concepts. This applies both to their current gender roles (preschooler, schoolboy, "little boy", older brother, "helper", cheerleader, etc.), as well as to the roles of other younger and older children and adults.

At an early age, parents and people around the child are interested in his age more than he is. Although at this age children often answer the question of how old they are by rote, they begin to realize their age only by 3-4 years. From this age, they are able to remember their last birthday, last winter or summer, to recognize their things that they used when they were little. It is at this age that the child begins to be interested in his past and treats himself-little one with tenderness, understanding and condescension. Recalling individual events, he begins to correlate them with his past - phrases like "when I was little", etc. appear. In their communication with children, adults constantly use the age measure to characterize the personality of the child. This is expressed in remarks like: "You are already big", "You are older (younger)", "You will soon be in the senior group (to school)." Early enough, the children themselves begin to compare themselves with others by age.

At the senior preschool age, children begin to prepare for entering school and they "try on" the new social role of a student. Thus, a "positive" time perspective of their life path opens up for them (as opposed to a "negative" one - in the past). For children with a pronounced cognitive need and activity, the new role seems interesting and socially significant. In their view, it is more consistent with their age and arouses the respect of others. Some children may be intimidated by going to school, but based on their experience of communication, they begin to understand the social significance of the student's position. This age period is also characterized by the beginning of awareness of the age identity of other people.

Children are surprised to learn that their parents and even elderly people, grandparents, were once small. The realization begins to come that someday they will have to grow up, that they will study, then work, become a mom or dad, grow old ... It is well known how acutely children aged 6-8 years experience the result of thinking this thought out to the end ...

Thus, already in preschool childhood, children have certain ideas about the change in the physical appearance of a person, his sex and social roles in connection with age. This knowledge is based on the appropriation of social experience and the development of self-awareness. It can be argued that, like any cognitive process, gender and age identification is based on the ability of the individual to abstract thinking, necessary to distinguish the appearance and behavior of another person, conceptual description of other people and self-description based on stable ideas. Thus, the formation of identity in children depends on both the intellectual level and personal characteristics. This conclusion is confirmed by our special studies (Belopolskaya, 1992). Therefore, we can conclude that the study of gender and age identification can provide important material about the level of mental development of a particular child.

The main difficulty in studying the processes of gender and age identification in children of preschool and primary school age is the lack of appropriate formalized methods that would allow for a differentiated assessment of the achieved level of identity. The methods of observation, natural experiment, and analysis of speech production used to assess the rudiments of self-awareness in younger children are of little use for these purposes. At the same time, tools such as questionnaires, questionnaires and self-portraits, which are widely used for adolescent and older children, are not very suitable for these purposes.

To a certain extent, this gap is filled by the methodology developed by us for studying the process of gender and age identification, using the procedure of preference and ordering of non-verbal stimulus material. Below is a description of the stimulus material used, instructions for conducting the survey, the analysis scheme and the obtained normative data.

Guidelines for using the methodology for gender and age identification.

The technique is designed to study the level of formation of those aspects of self-awareness that are associated with the identification of gender and age. Designed for children from 4 to 12 years old with normal and abnormal intellectual development. It can be used for research purposes, for diagnostic examination of children, for counseling a child and for correctional work.

Stimulus material. Two sets of cards are used, on which a male or female character is depicted at different periods of life from infancy to old age (see Appendix 1).

Each set (male and female) consists of 6 cards. The appearance of the character depicted on them demonstrates typical features corresponding to a certain phase of life and the corresponding gender and age role: infancy, preschool age, school age, adolescence, maturity and old age.

The research is carried out in two stages.

The task of the first stage is to assess the child's ability to identify his present, past and future sex and age status on the visual material presented to him. In other words, the child's ability to adequately identify his life path is tested.

Procedure. The research is carried out as follows. All 12 pictures (both sets) are laid out in random order in front of the child on the table. In the instruction, the child is asked to show which image corresponds to his idea of himself at the moment. That is, the child is asked: "Look at all these pictures. What do you think, what (what) you are now?" You can consistently point to 2-3 pictures and ask: "Such? (Such?)". However, in the case of such a "hint", one should not point to those pictures, the image of which corresponds to the real image of the child at the moment of the study.

If the child made an adequate choice of the picture, we can assume that he correctly identifies himself with the corresponding sex and age. We note this in the protocol (the protocol form with options for filling is given in Appendix 2). If the choice is made inadequately, this is also recorded in the protocol. In both cases, you can continue the study.

In cases where the child cannot identify himself with any character in the pictures at all, for example, declaring: "I am not here," the experiment is inappropriate to continue, since even the child's identification with the image of the present is not formed. Below will be given specific examples of the behavior of children in an experimental situation.

After the child has chosen the first picture, he is given additional instructions to show how he was before. You can say, "Okay, now you are, but what were you before?" The choice is recorded in the protocol. The selected card is placed in front of the one that was selected first, so that the beginning of the age sequence is obtained. Then the child is asked to show what he will be like later. Moreover, if the child copes with the choice of the first picture of the image of the future (for example, a preschooler chooses a picture with a picture of a schoolchild), he is asked to determine the subsequent age images. All pictures are laid out by the child himself in the form of a sequence. An adult can help him with this, but the child must find the desired age image strictly independently. All the sequence obtained in this way is reflected in the protocol.

