The phenomenon of a positive image of "I" in modern psychology

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The phenomenon of a positive image of «I» in modern psychology

Introduction

psychological self-awareness child

Psychological study of self-awareness has a long and rich history, beginning with the works of W. James. The importance of such a study is related to the very important role of self-awareness in the structure of personality and the determination of its social existence.

Self-awareness is a person's awareness of himself as a person: his activities, relationships with other people, their own actions and deeds, their motives, goals, mental, moral, physical qualities, etc. Self-awareness includes three components: cognitive, emotional and volitional.

The process of socialization of the individual necessarily includes the assimilation of standards for evaluating the results of both their activities and others. From the end of the baby's age, the child learns the means and standards of assessing their own behavior indirectly, through the emotional reactions of parents to its actions. Thus, evaluative attitudes can be considered one of the primary sources in the process of ontogenetic development of the child's self-awareness.

Presentation of the main material

The cognitive component includes self-awareness, introspection, self-perception, self-esteem, and so on. The emotional component is the well-being that characterizes a person's conscious experiences. Under the volitional component of self-awareness, understand self-control, selfregulation of behavior and activity, self-discipline, self-control, namely everything that is the result of personal activity.

An important role in the development of the problem of selfawareness was played by the research of L. Aspinwall, who showed that in the process of communication, interaction with adults the child learns to distinguish their qualities, states, actions, deeds, and then moves to awareness of the same manifestations. The child first looks at himself through the eyes of others, and then evaluates others through self-knowledge [1].

In the senior preschool age, there is a splitting of the image of «I» into a number of forms. For various reasons, usually offer two typologies of image forms «I». On the one hand, there are «I-real», «I-expected», «I-imaginary». On the other hand, there are «I- physical», «I-social» and «I-spiritual» (each of them breaks down into a number of partial forms). Between these substructures of the image of «I», there are quite complex relationships that can take the form of contradictions, overcoming which is a necessary condition for personal growth of the child.

Self-esteem is an integral part of personal self-awareness. In psychological research, self-esteem is considered in two senses: as a process of self-esteem, and as a relatively stable and formed child's perception of himself, that is, as a product of multiple and diverse self-assessment. The object of self-esteem can be various aspects of personality: features of construction and course of activity, its results, behavior and relationships, existing abilities, interests and needs, features of character, temperament, intelligence, etc. The main dimensions of self-esteem are the degree of adequacy, stability and height.

According to J. Block J and A. Kremen [2], selfconsciousness has a certain structure, which includes demands for recognition, sexual identification, awareness of one's name, temporary awareness and awareness of one's rights and responsibilities. In line with J. Block J and A. Kremen concept, P. Salovey's research was performed [4], in which the structure of self-consciousness of a senior preschooler is studied. The author

was able to identify that the senior preschool and junior school age are periods of profound qualitative changes in the demand for recognition. In a situation of deprivation of the demand for recognition, most children reject the negative assessment of the mother, caregiver, even more often reject the negative assessment of peers. However, some children tend to accept negative assessments from the mother and especially the educator. In situations of realization of demands for recognition, most children accept a positive assessment of others, and some children even emphasize their superiority. Only a very small percentage of children reject a positive assessment. Most often, a positive assessment by the educator is rejected. In addition, P. Salovey determined that the senior preschool age is a period of changing children's perceptions of the time limits of their past, present and future.

The facts revealed by P. Salovey, in our opinion, are important for understanding how the child's self-consciousness develops at this age. She showed that most children have already formed a stable positive attitude towards themselves, which is manifested in the fact that they accept mostly positive evaluations from other people [4].

