Methodology for the study of self-esteem of children of preschool and primary school age “Ladder. Psychological diagnostics of the formation of universal educational activities among first-graders Ladder technique junior school age

Self-esteem It is one of the most important components of human self-consciousness. Self-esteem is how a person evaluates himself, his abilities, personal qualities and appearance. Like the character, self-esteem is not an innate quality of a person, it is formed in the process of life, in the process of education. Self-assessment according to the degree of adequacy is divided into two types: adequate and inadequate. Adequate speaks about the correct and true representation of oneself. Accordingly, inadequate - on the contrary.

The most favorable period for the formation of adequate self-esteem is the primary school age. So exactly how it goes school life A child in primary school often depends not only on his own attitude towards himself, but also on his academic success, his relationships with classmates, and his ability to realize his potential.

Ladder technique by V. Shchur and S. Yakobson

One of the most common methods for diagnosing self-esteem in children of preschool and primary school age is the Ladder test. It is carried out both in group and in individual form. Psychologists of preschool institutions, school psychologists, teachers, educators and parents can use it for diagnosis. There are several modifications of this technique. For example, the “Ladder” by V. Shchur and S. Yakobson has seven steps and is accompanied by figures of a boy and a girl cut out of paper or cardboard. This version of the methodology is aimed not only at studying the level of self-esteem of the child, but also at identifying personal claims. A modification of the methodology of the authors M. Lisin and Y. Kolomensky is a sheet of paper with a ladder depicted on it, consisting of six steps, the figure of a boy and a girl cut out of paper is also available.

The most popular version of the Ladder test that parents can use to diagnose their child's self-esteem:

Stimulus material:

• A white sheet of A4 paper with a painted ladder consisting of six steps.
• A simple pencil or pen.

For preschool children, you will need a figure of a person that matches the gender of the child participating in the study.

Instructions for a preschooler:

“Look at this ladder. The best and kindest children sit (stand) on the first step. The second one is good. On the third - neither good nor bad. On the fourth - not very good children. On the fifth - bad. The worst children sit on the sixth.

Ask your child to repeat what you just said to make sure they understand and remember the meaning of the steps. Then explain that the doll he is holding is himself. Ask her to put her on the step of the stairs where he would like to stand.

Instructions for a younger student:

“Look at this ladder. The best and kindest children sit (stand) on the first step. The second one is good. On the third - neither good nor bad. On the fourth are not very good children. On the fifth - bad. The worst children sit on the sixth. Pick up a pencil (pen) and draw a circle on the step you want to put yourself on.

Lesenok technique - interpretation of the results:

After testing, it is necessary to conduct a conversation with the child. Ask to tell why he put himself on a particular stage. It happens that children misunderstand the task and because of this they perform it incorrectly.

In addition, self-assessment by a child can be situational. For example, if shortly before the start of testing there was a quarrel with a friend, then the child can put himself on the fourth and fifth steps simply because he considers himself bad at the moment (offended his friend).

• The child put himself on the first step: inflated self-esteem. For children of primary school age and for preschoolers is the norm. Preschoolers are often not yet able to adequately assess themselves and their actions. Children of primary school age evaluate themselves in a similar way, based on their achievements: “I am very good because I get good grades.”
• The child put himself on the second step: adequate self-esteem.
• The child put himself on the third stage: adequate self-esteem.
• The child put himself on the fourth step: low self-esteem. It is the extreme version of the norm. What is important here is how the child explains the placement of himself on this stage.
• The child put himself on the fifth stage: low self-esteem.
• The child put himself on the sixth step: extremely low self-esteem. The child is in a situation of maladjustment, personal and emotional problems are observed.

If the result of the Ladder test revealed an underestimated, low or extremely low level of self-esteem of your child, we recommend seek advice from a specialist in case of impossibility to independently correct the situation.

Method "Ladder" (V.G. Shchur)

Shirokova G.A. Workshop for a child psychologist. - Rostov-on-Don, 2006.

