Self-esteem of third formers with a normal level of development and developmental delay
A study of the self-esteem of junior schoolchildren allows us to answer the question about the psychological safety of joint education of children with standard development and developmental delay. The analysis of the distinct manifestation and self-esteem of students in mixed and corrective classes allows us to draw conclusions about the difficulties and advantages of various forms of education for all categories of students. According to the data received, girls are in a better position than boys; children with developmental delay in the general education class are in less favorable conditions than children with standard development or children with developmental delay from correctional classes. To feel reliably like a good student (what is extremely important in elementary school), you need to be an «ordinary» girl without diagnoses. The «Neat», «Smart», «Good» and «Skillful» parameters are the most vulnerable evaluation and self-assessment criteria. This fact requires the exclusion from the educational space of any discrediting comparison, changing the position of adults regarding these criteria. At the same time, it is necessary to investigate further the content of the concepts «good/angry» for children with developmental delay studying in correctional classes. In general, the self-esteem of children with developmental delay in mixed classes is the lowest by most criteria. At the same time, all children from mixed classes are characterized by a holistic self-esteem structure, where all parameters are connected to each other. In other words, teaching a child with developmental delay in a mixed class is associated with greater vulnerability due to constant comparison with «ordinary» children and with a tendency to form a holistic and consistent image of Self, and it is a definite advantage to ensure long-term emotional well-being.