If the child correctly (or almost correctly) compiled the sequence for his gender, he is asked to arrange the cards with the character of the opposite sex in age order.

At the second stage of the study, the child's ideas about self-present, self-attractive and self-unattractive are compared.

Procedure. On the table in front of the child are both sequences of pictures. The one that the child made (or the sequence corresponding to the sex of the child) lies directly in front of him, and the second one a little further. In the case when the sequence compiled by the child is significantly incomplete (for example, it consists of only two cards) or contains errors (for example, permutations), it is she who is in front of him, and the rest of the cards are in an unordered form located a little further away. All of them should be in his field of vision.

The child is asked to show which image of the sequence seems most attractive to him. Example instruction: "Look closely at these pictures again and show how you would like to be." After the child has pointed to a picture, you can ask him 2-3 questions about how this image seemed attractive to him.

Then the child is asked to show a picture with the most unattractive age image for him. Example instruction: "Now show in the pictures what you would never want to be." The child chooses a picture, and if the child's choice is not very clear to the experimenter; then you can ask him questions that clarify the motives of his choice.

The results of both elections are recorded in the minutes.

Registration, analysis and interpretation of the results of the methodology

General Provisions

To record the progress of the methodology, it is recommended to use the protocol forms given in Appendix 2. They mark the positions of the correct age and sex sequence, under which the child's choice is indicated, and positions are also reserved for marking positive and negative preferences. The choice of an "identical" character is marked with a cross in a circle, the rest - with a simple cross. Missing positions are marked with a minus sign, and if the sequence is violated, the numbers of the selected cards are indicated in the corresponding position. For example, if a preschooler correctly identified himself and his previous status, but put the young man behind the man, and put the card with the old man aside, then his result is written as follows:

The selected attractive and unattractive images are designated by the serial number of the picture in the sequence. For example:

It is also useful to register the child's direct statements and reactions in the process of fulfilling the instructions given to him and his answers to the experimenter's questions about the motives of this or that choice.

The analysis of the results of the implementation of the methodology "Age and sex identification" is aimed at identifying the age, individual personality and pathological characteristics of children.

The child's ability to identify himself with a generalized sex and age-sex image, to determine his past and future gender and age roles and to build a complete sequence of images are taken into account. The data obtained at the same time carry information about the degree of formation of the child's ego-identity and the generalization of this knowledge to other people and to their own life path.

The child's preferences when constructing a sex and age sequence, as well as when choosing an attractive and unattractive images of a sequence, are influenced by the child's social situation of development, his experience and other significant factors in his life. The adequacy or inadequacy of these preferences, the argumentation given by children to explain their choices, help to reveal the latent emotional-affective complexes of the child, some features of self-awareness and the motives of his behavior.

The methodology was tested on 350 children with normal mental development at the age from 3 to 12 years. In addition, it was used in the practice of counseling children with various developmental disabilities. Below are summarized data on the patterns of the formation of gender and age identification in health and disease and examples of analysis of the results of the implementation of the technique.

The results of the approbation of the method. Analysis examples.

Children with normal mental development

The study showed that children 3 years old most often (in 84% of cases) identified themselves with the infant and did not accept further instruction. However, by the age of 4, almost all children were able to identify themselves with a picture depicting a preschooler of the corresponding gender. Approximately 80% of the surveyed children of this age were able to identify their past image with the image of the baby in the picture. The children chose different pictures as the "image of the future": from a picture of a schoolchild (72%) to a picture of a man (woman), commenting on it like this: "then I will be big, then I will be a mom (dad), then I will be like Tanya (older sister) ". The following age-sex sequence was typical for children of this age:

The portion of the study devoted to identifying attractive and unattractive images was difficult for children of this age to understand. Summarizing our impressions, we can conclude that the question "what would you like to be?" caused bewilderment, and in general the children were satisfied with their gender and age role.

From the age of 5, children no longer made mistakes in identifying their current age and gender status. All surveyed children of this age were able to correctly build the sequence of identification: infant - preschooler - schoolchild. About half of them continued to build the sequence and identified themselves with the future roles of a boy (girl), man (woman), however, calling the latter "dad" and "mom". Thus, 80% of children 5 years old build a sequence:

and 20% of children of this age have a shorter sequence:

As an attractive image, these children most often indicated images of youth, while they were often embarrassed and laughed. Some of the children, about 30%, indicated the images of schoolchildren as an attractive image. Children considered images of old age to be unattractive images.

Almost all children aged 6-7 years correctly established the sequence of identification from infant to adult (pictures 1 to 5), but many experienced difficulty in identifying themselves with the image of "old age". Therefore - only half of them identified themselves with this image. Depending on whether they attended school or not, the sequences they built looked like:


Baby	Preschooler	Schoolboy	Young man	Man	Old man

The most attractive image for children of this age group turned out to be the image of a schoolchild (90%), and the images of old age and a baby were unattractive, and the image of old age was indicated first, but when children were asked: "What else would you like to be?", Many pointed out on the "baby".