Many studies in domestic psychology are devoted to the problem of self-awareness. These studies are concentrated mainly around two groups of issues. In the works of Y. Trope and E. Neter [5] in the general theoretical and methodological aspects, the question of the formation of self-consciousness in the context of a more general problem of personality development is analyzed. Another group of studies addresses more specific issues, primarily related to the characteristics of self-esteem, their relationship with the assessments of others. Y. Trope's research on social perception has sharpened interest in the question of the connection between cognition of other people and self-knowledge. Many philosophical- psychological and philosophical studies have been published, which analyze the problems associated with personal responsibility, moral self-awareness. Horne's work, which successfully synthesized philosophical, general and socio-psychological, historical and cultural aspects, theoretical issues and analysis of specific experimental data, opened new facets of this, perhaps, one of the oldest problems in psychology. Foreign literature on topics related to the psychology of consciousness is also extremely rich - these issues are somehow present in the works of E. Diener and many other prominent scientists [3].

Self-awareness is a complex psychological structure that includes as special components, firstly, awareness of one's identity, secondly, awareness of one's own «I» as an active, active principle, and thirdly, awareness of one's mental properties and qualities and, fourthly, a certain system of socio-moral self-esteem. All of these elements are functionally and genetically related, but they are not formed at the same time. The beginning of the consciousness of identity appears in the infant, when he begins to distinguish between sensations caused by external objects and sensations caused by his own body, the consciousness of «I» appears at about three years, when the child begins to use personal pronouns. Awareness of their mental qualities and self-esteem are most important in adolescence and adolescence. Nevertheless, because all of these components are interconnected, enriching one of them inevitably alters the entire system.

L. Aspinwall considers self-awareness as a person's awareness and evaluation of his actions and their results, thoughts, feelings, morals and interests, ideals and motives of behavior, as a holistic assessment of himself and his place in life [1].

Due to self-awareness, a person realizes himself as an individual reality, separate from nature and other people. Selfawareness is the crown of the development of higher mental 125

functions; it allows a person not only to reflect the external world, but distinguishing himself in this world, to know his inner world, to experience it and to relate to himself in a certain way. Selfawareness as a stable object implies inner integrity, the constancy of the individual, which, regardless of changing situations, is able to remain itself.

The formation of a child's personality is successful under the condition of his activity, when he is included in the process of his own social formation. Researchers highlight the development of ideas about themselves as fundamental in the process of a child's socialization. It is from them that the child's involvement in the social world and building relationships with other people begins.

One of the most famous representatives of humanistic psychology E. Diener singled out the «I» of the individual as a special area in the field of individual experience, which consists of a system of human perception and evaluation of their own traits. He was the first to define the concept of «I-concept», meaning it means the totality of all ideas of the individual about himself. In his opinion, the self-concept is a certain system, the change of one aspect of which can completely change the nature of the whole. E. Diener noted that the essence of personality is expressed in a person's knowledge of himself, in relation to himself. Along with the «I-concept», according to E. Diener, develops the need for a positive attitude from the environment, which arises in the process of socialization of the individual. At the same time, the need for a positive attitude towards oneself or the need for self-esteem also develops based on the internalization of a positive attitude towards oneself by others [3].

We believe that the human self-concept can be understood as a system, and in accordance with this understanding, we see our first task in determining the structure of the self-concept, namely to identify its elements, connections between them, to determine its levels, which we understand as transformed stages of its development. In our proposed structure of the self-concept can be divided into three levels. We believe that the level of self-concept is determined primarily by the method of evaluation and, accordingly, the result of evaluation, which has become a type of selfassessment. However, at each level of the self-concept, all the elements are interconnected, but this relationship is complex and ambiguous.

At the first level, the core of the self-concept is selfacceptance, which is an internalization of parental attitudes. This is an uncritical, mostly emotional attitude towards oneself. The substantive components of the self-concept at this level are poorly differentiated. Apparently, only those components of the self-image that are related to the separation of one's own self from the surrounding world are presented more clearly.