Bobchenko T.G., Pronina E.V. Organization of industrial practice in a preschool educational institution. - Vladimir, 2008.

The technique is designed to study the self-esteem of a preschooler and measures the level of its adequacy.

Diagnostics is carried out individually.

diagnostic procedures. The child is shown a sheet of paper with a ladder drawn on it with seven steps, where the middle step looks like a platform, and the task is explained.

Instruction: “If all the children are seated on this staircase, then there will be good children on the upper steps: smart, kind, obedient - the higher, the better (show: “good”, “very good”, “the best”). And on the bottom three steps there will be bad children - the lower, the worse ("bad", "very bad", "the worst"). On the middle step, children are neither bad nor good. Show me which step you put yourself on. Explain why". In order to make it easier to complete the task, they suggest placing a card with the image of a boy or a girl on one or another step (depending on the gender of the child). After the child has made a note, he is asked: “Are you really like this or would you like to be like this? Mark who you really are and who you would like to be.” “Show me which step your mother (teacher, father) would put you on.”

They use a standard set of characteristics: "good - bad", "good - evil", "smart - stupid", "brave - cowardly", etc.

In the process of examination, it is necessary to take into account how the child performs the task: hesitating, pondering, arguing his choice. If the child does not give any explanation, he needs to ask clarifying questions: “Why did you put yourself here? You always like this?" etc.

Qualitative analysis of results.

The most characteristic features of the task performance by preschoolers with overestimated, adequate and underestimated self-esteem

Method "Ladder" (V.G. Shchur) *

Surname, First name ___________________________________________ Group __________

Age _______________________ Date ____________________________

Reciprocal coordination test(A.R. Luria) .

Glozman Zh.M., Potanina A.Yu., Soboleva A.E. Neuropsychological diagnostics in preschool age. - St. Petersburg, 2008.

The test for reciprocal coordination is aimed at identifying the formation of the mechanisms of serial organization of movements and interhemispheric interaction, coordination of movements. This test is carried out from the age of 4, it is understandable to children, it is carried out very quickly, in a playful way.

Progress: the researcher puts both hands on the table, one of which is clenched into a fist, and the fingers of the other are straightened. Then, without changing the location of the hands on the table, the examiner simultaneously opens one hand and clenches the other into a fist. After several shows, the child is invited to perform the same movements together. From the age of 5, after several associated movements, the child can perform a reciprocal coordination test independently.

Criteria for scoring:
0 points - smooth two-handed movements.
0.5 points - slow entry into the task, or incomplete clenching and straightening of the palm, or slow, tense, but coordinated execution (one of the symptoms)
1 point - several of the above symptoms at the same time.
1.5 points - lag of one hand or alternate execution with correction after pointing out an error.
2 points - lag of one hand or alternate execution with incomplete correction after pointing out an error.
3 points - the impossibility of performing this test, symmetrical performance (similarity).

Reciprocal coordination test *

(Palm - fist)

Surname, name ________________________________________ Age __________________

Date of examination ___________________________

Study of motor skills and coordination of movements in children

Zavadenko N.N. Hyperactivity and attention deficit in childhood. - M., 2005.

The methodology consists of two main sections.

Section 1. Tasks for walking along the line and maintaining balance.

Section 2. Tasks for the alternation of limb movements.

The results of the implementation are evaluated in points. During the examination, the marks for the completion of each task are noted in the tables, then these marks are summed up. Three grades are calculated: for completing the tasks of section 1, tasks of section 2 and the overall grade. In addition, in section 2, the execution time of 20 consecutive movements is recorded.