They already identified themselves with the future image of old age, although they considered it the most unattractive. The image of a "baby" also turned out to be unattractive for many. For 70% of children, the most attractive was the image of youth, and for the rest - the image of the present, i.e. "schoolboy".

Children 9 years and older, when performing this task, retained the same tendencies: they made up a complete identification sequence, adequately identified themselves by gender and age, chose the image of the future (most often the next age role) as an attractive image, and the image of old age as an unattractive one. , in second place is the image of a baby.

A common characteristic feature for all childhood ages was an important, in our opinion, tendency to choose the image of the next age role as an attractive one. This feature reflects the often unconscious desire of the child for growth and development, readiness to accept a new age and social role.

Children with mental disabilities

The study of the possibilities of gender and age identification in children with various developmental disabilities showed significant differences in the characteristics of identification in comparison with the data obtained by us in the study of children with a normal course of mental development.

Our data indicate that children with mental retardation (MAD) 6-7 years old are able to identify themselves with a picture that shows a child of the corresponding gender and age. However, if a child with DPD does not develop a relationship at school or has significant learning difficulties, he does not identify himself with the image of a student. In this case, he most often identifies himself with the image of a preschooler, since, apparently, this image retains its attractive features for the child. Moreover, this feature was observed by us even in children of 9-10 years of age with CRD.

An example is a girl with mental retardation, insecure, poorly adapted to school. After six months of study at an English special school, she refused to attend. In the study of gender and age identification, the girl identified herself with the image of a preschool girl, and when choosing an attractive image (what you would like to be), she said: "I want me to be 0 years old," and pointed to a picture with a picture of a baby. Her mother confirmed that her daughter had repeatedly expressed a desire to be small, to lie in a stroller, to play so that nothing could be demanded from her, although at the time of the examination she was 8 years old. In other, less pronounced situations, two main features can be seen. Children with developmental delay discover opportunities for identification that are characteristic of younger children: they build part of the sequence, later they begin to identify themselves with the image of "old age", confuse some pictures or make a sequence, including a picture from another set (put 2 pictures with image of a baby). If children go to school and fail, then they do not identify themselves with the image of the student, and if they do, then the image of the preschooler (fear of the future) or, less often, the image of youth is indicated as attractive.

Consulting children with mental retardation and doing corrective work with them, we drew attention to the fact that if the situation at school for a child somehow improves, then identification changes, it becomes adequate to both age and social roles.

Testing the technique on mentally retarded children showed the following results.

Mentally retarded preschoolers 5-6 years old cannot identify their image with the image in the picture. One six-year-old boy looked at the pictures and said, "I'm not here." Apparently he was only able to identify himself with his photographic image.

Mentally retarded children of 7 years in most cases identify themselves with the image of a preschooler, often fixing on the details: "I also have such a machine", "And I also have a doll."

The construction of the sequence of identification is rarely complete and conscious. They may confuse pictures of adolescence and maturity or not include some picture, as a rule, they do not include pictures with images of old age in the sequence.

As an attractive image, they often (in about 30% of cases) have the image of the present, but often the images of the future: a schoolboy or a young man. Girls are more often attracted by the image of a girl in an elegant dress with a bouquet, and boys - by the image of a young man (about 40%). For the rest, the image of a schoolboy is attractive.

Mentally retarded children of 7-8 years old find it difficult to define the most unattractive image; it seems that they find it difficult to understand the meaning of the question itself. The imagination of these children is poorly developed and it is difficult for them to imagine what they would not like to be.

For mentally retarded older children, the same tendencies are characteristic as for children with a lighter intellectual disability. Sooner or later, they begin to form a complete sequence of identification, although even in adolescence we encountered cases of misunderstanding of the possibility of identification with the image of "old age". At the same time, with certain problems in school, mentally retarded children cease to identify themselves with the student's image or consider it unattractive.

Children with developmental problems

As you know, children with normal mental development and even those with advanced development often have neurotic reactions associated with school problems. Conflicts with classmates and teachers can lead to serious worries, up to and including refusal to attend school. We studied an 11-year-old boy who was doing well, who was homeschooled because he categorically refused to attend school. The mathematics teacher who studied with him noted a high level of ability in his subject. Our subject did not identify himself with any sequence image. Instead, he compiled an almost complete sequence of identification, discarding only the image of a schoolchild from it, and commenting on it with the words: "I hope I will never be like this." In a subsequent conversation, the boy said that the most unattractive image for him is the image of a schoolboy, and he agrees with the rest of the images of identification.

Another example showing a different trend. A 7-year-old girl was detained by her parents at the beginning of school due to a somatic illness and was at home. She was very worried about the situation, since all her friends went to school, and she, being also tall, had to stay at home. When compiling a sequence of identification, the girl identified herself with the image of a schoolgirl ("Although I do not study at school, I could"), and chose the image of a preschooler as the most unattractive image.