The basis of the second level of self-concept is self-esteem. Self-esteem is the result of a critical attitude towards oneself. Criticality appears when comparing one with a standard, such a standard is the self-ideal. This level characterizes a more differentiated self-image, the person sees in this case those characteristics, which are shown in its activity in system of activity and behavior, and the system of activity, and behavior of the person is regulated, first, by social roles. Accordingly, the structure of the self-image at this level is likely to coincide with the structure of social roles performed by man. This self-image is associated with the awareness of those characteristics that can be assessed by other people - these are the characteristics of behavior and activities, a person begins to realize mainly those characteristics that can lead to success or, conversely, prevent it. The social nature of this level of self-concept may also be manifested in the fact that a person becomes critical of himself, but the evaluation criteria are an uncritical transfer of other people's ideas about the norms of behavior and activity.

The basis of the third level is self-interest as a cognitive attitude to oneself. Self-interest is associated with trying to understand your inner world, to understand your experiences, thoughts, feelings, motives for your actions. Self-interest is manifested in relation to different areas of one's own self; the content of the self-concept at this level is differentiated. The meaning of the self-ideal at this level, apparently, is rethought. Man is critical not only to himself but also to his ideals, that is, he is critical of the standards of evaluation. The third level of selfconcept, which is based on the emergence of self-interest, most likely falls on adolescence.

Let us try to analyze how the development of the first level of self-concept, which is based on self-acceptance. In our opinion, the stage of maturation of this structure occurs in childhood. Y. Trope and E. Neter claim that the nucleus of the self-image is formed in a child under two years. In our opinion, it is the self-acceptance of man and is the core of his self-concept. The next stage is the manifestation of this structure. Apparently, self-acceptance is manifested in the fact that the child begins to consider himself omnipotent, certainly good. In preschool age, self-acceptance begins to function actively, painting the activities and behavior of the child, in the form of its inadequately inflated self-esteem [5].

Self-esteem, as well as self-acceptance, goes through three stages of its formation. We believe that the first stage falls on preschool age. The maturation of this structure begins when selfacceptance is actively functioning, so the emergence of a new type of assessment and its result, critical self-assessment, in this period is difficult to detect. However, it is during this period that elements of criticism first appear. Apparently, in this period the child develops criteria for assessing himself and others. Research shows that a preschooler's self-esteem becomes adequate only in situations where the adult helps the child to assess himself or herself, or when the child compares himself or herself with other children.

The content of the self-concept of a preschool child is its behavioral characteristics. At the same time Y. Trope and E. Pomerantz claim that the content of self-awareness is poorly structured, the sphere of emotional and evaluative attitude to oneself dominate. In our opinion, human behavior is regulated by its social roles. The preschooler has not yet a large set of such roles, and perhaps it does not require fundamentally different patterns of behavior. We believe that in early school age, under the influence of a new socially significant social role of the «student», the child's ideas about themselves should become more structured, and most clearly, the children will form knowledge about themselves that is associated with success or failure to master this social role. In addition, it is in the early school years that there is a clarification in the understanding of their behavioral characteristics, which the child can assess according to the criteria available to him, and, perhaps, begins the transition from awareness of their behavioral characteristics to understanding their personal qualities [6].

Well-known psychologist P. Salovey points out that in preschool the child learns two important positions. The first, where the emphasis is on oneself, reflects the child's desire to understand his what, and I - what I am, I can do. The second concerns selfawareness as a subject of social relations. Having learned to see the individuality in himself, to recognize his feelings and states, the child is able to understand and respect the environment. P. Salovey claims that a person realizes his self only through relationships with people around him [4].

Another researcher, J. Block, considered the «self-concept» as a set of attitudes «on itself», while highlighting in its structure the cognitive component of the installation - belief; emotional- evaluative - emotional attitude to this belief; behavioral component - the corresponding reactions, which, in particular, can be expressed in behavior [2].

In an experimental study conducted under the direction of Y. Trope, it was found that the objectively meaningful side of value - is meaningful to the child content. That is, these are the spheres of activity, relations of the individual, through which his own «I» stands out for him. This aspect of the image of «I» is associated with the individual preferences and interests of the child [5].

