DOI: 10.7256/2454-0676.2023.3.34132

Abstract: The subject of the study is the self – awareness of a preschooler's personality. The purpose of the study is a comparative analysis of the structure of self – consciousness of preschoolers born from multiple pregnancies and single-born preschoolers who have and do not have siblings due to the influence of special evaluation factors. The authors conducted a comparative analysis of the self-consciousness of preschoolers in connection with the special social situation of development and the presence of siblings. The role of evaluative relationships in the development of self-awareness in preschool age is determined. Differences in the characteristics of self-consciousness of girls and boys of preschool age are revealed. Research methodology: cultural and historical approach (L.S. Vygotsky), concepts of self-consciousness of a preschool child (M.I. Lisina, V.E. Mukhina, R.H. Shakurov), the effect of twins R. Zazzo. The study involved 160 preschoolers, including 88 preschoolers born from multiple pregnancies, 72 single-born preschoolers. The existence of differences in the structure of self-consciousness of preschoolers born from multiple pregnancies and single-born preschoolers associated with the influence of special evaluative relationships within the social situation of development is theoretically substantiated and empirically proven. The main conclusions of the study are presented in the provisions. Preschoolers born from multiple pregnancies are characterized by a significantly lower level of self-esteem and self-acceptance in comparison with single-born preschoolers, which may be due to a special characteristic of the parent's evaluative relationships due to the social situation of development. For preschoolers born from multiple pregnancies, evaluative relationships of a parent of the same sex are significant for the formation of self-awareness.

DOI: 10.7256/2454-0676.2021.1.26121

Abstract: The article provides the results of research of correlation between subjectivity and self-actualization of senior and junior students. The formation of subjectivity implies changes in the value-semantic attitude of the student towards self, further development, and university education. Subjectivity plays an important role in the formation and self-actualization of an individual, as well as in the development of personal potential. The article presents the results of longitudinal research of subjectivity of the students. The object of this study is the subjectivity of an individual. The subject is the process of socio-psychological adaptation of students at different stages of studying in the higher education institution. The goal consists in tracing the dynamics of the development of subjectivity of personality of the students in the context of their socio-psychological adaptation in the process of studying in the higher education institutions. Research methodology employs cultural and historical approach of L. S. Vygotsky; scientific school of subjective approach in psychology of S. L. Rubinstein, A.V. Brushlinsky and K. A. Abulkhanova-Slavskaya, and theory of subjectivity of M. V. Isakov. The novelty lies in demonstrating the dynamics of the development of subjectivity of students during studying in the university. In conclusion, the author proves the positive dynamics of development of subjectivity of the students; notes that the senior students are characterized by the higher indicator of general subjectivity and greater reflection, responsibility, organizational skills, and loyalty to their own decisions, while the junior students demonstrate more creativity compared to the senior students.

DOI: 10.25136/2409-8701.2021.1.34029

Abstract: The subject of this research is the self-identity of twins in preschool age. The goal is to determine correlations between the behavioral indicators of intra-pair interaction and the parameters of functionality of self-identity of twins of preschool age. Detailed analysis is conducted on the role of twin situation and intra-pair interaction of twins in the development of self-identity in preschool age. The twin situation is interpreted as a special social situation of development that defines the formation of personality of twins; it is associated with the occurrence of specific intra-pair interactions that determine the development of self-identity of a preschooler. The research methodology is based on the cultural-historical approach that reveals the role of social situation in child’s development (L. S. Vygotsky), concept of self-identity (S. L. Rubinstein, L. I. Bozhovich), studies on twins (T. B. Morozov, M. T. Miliora). The empirical base is represented by 100 twins of preschool age. This article is first to give theoretical substantiation and empirical proof to the existence of correlation between the behavioral indicators of intra-pair interaction of twins and characteristics of self-identity of dizygotic and monozygotic twins in preschool age. The following conclusions were made: dizygotic and monozygotic twins may have a different nature of intra-pair interaction, which relates to the peculiarities of self-identity preschoolers; dizygotic twins have high possibility of rivalry with their twin; monozygotic twins are rather oriented towards cooperation. The proclivity for cooperation in the process of joint activity creates the foundation for positive self-esteem, self-acceptance, and assessment of own performance. The proclivity for rivalry allows the twins to be more independent, take responsibility for the results of their work, creates foundation for the development of self-identity, self-cognition, and self-understanding.