Children who showed some family problems sometimes also had gender and age identification disorders in the past or in the future. Thus, a teenage girl experiencing the birth of a second child in the family and the presence of a stepfather identified herself adequately in the present, but discarded pictures depicting a baby and a preschooler, motivating it like this: "They (with a mother and stepfather) have never had a baby" ...

A 10-year-old boy chose the image of a man (dad) as the most unattractive image, since "dads often beat children."

An unusual picture of gender and age identification was found during the examination of children with motor impairments (cerebral palsy) attending a special kindergarten. Thus, a 7-year-old boy, who is not mentally retarded in the opinion of a neuropsychologist, identified himself with a preschool girl and built a mixed sequence of identification (mixing male and female developmental options). An 8-year-old girl, having identified herself with a preschool girl, made a sequence so that "she will be a dad because she does not want to be a mom", and in the most unattractive way she named the image of "mom". All children of this group showed this kind of "deviations" in gender and age identification, reflecting the uniqueness of mental development and microsocial conditions.

The technique has shown its effectiveness in examining adolescents who are brought up in an orphanage and have difficulties in behavior. For example, an 11-year-old girl with early puberty identified herself with an older age, and chose a picture of a man as the most attractive image, having understood the proposed instruction in her own way. Another teenage girl of 13 years old with infantile character traits identified herself with a schoolgirl, and as an attractive image she named the image of a preschool girl, commenting: "How good it is to be small." Several teenage boys chose a picture of a schoolchild as an attractive image, revealing a fear of the future when they would have to leave the orphanage and go out on their own.

We have presented here only some of the results of approbation of the proposed method. Apparently, it can find wider applications. Some of our observations show that the technique can also be used to work with other types of childhood developmental disorders, for example, when examining children with hearing and speech impairments.

Corrective work on the formation of gender and age identification

The stimulus material of the "age and sex identification" methodology and the ideas inherent in the examination procedure make it possible to use this methodology as a correctional one. Below are the results of such experiments, related mainly to working with children who have been diagnosed with mental retardation (MAD).

If the ideas about the change of their age roles in children with CRD by school age are to some extent formed, then the ideas about the past and future age roles of parents and grandparents are formed with great difficulties.

Behind all this lies a deep moral and ethical aspect, without which it is difficult to imagine the full development of a child. In addition, for a true awareness of gender and age identification, it is necessary for the child to understand that the law of growth and development is applicable to all people, and to make the appropriate generalization. He must realize that both his parents and his teachers were young and experienced certain difficulties during this period. It is no coincidence that children are so interested in their parents' childhood, and the fact that their grandmother was once a little girl also plunges them into extreme amazement.

For the correction and development of the concept of changing gender and age roles, the following method can be proposed. It combines conversation, methodology, and family album work. It is desirable that family members of each child also participate in this work.

The cycle of conversations that we recommend to conduct with children begins with the topic: "How I was little." Children usually recall with pleasure episodes from their earlier childhood, this they emotionally activate their memory, sometimes laugh at themselves, listen to others with interest. We also advise teachers to tell episodes from their childhood, by doing so they will achieve children's trust in themselves and demonstrate the unity and community of children and adults.

It is important that adults, remembering episodes of their childhood, change in the eyes of the child. It can be interesting and useful for children to watch how their strict teacher laughs at her childhood fears and worries or shares her childhood dream.

We also recommend that parents tell their children about their childhood more often, but not with an edifying purpose, but with the aim of explaining to the child the temporality of children's problems and demonstrating understanding and willingness to help. If a child learns that his parents and teachers experienced something similar in their childhood, he will be much more trusting and frank and will be less afraid of censure.

Unfortunately, classic family albums are a thing of the past, but, nevertheless, in every family there are many photographs depicting family members at different ages. It is interesting and useful to show children the childhood of mom, dad, grandparents, giving the necessary explanations. It is important to show photographs of family members at the same age as the child. If there are several photographs, it is advisable to establish their age sequence. You can compare photographs of mom, dad, grandmother and child at the same age, correlate them with the images of the sequence proposed in our method, or build other analogies.

The second part of the work relates to the present in the child's life.

Topics for conversation: "What do I like about school?" and, accordingly, "What do you dislike?", "What amuses me?", "What upsets me and what am I afraid of?" It is better to talk with some children individually, it is good if these conversations are conducted by a psychologist. Some children enjoy taking part in the general conversation. If the conversation does not work out, you can use the family photographs and ask your child different questions.

In conversations with children of any age, it is necessary to emphasize the importance and value of this age period. Note not only the difficulties associated with it, but also its necessity. In family albums, you need to find photographs related to the school age of different family members. It is permissible to discuss with children all the problems of their present and show the perspective of the future, when much can be overcome and solved.

The formation of gender and age identification is also important for the emergence of personal readiness for the position of a student, a schoolchild. Teachers and parents in their conversations, as a rule, emphasize the importance for them of the growth and maturation of children, make plans for the near and future future. It is useful if at the same time children receive information about their parents' childhood, about their studies at school, about their work, which makes it possible for the child to understand and generalize the process of growth and development that is happening to him. Understanding the importance of the student's position and accepting the gender and age role of the student will help create motivation for learning.