E. Diener's work highlights the features of self-esteem of a preschooler (5-7 years) in connection with the awareness of their skills in different activities. Analysis of the data showed that five- year-old children, with poor skills, however, tend to overestimate them. Reassessment of skills is caused by a weak inadequate awareness of them. At the age of 6-6,5 years there is a sharp jump in awareness of skills; their assessment becomes more accurate and reasonable. At the age of seven, there is an even more conscious attitude to their skills: the vast majority of subjects misjudge. They seek to compare themselves with peers, to compete with them. Based on his research E. Diener concludes that, aware of their skills, the child knows to some extent his personality [3].

The process of self-knowledge is associated with the development of emotional and value attitudes towards oneself. According to L. Aspinwall, at first, the child's emotions are situational and not deep, she does not remember her emotions, does not correlate them and does not fully realize her emotional experience, which is already present in elementary form. As the emotional sphere of the child expands, a more adequate correlation of individual emotions with the subject of experiences, as well as among themselves begins to be emotional integration with its stable forms of manifestation. Because of the general emotional experience at the child, the emotional relation to the personality is formed also [1].

Unlike L. Aspinwall, J. Block and A. Kremen note that the initial differentiation of some existing emotions occurs after a year. The child increasingly feels the joy of realizing their potential, the joy of the available transformation of the environment, which he experiences, practically knowing himself in a variety of activities. Such experiences act as «reinforcement» of the performed actions. Therefore, the child next time dares to do the same or even more complex actions. Therefore, from separate emotional reactions there are more difficult emotional formations, emotional feelings, for example, pride, self-satisfaction, joy of success [2].

Some emotional reactions, being initially situational, temporary, unstable, through communication, integration become a stable emotional attitude to themselves. By 6-7 years, according to P. Salovey, A. Rothman, J. Detweiler, W. Steward, the children's generalization of their own experiences reaches a high level. This fact leads to the development of their regulatory function in relation to their own behavior in relationships with other people [4].

The work is based on the understanding of attitude as a key category in the formation of personality. Attitude is a system of human connections with the outside world and other people. They provide active human adaptation to the environment. As a result, the individual is considered not only the object of external influences, but also the subject of social change.

In domestic psychology, self-esteem is seen as a specifically emotionally saturated activity of the subject, aimed at his own «I». Based on this, the macrostructure of self-esteem, according to Y Trope and E. Neter [5], consists of emotional components: autosympathy, self-esteem, self-interest. They are integrated into the general sense of positive or negative attitude of the individual to himself.

The source of personality development, starting from early childhood, is the perception of her reactions to her own qualities of people important to her. The child perceives himself indirectly - through the partial points of view of other people. In the literature, it is noted that there is a connection between the self-attitude of a person and his attitude to another person. However, the interaction of these psychological phenomena, the peculiarities of their formation and their significance for the formation of personality at the stage of preschool childhood remains insufficiently studied.

Y. Trope and E. Pomerantz believe that in the senior preschool age there is an intensive development of the cognitive component of self-esteem. Their study examined the changes in both cognitive and emotional components of self-esteem, as well as determined the specifics of their interaction [6]. The study identified three levels of formation of the cognitive component. The first, the highest, is characterized by realism, validity, deep and versatile content of self-evaluating judgments, expressed in problematic form. The middle, second level is characterized by less consistent realism and validity, a narrower content of self-assessing judgments, the emergence of categorical forms of their implementation. Low, the third level, is characterized by inadequacy and weak validity of self-assessments, shallow content of self-assessing judgments formulated in categorical forms. There were also three levels of functioning of the emotional component of self-esteem: a very low degree of self-satisfaction, relative satisfaction, very high satisfaction. Comparison of cognitive and emotional components revealed the following. Children who showed a high degree of self-satisfaction were divided into two subgroups: one had a high level of cognitive formation, the other - low. This fact, from the point of view of the authors, allows us to speak about the ambiguous psychological nature of the subject's self-satisfaction. On the one hand, it can be quite adequate, based on success, on positive assessments of adults. In other children, selfsatisfaction is clearly inadequate: their success is explained by external causes, they are characterized by a kind of habituation to negative assessments of adults.

