THEORETICAL ASPECTS OF «SELF-CONCEPT» FORMING OF PRIMARY SCHOOL AGE CHILD

Abstract

People are social creatures. From the first moments of life they are involved in relationships with people, and such a thing as a «Self-concept» is formed in the process of communication. «Self-concept» is a constant feeling of certainty itself, it determines what the individual is and what he thinks of himself. Creating a positive «self-concept», influence of adults, «significant others», and use the «Self-image» of the child is important in the process of education and training. A primary school age is the very important step in self-esteem forming, during which the child is involved in socially significant activity and broad areas of communication. Given this, the author aims to consider under Article psychological characteristics of «self-concept» of primary school age child, namely the formation of self-esteem, and factors that are crucial to this process.
«Self-concept» actively studied by various authors, including W. James, A. Maslow, Carl Rogers, I. Kon, A. Petrovsky, and others. Summarizing different approaches R. Burns described the structure of «self-concept», highlighting three main components: cognitive, emotional, behavioral. Primary school age is one of the main periods in the development of self-esteem as a system. It is the period of dramatic changes taking place. All components of self-esteem become more mature to the level of representation and improved self-assessment activities. As a main means of self-esteem in this period are tries of the child to analyze own actions and deeds as the strongest evidence of empirical nature.