Psychological predictors of formation and development of personal identity of older preschool children

Abstract

The article presents the results of the study to determine the predictors of the formation and development of personal identity of older preschool children. The conceptual basis of the study is the assumption that the formation of triangulatory relations internalized in the personality structure of maternal and paternal objects is an important prerequisite for the development of a holistic, stable, differentiated personality. The purpose: to highlight the results of empirical analysis of features and to determine the factors of formation and development of personal identity of older preschool children. Methods: biographical, semi-structured interview, analysis of family narratives; test of M. Kuhn and T. McPartland “Who I am?”, “Three trees”, “Compose a fairy tale”; H. Olson, J. Portner, I. Lavi “FASES-3”, “Interaction of parents and the child” of I. Markovska; E. Eidemiller’s “Analysis of Family Interaction”; “Scale of rejection of the child in the family” of A. Barkan; content analysis; methods of mathematical statistics SPSS-17. As a result of a factor analysis parameters of the family system, identification with the maternal or paternal object, four factors were identified: ability to triangulatory relations, stability/instability of personal identity of older preschool children, neutral selfattitude, factor of prerequisites for the formation of personal identity. Thus, in the course of the study it was determined that the formation of personal identity of a child of older preschool age is determined by the correlation between the place that the child occupies in the system of human relationships, and above all in the system of family relationships, and psychological features which have already been formed.

The Role of Literary Texts in Relation to The Development and Respect of The Child’s Identity

“…Consequences can be manifested through various forms of asocial behaviour or through lack of self-esteem and self-confidence because, positive sense of identity is crucial for the child's development (Pulido-Tobiassen and Gonzalez-Mena, 1999). Many developmental changes in this period are caused by cognitive, socio-cognitive and socio-contextual factors (Higgins and Parsons, 1983), which is why many studies explore the role that peers, parents, preschool teachers and educators, as well as everyone else within the child's immediate environment play in the process of personality development (see Bridgett et al, 2016;Brown et al, 2009;Cassidy, 1988;Harris, 1995;Hay, 2005;Hoffman, 1989;Kochanska, 2001;Papadopoulos, 2021;Parke and Buriel, 1998;Pomytkina et al, 2021;Stojanović, 2016;Kursch, 2017;Wilkinson and Marrett, 1985).…”