The attitude of the individual is seen as its subjective selective connection with important objects, as an integral property that acts as a unity of cognitive, behavioral and emotional components. Cognitive - is the knowledge of the object, evaluative judgments about it. Behavioral is the willingness to act in a certain way on an object that has personal significance for a person. The emotional component is leading in the attitude and includes the experiences that a person has associated with a particular object or event. The ratio of cognitive and emotional components changes with age. The younger the child, the less knowledge there is in his attitude and the more important emotions are. Based on this, it is the emotional attitude of the preschool child determines its behavior and personal development.

A necessary condition for the formation of a positive emotional attitude towards themselves and their peers is the creation of an emotionally favorable microclimate in the group, when each child can sincerely express their feelings and learn to show compassion to others. A positive emotional atmosphere enables a preschooler to realize his need to be meaningful and accepted while supporting another.

With the development of self-knowledge and emotional - value attitude to himself expands and the regulatory sphere of selfawareness. This is expressed primarily in the formation of arbitrary behavior. If in the early stages of ontogenesis arbitrary selfpossession was mediated by the child's attitude to certain manifestations of his behavior, the corresponding role, then by 6-7 years he begins to regulate their behavior through attitude to themselves and their capabilities. Knowing enough of her physical, moral and intellectual capabilities, she sets goals and finds available means to achieve them. The implementation of the action is now under the self-control of the child, so she constantly correlates its capabilities with the conditions of this action. At the same age, there is the ability to plan and perform action internally, mentally. Performing such an action involves the formation of the ability to consider and evaluate their thoughts, as if from the outside. This skill is the basis of reflection, through which the child analyzes their judgments in terms of their relevance to the idea and conditions of activity.

Based on our age and individual characteristics of the development of the self-concept of older preschool age, we can conclude that, despite the fact that the development of critical attitude to themselves in this age period is the norm of age development, possible and unfavorable options for such development. Critical attitude towards oneself is the result of the influence of many factors and conditions that make up the social situation of development, and the importance of each of the factors is mediated by the influence of others. Thus, the development of a critical attitude towards oneself can be both a positive development factor and a risk factor. Features of the social environment can also be favorable for the development of the child, but can also provoke negative consequences.

It is possible to avoid similar negative consequences for development of the child at special work of the psychologist in case of the organization of psychological support of formation of the positive I-concept of the child.

Speaking about the development of a positive self-concept of a child of older preschool age, it is important to remember that its main neoplasm at this age is a critical attitude to oneself, which consists of the formed self-ideal, assessments of the real self and their correlation. Accordingly, it is important to remember that the child must have high enough and stable ideals, but at the same time and self-esteem of his ability to achieve them should also be high enough. It is obvious that the child must have an idea of their ability to succeed, provided their own efforts. The formation of this aspect of the self-image should also be the goal of psychological support in senior preschool and primary school age.

Thus, the image of «I» is a set of sensory sensations, ideas and characteristics of the images of their actions in relation to themselves and others. Through the perception and understanding of another, the child comes to understand himself. Self-esteem is a component of self-awareness, which includes, along with selfknowledge, a person's assessment of their physical characteristics, abilities, moral qualities and actions. The structure of self-esteem is represented, in turn, by two components - cognitive and emotional. The child's information about himself is necessary to create the basis of his personal culture, to ensure diverse and harmonious development, the formation of his life, a sense of self-worth.

The image of «I» is based on the ratio of assessments of authoritative adults, reference peers and objective indicators of individual achievement. Communication with an adult is for a preschooler with musculoskeletal disorders a source of evaluative judgments, a model for organizing his experience, a context for comparing himself with the ideal. Peer communication serves as a context for comparison and a means of sharing evaluative influences. The positive image of «I» is the core of personal development, and its foundation is laid in the early ontogenesis.