Tasks for walking along the line and for maintaining balance

For carrying out, a clearly marked line on the floor, 5 cm wide and 2.5 - 3 m long, is required. The child must be in light shoes with soft soles or no shoes with socks. First, the child is given the first attempt for training; the score is based on the results of the second attempt when completing 10 steps. Steps should not be too large. Excessive movements (auxiliary, balancing movements of the arms) and the number of errors (deviations from the line) are recorded. In the 1st and 2nd samples, the support on the entire plantar surface of the foot is also considered an error, in the 3rd and 4th - the gap between the heel and toe. For excessive movements and each mistake, 1 point is awarded.

In the given poses, it is necessary to maintain balance for 20 seconds (the time is fixed with a stopwatch). Depending on the time during which the child is able to maintain balance, the corresponding score is set in the right column (in points):

0 points - 20 or more seconds;

1 point - from 15 to 19 seconds;

2 points - from 10 to 14 seconds;

3 points - from 0 to 9 seconds.

In the column "excessive movements" auxiliary installations of hands are recorded, a tendency to fall, for the presence of which 1 point is awarded.

Tasks for the alternation of limb movements

The child and the researcher sit on chairs opposite each other. The height of the chair for the child should be selected in accordance with his height, so that his feet touch the floor with their surface. Each series of movements is first shown to the child, and then reproduced by him for training. The child is explained that he must repeat the movement rhythmically many times and do it as quickly as possible. The time (with the help of a stopwatch) and the quality of the performance of 20 consecutive movements are evaluated. The presence of synkinesis (simultaneous extra movements), hypermetry (redundancy of movements in amplitude) and dysrhythmia (rhythm disturbances during repetition of movements) are noted:

0 points - no

1 point - yes.

Types of synkinesis: concomitant movements of the head and other limbs, orofacial - contractions of the muscles of the face (facial) and muscles around the mouth, mirror - similar movements in the opposite limb.

Dear psychologist!

For more than ten years I have been working in an elementary school and I see that there are many children who need pedagogical support and psychological help from me (after all, you won’t run every minute to the school psychologist). First of all, I care about how each child treats himself, how good he is at school. Can you please tell me how to determine this?

Sincerely,
Svetlana Vladimirovna, Moscow

Dear Svetlana Vladimirovna! Thank you for your question. In your letter, you touched on one of the acute problems of modern elementary school - the formation of a positive attitude of the student towards himself, towards the people around him that are significant for him - classmates, the teacher. After all, the success of his relations with others, with the world will depend on how positively a child treats himself.

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Self-esteem is a person's assessment of his own qualities, advantages and disadvantages. In a younger student, it is formed mainly depending on his success or, conversely, failure at school. Therefore, the teacher is largely responsible for its formation. Starting from the first days of schooling, a child's self-esteem depends on success in learning activities, on the nature of interpersonal relationships in the classroom: with a teacher, classmates.

We offer the “Ladder” methodology developed by us, which has been effectively used for a number of years by teachers in practice in order to study the self-esteem of younger students.

"Ladder" has two options for use: group And individual.

The group option allows the teacher to quickly identify the level of self-esteem of his students.

With an individual study of self-esteem, it is possible to identify the cause that formed (shapes) this or that self-esteem of the student, so that in the future, if necessary, begin work on correcting the difficulties that arise in children.

The technology of carrying out the "Ladder" technique is described below. The drawing for the methodology is given in the Appendix.

Group study of self-esteem of a younger student

Educational materials: each student has a form with a drawn ladder, a pen or pencil; a ladder is drawn on the chalkboard.

Instruction

1. “Guys, take a red pencil and listen to the task. Here is the ladder. If all the guys are placed on it, then here (show the first step without naming its number) the best guys will stand, here (show the second and third) - good, here (show the fourth) - neither good nor bad guys, here ( show the fifth and sixth steps) are bad, and here (show the seventh step) are the worst. What step would you put yourself on? Draw a circle on it."

2. Repeat the instruction again.

3. Thank the guys for their work.

Individual study of self-esteem of a younger student

When working individually with a child, it is very important to create an atmosphere of trust, openness, and goodwill. Be sure to thank the student for the answers.