As a result of all this, the child not only develops an awareness of his age role, develops an understanding of the process of growth and development of other people, but also creates analogies, improves orientation in time and space, and a sense of responsibility.

The child is aware of himself as a person among other people, with great respect and understanding begins to relate to his elders.

Summarizing the experience of correctional work with children with mental retardation, we suggested that it may be of interest for work with children of other categories.

Thus, the methodology "Age and sex identification" is recommended for both diagnostic and corrective work, and can be used for children and adolescents with various mental disorders.

The formation of gender and age identification is associated with the development of the child's self-awareness. Normally, primary gender identity is formed in children aged one and a half to three years. During this period, children learn to correctly relate themselves to a particular gender, determine the gender of their peers, and distinguish between men and women. By the age of 3-4, there is a gender-related conscious preference for toys. In their daily contacts with children, adults constantly associate the child's behavior with his gender: "girls (boys) do not behave this way," "you are a boy - you must endure," "you are a girl, you must keep cleanliness," etc. Formal and informal children's groups are organized by gender and age.

Children are surprised to learn that their parents and even elderly people, grandparents, were once small. The realization begins to come that someday they will also have to grow up, that they will study, then work, become a mom or dad, and grow old. It is well known how acutely children aged 6-8 years experience the result of thinking this thought out to the end.

Thus, already in preschool childhood, children have certain ideas about the change in the physical appearance of a person, his sex and social roles in connection with age. This knowledge is based on the appropriation of social experience and the development of self-awareness. It can be argued that, like any cognitive process, gender and age identification is based on the ability of the individual to abstract thinking, necessary to distinguish the appearance and behavior of another person, conceptual description of other people and self-description based on stable ideas. Thus, the formation of identity in children depends on both the intellectual level and personal characteristics. This conclusion is also confirmed by special studies (Belopolskaya, 1992). Therefore, we can conclude that the study of gender and age identification can provide important material about the level of mental development of a particular child.

This gap is filled to a certain extent by the methodology for studying the process of identifying gender and age, using the procedure of preference and ordering of non-verbal stimulus material.

Conclusions for chapter 1:

1. Modern research in the field of differential psychodiagnostics indicates the importance of timely diagnosis of intellectual and personal characteristics in children with intellectual disabilities.

2. Fundamental differences in the etiology of the onset of intellectual disability indicate the importance of diagnostic accuracy.

3. The main points that make it possible to differentiate mental retardation and mental retardation are the following:

1) the partialness of the defeat in the case of CRD, as opposed to the totality in the case of UO

2) the impossibility of transition from visual-effective to verbal-logical thinking in mentally retarded

3) the inability to develop independently, without the help of adults in the mentally retarded

4) the difference in the way of memorization: in children diagnosed with CRD, memory remains arbitrary, in mentally retarded - mechanical memory

5) the difference in emotional responses

4. Researchers point to the need to expand approaches to differential psychodiagnostics, taking into account not only the level of development of cognitive processes, but also the ego-identity (self-awareness) of the child.

Advantages and disadvantages of methods of psychodiagnostics of the motivational sphere of personality

Literature:

1. Anastasi A., Urbina S. Psychological testing. - SPb .: Peter, 2001.

2. Bolotova A., Makarova I. Applied psychology. - M .: Aspect Press, 2001.

3. Noos IN Guidance on psychodiagnostics. - M .: Publishing house of the Institute of Psychotherapy, 2005.

4. Practical psychodiagnostics. / Ed.-comp. D. Ya. Reigorodsky. - Samara: "BAHRAKH", 2006.

5. Psychological diagnostics: Textbook. / Ed. M.K. Akimova, K.M. Gurevich. - SPb .: Peter, 2008.

6. Tyutyunnik EI, Yakovleva IV, Tyutyunnik AV Psychodiagnostics: Study guide. - SPb .: Nevsky Institute of Expertology, Management and Design, 2006.

The structure of personality self-awareness and its behavioral indication. Principles and methods of diagnostics of individual self-awareness. “Self-concept” as an integral diagnostic parameter. Self-observation capabilities. Self-assessment methodology (S.A. Budassi). Projective technique T. Dembo – S. Rubinstein. Self-attitude questionnaire (V. Stolin). Locus of control (J. Rotter) and the level of subjective control (USC). Q-sort. Self-actualization test (L. Gozman) and its modifications. Semantic differential Ch.Osguda. Repertoire grids J. Kelly. Investigation of the characteristics of children's self-awareness. Age and sex identification of a person (according to N. Belopolskaya). Self-rating scales.

The development of all mental functions in their interaction ensures the appearance in a person of an internal reflection of this world, in a sense, an internal model of this world. Empirically, consciousness acts as a continuously changing set of sensory and mental images that immediately arise in front of the subject in his "inner experience" and anticipate his practical activity. Thus, under consciousness can understand the structure of the internal model of the external world.

