American Journal Of Philological Sciences
349
https://theusajournals.com/index.php/ajps
VOLUME
Vol.05 Issue06 2025
PAGE NO.
349-351
10.37547/ajps/Volume05Issue06-90
Pedagogical Approaches To The Development Of Self-
Assessment Skills In Preschool Age
Atabaeva Dilshoda
Assistant teacher, Department of Distance Learning of Social Sciences and Humanities, Nukus State Pedagogical Institute, Uzbekistan
Received:
13 April 2025;
Accepted:
17 May 2025;
Published:
30 June 2025
Abstract:
This article outlines the pedagogical conditions, methods, stages, and mechanisms for developing self-
assessment skills in students of school educational institutions. Self-assessment is revealed as a crucial component
of self-awareness in the process of an individual's activity. The stages of the formation of the self-esteem
movement are analyzed.
Keywords:
Preschool education, educator, pupil, self-assessment, self-analysis, encouragement, support.
Introduction:
Today, when educational processes are
accelerating in the world, as the main factors of
development, it is necessary to improve the preschool
education system based on the requirements of the
time, raising it to a new qualitative level. Special
attention is paid to improving the level of preparation
of children for school education, introducing modern
educational programs and technologies into the
educational process, and creating conditions for the
comprehensive intellectual, moral, aesthetic, and
physical development of children. Pupils of a preschool
educational organization should be ready for
independent acquisition of knowledge. For this, they
must be able to evaluate alternative viewpoints and
diagnose the level and quality of knowledge as a
subject of educational activity. In order for children to
master potential opportunities at an early age, they
must master the skills of diagnosing their own
activities.
In pedagogical science, there are a number of
approaches to the formation of students' skills of
adequate self-assessment. Specialists also tried to
theoretically substantiate the nature of self-esteem
and develop mechanisms for its development. Because
self-assessment is extremely necessary for older
school-age children, it helps them to manifest their "I,"
to form qualities of respectful attitude towards
themselves and others.
L.S.Vygotsky assessed self-assessment as an important
component of the ability of self-awareness in the
process of a person's activity. The specialist
emphasized that the process of self-awareness is
directly related to human activity.
A.I. Lipkina also approached the field of self-esteem in
her own way. Self-assessment is the self-assessment of
a person. Self-esteem determines a person's
relationship with others.
Self-esteem is a child's self-awareness. First of all, the
child understands their place among their capabilities
and others. Self-esteem regulates a child's interactions
with others. In particular, his critical thinking,
demandingness towards himself, and self-esteem are
directly related. When a child objectively assesses
themselves, they understand the reasons for their
success and failure. Therefore, self-assessment
influences the provision of a child's activity and
development. Accordingly, self-assessment allows one
to analyze one's activities, establish communication
with others, treat oneself with demands, achieve
stability, and have a firm opinion. All this serves to
reveal the essence of the concept of self-esteem.
The emergence and development of the problem of
self-esteem is one of the leading issues in the formation
of a child's personality. The problem of self-esteem
arises in the educational process. The renowned
psychologist L.S. Vygotsky noted that self-assessment
skills in children are consistently manifested from the
age of 7. Today, the intensification of the flow of
American Journal Of Philological Sciences
350
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
information indicates the early formation of self-
assessment skills in children. At this age, children begin
the process of preparing for school. As a result, they
develop new concepts and interests. Learning motives
begin to form. They set themselves the goal of
achieving new results. In this process, they must learn
to assess their capabilities.
Such specialists as G.V.Repkina and E.V.Zaika
interpreted the activity of self-assessment of children
as the main component of the pedagogical process.
They tried to justify the fact that grades perform two
pedagogical functions.
1. Pedagogical phenomenon that determines the
degree of correctness of the actions performed
2. The correctness of the decisions made is an indicator
of the possibility of solving problems.
In the first case, assessment allows children to form an
idea about their actions, whether to change them or
not. In the second case, assessment serves to develop
children's ability to determine the meaning and
essence of their actions.
Experts have managed to identify six stages of the
formation of the evaluation movement. Including:
First stage: the stage of formation of evaluative ideas in
the consciousness of the individual.
