SELF-ESTEEM AS AN INDICATOR OF SELF-AWARENESS IN CHILDREN WITH SPEECH DISORDERS

Background. The preschool period is one of the main stages of childhood, where the child actively develops - physical, mental and personal. In particular, preschool age is a period that is largely decisive for the development of a child's self-esteem. Self-esteem is a person's idea of ​​​​himself, an assessment of his own qualities and feelings, advantages and disadvantages, the significance of his activities among other people. The level of its development determines many of a person's characteristics, including his communication, performance results, efficiency, well-being in society and others. In psychological literature and in practice, various factors are noted that affect the self-esteem of children and, in particular, the self-esteem of preschoolers. Among such factors are the system of relationships with people around them, the characteristics of family education, the characteristics of the child's development and much more. Many factors have been sufficiently studied and presented in psychology. However, despite the existing research contribution to the study of this area, this problem is still relevant due to the insufficient number of works covering the features of self-esteem of preschoolers with different levels of speech development, which leads to the need to study them. Purpose. Study of the development features of self-esteem as an indicator of the formation of the "I-concept" in preschool children with speech disorders. Materials and methods. Theoretical analysis method of the literature used; empirical research methods: diagnostic methods (method "What am I?", method "Ladder", method "Preschooler's self-esteem" by T. V. Dragunov); methods of mathematical data processing (Mann-Whitney U-test and Fisher's φ* test (Fisher's angular transformation)). Results. The study revealed that the self-esteem of preschool children with speech disorders often has low indicators, in contrast to preschoolers without speech features: they mostly have average and low levels of development, while preschoolers without speech features mostly have average or high levels. Some preschool children with speech disorders describe themselves as good and obedient, but there are fewer such choices than children with normal speech development. Also, preschoolers with speech disorders more often note that their parents like it when they behave well, complete tasks correctly and follow instructions. While their peers without speech development features note situations when they behave well and obey, and also draw and play. EDN: VKVCRB