The guiding influence of this model on human behavior appears as the principle of the unity of consciousness and activity: human activity directs and determines the development of his consciousness, and the latter, increasingly regulating human activity, improves his adaptability to the external world. This improvement occurs due to the fact that consciousness forms an internal plan of activity, its program. In this inner plane, dynamic models of reality are synthesized, with the help of which a person is guided in the surrounding physical and social environment.

Currently as basic properties of consciousness allocate: relationship building, cognition and experience.

Hence, the inclusion of memory, thinking and emotions in the processes of awareness immediately follows. The main function of emotions is the formation of a person's subjective attitude to objects, phenomena, to himself and to other people. Initially, emotions realize rough estimates of information (dangerous - safe, edible - inedible), which are then, at the level of consciousness, refined and included by elements in a scale of values and values suitable for social consumption. All forms and types of relationships are synthesized in the structures of consciousness and determine the deep processes of self-esteem and self-awareness.

Self-awareness - a conscious attitude of a person to his needs and abilities, drives and motives of behavior, feelings and thoughts (Psychological Dictionary / Ed. V. P. Zinchenko, B. G. Meshcheryakov. - M., 1990. - S. 343.); relatively stable, more or less conscious, experienced as a unique system of ideas of the individual about himself, on the basis of which he builds his interaction with other people and relates to himself (Psychology: Dictionary / Ed. by A. V. Petrovsky, M. G. Yaroshevsky. - M., 1990. - S. 352, 475).

Self-awareness - it is the process of realizing one's “I” in a variety of individual characteristics, separating oneself from the surrounding world and understanding oneself in comparison with other people. It helps a person to preserve himself and his "I", and also regulates the entire complex system of the inner mental world of a person.

Self-awareness has three main components:

1) self-knowledge. This process begins with knowing yourself through comparison with others. Another, higher level of self-knowledge is a comparison of the “I and I” type;

2) self-esteem - a certain emotional value attitude towards oneself;

3) self-education - a self-government process aimed at consciously changing one's personality.

Self-awareness is also characterized by its product - self-concept, “I-image” or “I-concept”.

The distinction between process and product in psychological use was introduced by W. James in the form of a distinction between "pure I" (cognizing) and "empirical I" (cognizable).

I am a concept- a system of ideas about oneself that is dynamic in time, including:

a) awareness of their physical, intellectual and other properties;

b) self-esteem;

c) subjective perception of external factors affecting one's own personality.

Self-concept as a set of attitudes aimed at oneself, and then, by analogy, attitudes in it are distinguished three structural components:

1. Cognitive - the image of their qualities, abilities, appearance, social significance, etc. (self-awareness).

2. Emotional - self-respect, selfishness, self-deprecation, etc.

3. Evaluative-strong-willed - the desire to increase self-esteem, gain respect, etc.

Analysis " I-image"Allows us to highlight two aspects in it:

1) knowledge about oneself, i.e. the substantive part of a person's ideas about himself, his “I-concept”;

2) self-attitude, i.e. emotional-evaluative reaction to knowledge about oneself.

Self-awareness has a tiered structure. This idea has been expressed more than once in Russian and world literature. Thus, a detailed level concept of self-consciousness and personality as a whole was proposed by E. Erickson in 1967. Its summary is presented in the table. The concept of the level structure of self-consciousness, which is determined by human activity, was formulated by V.V. Stolin in 1985.

Based on the foregoing, knowledge about oneself, expressed in the “I-concept” and self-attitude, are also diagnosed. Self-attitude is actively defended by the individual. The psychological literature describes such defense mechanisms as:

· The phenomenon of compensation;

· Model of maintaining self-esteem;

Devaluation tactics, etc.

Maintaining a stable self-attitude provides the possibility of a constant strategy in relation to oneself, which is expressed both in external, socially-objective activity, and in intrapersonal activity.

Thus, the mechanisms of self-attitude protection are also the object of psychodiagnostics, as the content of the "I-concept" and self-attitude.

Self-concepts are multifaceted, they can relate to different spheres of human manifestation. There are various forms of self-perception:

1) by spheres of manifestation (social, spiritual, physical, intimate, public "I", etc.);

2) as reality and ideal;

3) in the time continuum or according to another essential feature.

In addition, these beliefs are related in different ways to self-attitude.

Self-esteem- the value, the significance that the individual endows himself with as a whole and certain aspects of his personality, activity, behavior; an individual's assessment of himself, his capabilities, qualities and place among other people.

Level of claims- the degree of difficulty of the goals that a person sets for himself.

A wide range of methodological techniques and procedures - from very simple (graphic technique Dembo-Rubinstein) to very complex (reconstruction of subjective semantic spaces based on the data of the semantic differential of C. Osgood or the test of personality constructs by J. Kelly).

The psychological and pedagogical meaning of the diagnosis of consciousness and self-awareness consists in identifying the level of conscious, voluntary regulation of one's own behavior that is accessible and mastered by the child. As a rule, a more differentiated, ramified system of categorical system of consciousness leads to a more accurate categorization of the situation and is combined with the use of a richer repertoire of situational tactics. At the same time, a rough and poor picture of the world (narrow worldview) leads to the fact that behavior is built on the basis of poorly understood motivational impulses of a lower level, on the basis of stylistic dispositions determined by organismic needs and temperament.