Educational materials: for the student - a form with a drawn ladder, a pen or pencil.

Instruction

1. “Here is a ladder. If all the guys are placed on it, then here (show the first step without naming its number) the best guys will stand, here (show the second and third) - good, here (show the fourth) - neither good nor bad guys, here ( show the fifth and sixth steps) are bad, and here (show the seventh step) are the worst. What step would you put yourself on? Explain why".

2. In case of difficulty with the answer, repeat the instruction again.

3. Thank the child for the work.

Interpretation of results

When analyzing the received data, please proceed from the following:

Step 1 - Inflated self-esteem

It is most often characteristic of first-graders and is the age norm for them. In a conversation, the children explain their choice as follows: “I will put myself on the first step, because it is high”, “I am the best”, “I love myself very much”, “The best guys are standing here, and I also want to be with them” . It often happens that the child cannot explain his choice, is silent, smiles or thinks hard. This is due to poorly developed reflection (the ability to analyze one's activities and correlate opinions, experiences and actions with the opinions and assessments of others).
That is why the first grade does not use a point (marking) assessment. After all, a first-grader (and often second-grade children) overwhelmingly accepts the teacher’s mark as an attitude to himself: “I’m good, because I have a five (“star”, “butterfly”, “sun”, “red brick”)” ; “I’m bad because I have a triple (“rain”, “blue brick”, “dash”, “see”).

Steps 2, 3 - adequate self-esteem

The child has a positive attitude towards himself, he knows how to evaluate himself and his activities: “I am good, because I help my mother”, “I am good, because I study for one five, I like to read books”, “I help my friends, it’s good with I play with them,” etc. This is a normal development of self-esteem.

Step 4 - low self-esteem

Children who put themselves on the fourth step have somewhat low self-esteem. As a rule, this is due to a certain psychological problem of the student. In a conversation, the child can talk about it. For example: “I am neither good nor bad, because I am kind (when I help dad), I am evil (when I shout at my brother).” There are problems in family relationships here. “I am neither good nor bad, because I write letters badly, and my mother and teacher scold me for it.” In this case, the situation of success and the positive attitude of the schoolgirl, at least towards the writing lessons, are destroyed; disrupted interpersonal relationships with significant adults.”

Steps 5, 6 - low self-esteem

According to our statistics, there are about 8-10% of junior schoolchildren with low self-esteem in the class. It should immediately be noted that sometimes a child situationally underestimates self-esteem. At the time of the survey, something could have happened: a quarrel with a friend, a bad grade, an unsuccessfully glued house at a labor lesson, etc. And in the conversation, the student will talk about it. For example: “I’m bad because I had a fight with Serezha at recess”, “I’m bad because I wrote a dictation for three”, etc. In such cases, as a rule, in a day or two you will receive a different answer from the child (with positive self-esteem).

Much more serious are the persistent motivated answers of the guys, where the thought runs like a red line: "I'm bad!" The danger of this situation is that low self-esteem can remain with the child for the rest of his life, as a result of which he will not only not reveal his capabilities, abilities, inclinations, but will also turn his life into a series of problems and troubles, following his logic: “I am bad It means I don't deserve anything good.

It is very important for the teacher to know the reason for the low self-esteem of the student - without this it is impossible to help the child. Here are examples of the guys' answers, from which it immediately becomes clear in which direction to help them:

“I will put myself on the bottom step (draws a circle on the fifth step) because my mother says that I am inattentive and make a lot of mistakes in notebooks.” Here it is necessary to work with the parents of the student: conversations in which the individual characteristics of the child should be explained. For example, if this is a first-grader, then it is necessary to tell, remind parents once again that a child at this age does not yet have either stable attention or arbitrariness of behavior, that each student has his own pace of learning, the formation of learning skills. It is useful to regularly remind parents of the inadmissibility of excessive demands on an underachieving student. It is extremely important for parents to demonstrate positive qualities, each success of their child.

