One of the significant problems of preschool education is the formation of adequate self-esteem in older preschoolers. The analysis of scientific literature allows us to state that adequate self-esteem as a complex integrative formation of self-awareness is manifested in self-knowledge and self-understanding, a sense of one's own value, self-respect and self-acceptance (W. James, R. Burns, A. V. Zakharova, I. I. Chesnokova).

Our study revealed that the structure of adequate self-esteem in older preschoolers includes cognitive (knowledge about oneself, awareness of one's features, realistic perception of oneself), emotional-evaluative (positive self-perception, low level of anxiety, emotional stability) and behavioral (ability to self-regulation, self-confidence and independence in actions and judgments, initiative, orientation to success) components. Despite the fact that for older preschool children is characteristic mainly undifferentiated, overestimated self-esteem, we believe that the formation of adequate self-esteem in them is possible.

In the course of our research, using the methods of observation and questioning, as well as a set of special techniques, we studied and compared the features of self-esteem in older preschoolers with adequate self-esteem with the features of self-esteem in older preschoolers with overestimated and underestimated self-esteem. The obtained results made it possible to identify significant differences in the formation of cognitive, emotional and behavioral components of the adequate self-esteem of children under study. Based on the obtained results, the programme of the teacher's activity on the implementation of psychological and pedagogical conditions for the formation of adequate self-esteem in older preschool children was developed.

This programme includes three blocks: ‘Self-knowledge’, ‘Self-acceptance’ and ‘Self-regulation’. The first block of the programme is aimed at expanding the child's knowledge about himself/herself, awareness of himself/herself in the system of existing norms and rules. It is connected with the implementation of such psychological and pedagogical conditions as optimization of children's evaluative relations in play activities, enrichment of the positive experience of comparing the child's achievements with those of his/her peers, inclusion of children in productive activities. These activities are connected with a clear attitude to the result and this result takes the form of an accessible independent evaluation of the child. The second block of the programme ‘Self-acceptance’ is aimed at correcting anxiety in older preschoolers, building self-confidence, and developing the ability to maintain a positive attitude towards oneself even in situations of failure and criticism. The teacher implements this block of the programme by organizing such conditions as maintaining a positive microclimate, humane interpersonal relations with peers, organizing constructive feedback in the teacher-child system, creating situations of success for each child. The third block of the programme ‘Self-regulation’ solves the problems of forming in older preschool children the skills to regulate their emotions, control their behavior. It is implemented through the development of the ability to apply moral criteria in assessing the success of play activities and play communication, involving children in reflexive activities to assess their behavior in comparison with established norms and rules.

Keywords: Older preschooler, personal development, adequate self-esteem, self-knowledge, self-acceptance, self-regulation.