All of these aspects of self-awareness should be reflected in psychodiagnostic techniques.

This material describes various techniques:

Methodology for understanding and using proper pronouns in speech
Methodology for studying the development of the image of oneself in a young child "Mirror"
Methods for studying the ideas of a young child about himself, through the parameters of self-recognition and self-designation "Photography"
Methods for studying the characteristics of self-attitude, self-esteem and gender identity in a preschool child drawing "Bad and good child"
Methodology for studying the time perspective in preschool children "Time perspective test"

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1. Methods of understanding and use in speech

own pronouns

(T.Hellbrügge)

Age, months	Exercise	Performance	Correct solution
8-11	Turn around when parents call the child's name	The experimenter or one of his parents is waiting for the child to be distracted from his activity. They then refer to him by name or pet name. In the next attempts, it is necessary to find out if there is a difference between the naming of his name and another address.	The child turns when the parents or the experimenter call him by name. At the same time, it should be clear that the child turns not only to the voice
13-17	Correctly show or direct your gaze to a part of the body	The experimenter learns from the parents which part of the body the child already knows and asks to show this part of the body either on himself, or on the parents, or on a doll - for example, "eyes" or "mouth"	The child shows or directs his gaze to one of the body parts named by the experimenter
15-20	Correctly show or direct your gaze to your belly	Asks the question where the belly is, it doesn't matter whether the child can show it in himself, in a doll or in his mother. The experimenter asks the child: "Show me your belly"	In response to a request, the child shows or directs his gaze at his own belly, the belly of another person or a doll
18-24	Correctly show or direct your gaze to the three parts of the body	The experimenter asks the parents which parts of the body the child knows. Then he asks the child to show the body parts on himself, one of the parents or a doll, asking about each body part separately. The eyes, mouth, nose, abdomen, hair and hands are most easily identified.	In response to a request, the child points or directs his gaze to at least three parts of the body that are being asked about. Not enough for the child to name body parts
22-29	Show or look at your hand	The experimenter asks the child to show him his hand	Child shows or looks at or raises his own hand
22-31	Use your name when talking about yourself	The experimenter asks the parents if their child denotes himself by using his name. If necessary, the child is asked: "What is your name?"	The child uses his or her name or its simplified form when talking about himself or when asked what his name is. Repetition of a proper name is not allowed
25-34	Talk about yourself in I-form	The experimenter asks the parents and monitors during the examination whether the child uses the I-form when talking about himself	The child speaks about himself in the I-form, not only directly repeating the linguistic expressions of the parents or the experimenter
25-34	Express desires in I-form	The experimenter asks the parents if their child expresses desires in the I-form, for example: "I want!" or "I don't want to!"	According to parents, who can confirm this by example, the child expresses desires in the I-form.
28-37	Understand questions like, "What do you do when you're tired (hungry, dirty)?"	The experimenter asks the child: “What do you do when you are tired? What do you do when you are hungry? What do you do when you're dirty? " After each question, the experimenter expects an answer.	With unambiguous gestures or verbal expressions, the child replies that he understood two of the three questions and responds accordingly, depicting sleep, eating and washing
28-39	Use the word "me" or "you"	The experimenter points to an object that the child is wearing, or that the child brought with him, and asks: "To whom does this belong?" At the same time, he monitors the child's language expressions in the examination situation. If this task cannot be clarified in the survey situation, the experimenter asks the parents with the question: “Does your child use the word“ me ”to explain that something belongs to him, or does he use the word“ you ”?	The child uses the pronoun "me" to explain that something belongs to him. The correct use of "you" can already be assessed positively by the experimenter.
29-39	Show your chin in response to a question	The experimenter tries to figure out this task following the questions on other parts of the body, asking the child: “Show me your chin! Where is your chin? "	In response to a question, the child shows his or her chin or the chin of Matea, the experimenter or the doll
32-43	Know your gender	The experimenter asks the child: "Are you a boy (pause) or a girl?" Dolls or pictures of children for gender recognition can also be used, they do not reduce the difficulty of the task	The child verbally answers in the affirmative to the correct part of the question or reacts accordingly with a nod of the head. Also, the task is considered completed if he can correctly name his gender

2. Methods for studying the development of the image of oneself in a young child "Mirror"

(modification by O.V. Belanovskaya)

Material: mirror 40X40 cm on a stand

Methodologyconsists in recording the behavior of the child in front of the mirror. The child is seated alone in front of a mirror so that the experimenter does not fall into his field of vision, and the behavior is recorded according to the following parameters:

age: year, month;
gender: husband. - 1, wives. - 0
viewing duration: 0 - fast (5 sec.); 1 - long (5-15 s.); 2 - long (over 15 s.);
the nature of the look: 1 - focused; 2 - scattered; 3 - unstable;
emotional manifestations: 1 - crying; 2 - indifference; 3 - surprise; 4 - smile; 5 - joy; 6 - laughter;
self-directed behavior:

1 - examines the image (passive viewing);

2 - performs imitation movements (at the suggestion of an adult);

3 - an independent image of something (grimacing);

mirror-directed behavior:

1 - touches; 2 - knocks; 3 - examines

The experimenter records the observed forms of behavior in the observation protocol, then encrypts them in the table of experimental data (Table 2).

table 2

F.I. baby

Age

Floor

Duration of consideration

The nature of the look

Emotional manifestations

Self-directed behavior

Mirror-directed behavior

Note: observed behavioral reactions are marked in the table of experimental data using the signs: "+" - the presence of the observed manifestation; "-" - the absence of such.