“I will put myself here, on the bottom, sixth step, because I have two in my diary, and the teacher puts me in a corner.” The first thing to do is to identify the reason for the failure of the student (his studies, bad behavior) and, together with the school psychologist, parents, begin work to create a successful learning situation. A positive verbal assessment of the process of activity and the student's attitude to the performance of educational work can play a significant role. All teachers understand that negative marks do not contribute to the improvement of studies, but only form a negative attitude of the child towards school. To look for the positive in the student's activity, to point out even minor successes, to praise for independence, diligence, attentiveness are the main ways to increase the self-esteem of schoolchildren.

“I fight with the guys, they don’t accept me in the game” (puts himself on the sixth step). The problem of the lack of formation of interpersonal relations is one of the most acute in modern primary education. The inability of children to communicate and cooperate with each other are the main causes of conflicts in the children's environment.

Our studies have shown that students who consistently show interest in joint activities have a higher level of interpersonal relationships and adapt well to school.

Therefore, the organization of joint activities of younger schoolchildren (work in pairs, in a group, in a team) both in the classroom and outside of school time should become one of the activities of the teacher.

Step 7 - severely low self-esteem

A child who chooses the lowest rung is in a situation of school maladaptation, personal and emotional distress. To classify oneself as the “worst kid”, one needs a set of negative factors that constantly affect the student. Unfortunately, school is often one of those factors.

The lack of timely qualified assistance in overcoming the causes of difficulties in learning and communication of the child, the lack of formation of positive interpersonal relationships with teachers and classmates are the most common causes of sharply low self-esteem. To correct it, the joint activity of a teacher, a school psychologist, a social pedagogue (in the case of an unfavorable situation in the family) is necessary.

The essence of the pedagogical support of the teacher and his psychological assistance to students with low self-esteem is in an attentive, emotionally positive, approving, optimistic attitude towards them.

Confidential communication, constant contact with the family, faith in the student, knowledge of the causes and timely application of ways to overcome the difficulties of the child are able to slowly but progressively form an adequate self-esteem of the younger student.

Thus, dear Svetlana Vladimirovna, using the “Ladder” technique in your practice, you can not only study the self-esteem of your students (offering to perform the technique again), but also track the nature of its change, identifying the reasons for this process.

I wish you success in this difficult but rewarding work!

Application

Drawing "ladder" for the study of self-esteem of younger students

The study of the child's self-esteem using the technique "Ladder"

The child is shown a drawn ladder with seven steps, where the middle step looks like a platform, and the task is explained.

Instruction: “If all the children are seated on this ladder, then good children will be on the top three steps: smart, kind, strong, obedient - the higher, the better (they show: “good”, “very good”, “the best”). And on the bottom three steps there will be bad children - the lower, the worse ("bad", "very bad", "the worst"). On the middle step, children are neither bad nor good. Show me which step you put yourself on. Explain why?"

After the child’s answer, he is asked: “Are you really like this or would you like to be like that? Mark who you really are and who you would like to be. “Show me what step your mother would put you on.”

A standard set of characteristics is used: "good - bad", "kind - evil", "smart - stupid", "strong - weak", "brave - cowardly", "the most diligent - the most careless". The number of characteristics can be reduced.

During the examination, it is necessary to take into account how the child performs the task: hesitating, pondering, arguing his choice. If the child does not give any explanation, he should be asked clarifying questions: “Why did you put yourself here? You always like this?" etc.

The most characteristic features of the task, characteristic of children with high, adequate and low self-esteem.

Inadequately high self-esteem is characteristic of children of primary and secondary preschool age: they do not see their mistakes, they cannot correctly assess themselves, their actions and actions.

Self-assessment of children of 6-7 years of age is already becoming more realistic, in familiar situations and habitual activities it approaches adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated.

Low self-esteem in preschool children is considered as a deviation in personality development.