Second stage: the emergence of a retrospective
assessment of an inadequate nature.
Third stage: adequate retrospective assessment.
Fourth stage: predictive assessment of an inadequate
nature.
Fifth level: assessment based on adequate potential
forecasting.
Sixth stage: assessment based on active prediction of
an adequate nature.
Such an approach to self-assessment is the basis for
conducting research on the formation of actions
related to self-assessment in children. In the process of
self-assessment, children analyze their actions and
activities and react to them. During our observations,
we became convinced of the extremely small number
of studies aimed at forming the skills of self-assessment
of pupils of preschool educational organizations. Most
scientific research works are devoted to the formation
of self-assessment skills in primary school children.
Ensuring a balance between the child's self-assessment
and the educator's assessment of the child's activities
is important for the development of pupils and
ensuring their independence. Children are not always
able to accurately assess their own actions. There are a
number of reasons for this. Including:
- shyness in children;
- lack of vocabulary in children;
- boastfulness inherent in children's character;
- the presence of a tendency in children to strive for
superiority over their peers;
- such as the strength of children's "self."
-
Because children's self-assessments are often
higher than reality. This situation is more common in
boys than in girls. Therefore, the development of a
methodology for the formation of self-assessment skills
in preschoolers is of particular relevance.
-
Most of the educators who participated in the
initial experimental process emphasized the need to
form in children the ability to evaluate their own
activities. One of the important tasks of preschool
education methodology is the development of ways,
methods, and techniques for forming self-assessment
skills in pupils. During lessons, educators are required
to identify factors hindering the formation of children's
self-assessment skills and find ways to eliminate them.
Such barriers include:
- insufficient allocation of time for the formation of self-
assessment skills in pupils in classes. To eliminate this
situation, allocate a certain amount of time in the
program for the purpose of forming children's self-
assessment skills;
- to give children a clear idea of their activities in order
to adequately assess the results of their activities;
- lack of scientific and methodological support for the
process of forming self-assessment skills in pupils of
preschool educational organizations.
Children earnestly seek out the mistakes and
shortcomings of their peers and struggle to objectively
evaluate them. They allow subjectivity in comparing
their activities with those of their groupmates. Based
on the analysis of children's activities, educators pay
little attention to identifying their mistakes and
shortcomings and filling these gaps. Educators should
analyze the children's acquired knowledge, skills, and
abilities and give advice on identifying and collectively
monitoring the risks they are making.
Only after understanding the essence of their mistakes
can children achieve adequate self-assessment. As can
be seen, the activities of educators are of particular
importance in the formation of students' skills of
adequate self-assessment. In older preschool children,
clear ideas about themselves, their motives, activities,
needs, and goals are formed. It is during this period that
educators should pay special attention to developing
children's skills of adequate self-assessment.
Self-esteem is directly related to a person's needs.
American Journal Of Philological Sciences
351
https://theusajournals.com/index.php/ajps
American Journal Of Philological Sciences (ISSN
–
2771-2273)
Need encourages a child to find their place in the
collective, set requirements for themselves, express
themselves, and strive to achieve a certain goal.
Children's self-assessments influence the results of
their behavior, interpersonal relationships, and
activities. The teacher's assessment of children plays a
special role in developing their self-assessment skills.
The influence of the teacher on the formation of self-
assessment skills in children was studied by the well-
known psychologist B.G. Ananyev. B.G. Ananyev
recommends paying attention to children's self-
assessment of their behavior and directing them
towards it.
In the process of preschool education, children succeed
in self-affirmation as a result of studying traditions and
values. Values, traditions, family lifestyle create the
basis for children's self-esteem. They begin to evaluate
their actions, approaching themselves as individuals. In
the process of classes, the possibility of joint activity
arises among the pupils. Such cooperation provides
feedback. As a result of feedback, children can see their
mistakes and achievements, see the correctness of
their actions, and the benefits for group members. If
the feedback takes on a negative character, the child
realizes that their actions are wrong. Therefore,
educators should focus on organizing positive
feedback. For children to correctly assess themselves,
the educator must constantly encourage and support
them. Because incentives and support for pupils of
preschool educational institutions serve as an
activating stimulus.
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