Results: 0 - low result, the child does not respond to his mirror image (quick examination, steady gaze, behavior directed at the mirror); 1 - the child already sees the reflection in the mirror, but does not yet identify the reflection with himself (prolonged viewing, absent-minded gaze, behavior directed at himself - he passively examines the reflection); 2 - the child recognizes himself in the mirror (long or long viewing, focused gaze, behavior directed at the mirror - imitations); 3- the child identifies himself with the image (long or long gazing, focused gaze, behavior directed at the mirror - grimacing).

3. The method of studying the ideas of a young child about himself, through the parameters of self-recognition and self-designation

"The photo"

(O. V. Belanovskaya)

Material: camera, photographs of children.

Methodologyincludes individual and group photography of children participating in the experiment. Children are individually presented with three photographs each showing the child, one boy and one girl from the group. Also separately considered are group photographs, which depict small groups of children (3-4 children each) in various situations: eating, walking, playing, etc. During each show, the child is invited to recognize himself in the photograph. Observation is carried out according to the following parameters: 1) recognition of the environment, objects, people, oneself; 2) the nature of naming yourself. Verbal and non-verbal manifestations of the child are recorded.

The observed forms of behavior are entered by the experimenter into the observation protocol, then encrypted and entered into the table of experimental data.

Observation parameters:

age: year, month;
gender: husband. - 1, wives. - 0
behavioral reaction: 1 - learns nothing; 2 - recognizes the situation; 3 - recognizes objects and toys; 4 - recognizes the teacher; 5 - recognizes children; 6 - recognizes himself.

Legend: 0 - no manifestations; 1 - manifestations are rare; 2 - frequent manifestations;

the nature of naming oneself: 1 - does not name; 2 - girl (boy); 3 - detached; 4 - using their own name; 5 - using the pronoun "I".

Legend: 0 - no manifestations; 1 - manifestations are rare; 2 - frequent manifestations.

Results: 0 - low result, the child has no idea of himself; 1 - the child does not verbalize, but recognizes the environment; 2 - recognizes himself, but calls himself aloof; 3 - recognizes and names himself by gender; 4 - recognizes and calls himself by name; 5 - recognizes and calls himself "I".

4. Methods for studying the characteristics of self-attitude, self-esteem and gender identity in a preschool child

drawing "Bad and good child"

(modification by A.M. Prikhozhan, Z. Vasilyaukaite)

Material: a sheet of paper divided into three parts, four pencils: red, blue, black, brown.

Methodology:the child is offered the following instruction: “The sheet is divided into three parts. Draw in the first part of the bad child with black and brown pencils. In the second part, a good child with red and blue pencils, and in the third part - yourself with any pencils you want. "

results

The drawing is analyzed according to the following parameters.

1. Bad and good child are performed according to the rules - the child understands the meaning of emotional-value judgments. A bad child is drawn ugly, disproportionate, a good one is large, carefully.

2. The self-portrait is made with red and blue pencils - a high degree of self-acceptance, a desire to follow social norms and rules, a desire to get the approval of an adult and, at the same time, can mean immaturity, infantilism, lack of criticality, violation of self-perception.

3. The self-portrait is made mainly with black and brown pencils, the figure is poorly drawn, body parts are disproportionate - this means emotional rejection, self-rejection, lack of support and approval of adults.

4. The self-portrait is quite harmonious, there are details in the figure, it is made carefully, mainly with red and blue pencils, but some parts are outlined, traced, supplemented with black and brown - it means critical towards oneself, the desire to become better, to be liked by adults, to get them OK.

A more complete idea can be obtained by comparing all the data together: the size of each drawing, the degree of detail of the figure, the presence of social signs: eyes, ears, mouth, thoroughness of execution, the presence of bold lines, strokes, corrections. Attention should be paid to the gender of the reference figures of a good and a bad child, whether it corresponds to the gender of the child. In our culture, a boy is usually portrayed as bad. And this is already material for correctional work.

5. Methodology for studying time perspective

in preschool children "Time perspective test"

(I.E. Valitova)

Material: a set of unfinished sentences (I try ... What I think about ... I would be glad ... I hope that ... I am sure that ... I dream ... I want ...); ball.

Methodologycarried out in a playful way. The researcher throws the ball to the child, calling the beginning of the sentence, the child must throw the ball back after finishing the sentence. The child's answers are recorded.

Observation parameters:1) focus on the present; 2) an indication of the school, school success; 3) an indication of other types of activities; 4) an indication of the future profession; 5) an indication of their personal qualities; 6) desires for the future. The remoteness is noted: 1) the near future; 2) distant future.