Keyword: «self-esteem»

The article is devoted to the study of the relationship between self-esteem and the level of aspirations in the key period of personality formation – adolescents. A diagnosis was carried out to determine the self-esteem and level of aspirations among adolescents, and the results were analyzed. Based on the collected data, practical recommendations are given for the psychological and pedagogical support of adolescents and counseling of legal representatives.

This article is devoted to the study of the structure and characteristics of cognitive abilities in preschool children. The essence of the term «cognitive abilities» is considered as a synonym for cognitive, mental, and intellectual processes. The components of the cognitive sphere are analyzed in detail: sensation, perception, attention, memory, thinking, speech, and imagination. Special attention is given to Jean Piaget's theory of cognitive development, as well as the factors influencing a child's mental development. The age-related characteristics of preschoolers are described, emphasizing the key role of play activities in the development of cognitive processes, the formation of self-awareness, and social self-esteem. In conclusion, the characteristics of cognitive development in primary school children are briefly discussed. The article may be useful for educators, psychologists, and parents involved in the development of preschool and primary school-aged children.

The article examines the problem of school anxiety in early adolescent students. It theoretically substantiates the relationship between self-esteem levels and anxiety, reflecting the impact of unstable self-esteem on the adolescents' emotional state. Based on an analysis of psychological approaches and methodological developments, a group training program is presented. This program aims to reduce anxiety, build confidence, and facilitate the successful adaptation of schoolchildren to the educational environment.

The article discusses the current problems of conflict prevention in the adolescent environment, due to age characteristics and the need to form skills of constructive interaction. Special attention is paid to primary prevention as a key condition for ensuring the safety and psychological well-being of the school educational environment. Based on an empirical study of the level of conflict tolerance and conflict among 6th grade students, the School Without Conflict project has been developed, aimed at developing adolescent competencies in self-regulation, empathy, and the search for peaceful solutions. The project integrates socio-pedagogical and psychological-pedagogical technologies focused on the formation of a culture of conflict-free communication and the involvement of students in a supportive social school system. The results of the work are of practical importance for teaching staff and can be used in the development of programs for the prevention of aggressive behavior and the creation of a safe educational environment.