Among the main mechanisms of image formation of, «I», namely the actual self-consciousness of the individual, are the phenomena of subjective assimilation and differentiation. It is advisable to identify several phenomena of image formation «I».

First, in the process of interpersonal interaction, the child learns important for him the views of others and, appropriating them to himself, forms an idea of himself. In the process of accepting the point of view of others, the child evaluates himself, based on the attitudes of others. The child learns values, parameters of assessment and self-esteem, norms; the image of oneself as a bearer of certain abilities and qualities; parents' attitude towards themselves, which is expressed by them through emotional and cognitive assessments; a way of regulating the child's behavior by parents and other adults, which becomes a way of self-regulation.

Secondly, this direct and indirect suggestion in the process of interaction between children and adults can be the subject of various phenomena. Let's name only some of them volitional and moral qualities, discipline, interests, evaluative characteristics, etc.

Third, the transmission of assessments and standards to the child plays a huge role. Adults, who raise a child, always equip it with specific assessments, methods and standards of action. If they are all realistic, that is, meet the capabilities of the child, then achieving them, it increases its self-esteem, its level of demands, thereby forming a positive image of the self.

Fourth, it is a system of control over the child's behavior, which can be carried out either through the autonomy of the child, or through strict control. From the point of view of unformed selfawareness, it is important to understand how the control system used by parents is transformed into a system of self-control over the child's behavior. It can be argued that the system of control over the child, used by adults, affects the formation of the image of «I» of the preschooler.

Another phenomenon that affects the formation of the image of the «I» of the child is the system of complementary relations. We are talking about the nature of the relationship between adult and child.

The last mechanism of formation of self-consciousness is identification, namely assimilation of oneself in the form of experiences and actions to another person.

Tense conditions can be a factor in the actualization or enhancement of reflection, stimulating self-knowledge, to open to a person not only new aspects of his inner world, its capabilities, but also new ways of self-knowledge and arbitrary self-change. Everyone can define himself as a special human being, with his own set of qualities.

The feeling of one's definiteness, which is also expressed in the image of the «I», is created by the continuity of experiences in time, the continuity of human experience as a whole. The multistage and complex process of self-knowledge is associated with a variety of experiences, which are further generalized into the emotional and value attitude of the individual to himself.

Thus, self-knowledge as a process is manifested in a continuous movement from one knowledge of oneself to another knowledge, its refinement, deepening, expansion, etc.

The main condition that determines the continuity of changes in knowledge about themselves is the dynamism of reality itself and interactions with other people. Due to the need for adequate adaptation of man in the surrounding social conditions, he must constantly turn to his «I», improve knowledge about themselves, especially in order to more differentiated regulation of behavior.

The fact that a perso's self-knowledge during his life is a process that is constantly improving emphasizes, on the one hand, the huge psychological resources of man as a person, and on the other - the inexhaustible possibilities of the process of selfknowledge, both its content and function.

The emergence and development of self-awareness, the formation of self-concept depend on the adult who organizes the activities of the child with disorders of the musculoskeletal system, in the process of communication creates patterns of evaluation.

The game is a plot and role embodiment of the perspective of the self-image, and through it - the self-esteem of a child. At the same time, the game shows its readiness for self-regulation. This

requires that the child develops reflexivity, a realistic vision of himself and others, to master the moral criteria of evaluation and self-evaluation.

In preschool childhood, the formation of activity, the development of self-awareness and self-confidence is especially influenced by communication with adults, during which the child expresses his attitude to life events and phenomena, people, evaluates them. No less important is his role in organizing the activities of the preschooler, which enriches his experience (formulation of tasks, demonstration of ways to perform them, evaluation of results). Often adults organize joint activities with peers of the child, which helps him to see in a peer personality, taking into account his desires, interests, to use in communication with him patterns of activities and behavior of adults.

The effectiveness of the influence of adults on the formation of self-esteem of preschoolers depends on their personal qualities, style of behavior, ability to choose the right tone in communication, correctly formulate their opinions, assessments. Adult assessments are divided into positive (motivate to action) and negative (in order to slow down or prevent certain actions).

Assessment requires an adult's ability to show kindness to children, argue their demands, flexibly and motivated use assessments based on age and individual characteristics of children, their position among peers. It is desirable to mitigate the negative assessment with their expectations, predicting a positive one. Experienced teachers first emphasize the successes, then tactfully and constructively point out the shortcomings. Under such conditions, positive assessments reinforce the approved forms of behavior, expand the child's initiative; negative - restructure activities and behavior, focus on achieving results. In the absence of a negative assessment, the positive loses its educational force, because the child does not feel its value. A large number of negative evaluations in the absence of positive ones creates uncertainty, fear of the new, creates tension in relationships with adults. Only a balanced combination of positive and negative assessments creates favorable conditions for the development of personality, selfawareness, self-esteem.

Thus, the leading mechanism for the formation of the image of «I» of preschoolers is self-knowledge, which reflects the complex contradictory nature of the child's development at different ages: from identification with peers to confronting a group of peers. In preschool childhood, the image of «I» is characterized by flexibility, sensitivity to current changes. The basis of its development is a new experience and positive self-perception, combined with positive self-esteem. The image of «I» is formed in a child with the help of an adult, through the knowledge and assessments acquired by him in the early stages of development, as well as in the process of self-knowledge. Self-knowledge is realized through internal organic reactions and sensations, as well as external sources: subject activity and communication.

Knowledge of the psychological mechanisms of formation and development of the image of «I» creates the preconditions for creating psychological conditions to stimulate the process of selfknowledge of preschoolers. Historical and pedagogical experience creates a certain basic knowledge about the formation of the child's ideas about himself. The subject environment of the preschool institution, as a component of the educational space, has resources for the organization of self-cognitive activity of the child and significantly enriches it.

Conclusions

Thus, the basis of social confidence is a positive image of «I» of a child, which arises in the process of social interaction as an inevitable and unique result of mental development, as a relatively stable and at the same time subject to internal changes and fluctuations mental acquisition. A positive self-image is determined by three interrelated factors: a sense of self-worth; confidence in the ability to a particular activity, namely awareness of their own competence; belief in impressing other people.

In general, the theoretical research and practical experience analyzed by us show that a positive attitude towards oneself not only does not prevent a positive attitude towards other people, but is also a necessary condition.

The social activity of the child is a necessary condition for the process of self-knowledge. Peculiarities of a child's understanding of his personal qualities are due not only to the evaluative attitude of adults to it, but also to internal determinants, which result in the formation of personal reflection.

We see the holistic development of the image of the «I» of the child in conditions that create a precedent for interpersonal communication with an adult. Speaking in relation to the child as a bearer of social experience, the adult includes the preschooler in the space of communication. Humane treatment of a child is expressed in the acceptance of him as a full-fledged subject. The child needs positive support from both peers and adults.

Thus, the development of the image of the «I» of the preschooler is a basic element for the development of a harmonious personality. In turn, we see the development of the image of «I» of the child in a specific, adequate to his experience, the organization of education as a process of forming needs for creative selfknowledge, emotional and value attitude to themselves, as well as translating their positive image of «I» in relationships with adults and peers.

References

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2. Block J, Kremen A.M. IQ and ego-resilience: Conceptual and empirical connections and separateness. Journal of Personality and Social Psychology. 1996. 70. Pp. 349 - 361.

3. Diener E. Introduction to the special section on the structure of emotion. Journal of Personality and Social Psychology. 1999. 76. Pp. 803 - 804.

4. Salovey P, Rothman A.J., Detweiler J.B., Steward W.T. Emotional states and physical health. American Psychologist. 2000. 55. Pp.110 - 121.

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