Abstract:

The present study aims at identifying the level of self-esteem of children with certain language disorders and differences in self-esteem among children with normal language development and those who experience certain disorders. The aim of this research is to improve the self-esteem deficit in order to effectively integrate into the school environment, the family, the group of friends, the social one. The concept of self-esteem refers to an individual's beliefs about his / her own abilities. Self-esteem is a global concept that consists of affective, cognitive and behavioral mechanisms. A negative evaluation of self-esteem leads to negative consequences, for example, lower motivation, school failure, anxiety, depression. Children need a positive self-esteem of self-esteem, which helps to optimize affective feelings and interpersonal relationships. For children with speech disorders, behavioral and emotional problems are frequently present due to these deficiencies. The method used is the Self-Stimulation Inventory - CSEI (author S. Coopersmith), a form for children and adolescents, containing 58 items, scaled on a dichotomical scale and targets six dimensions: the general perception of self, the social self- , home-parents, school - academic experience, distortion scale, total self-esteem. The participants in this study are 60 students aged 7-12. The results obtained were entered into the SPSS statistical program and processed with the t test for independent samples and the results revealed statistically significant differences. The findings of this study reveal the importance of self-esteem for self-knowledge, adaptability to the social environment and school success. A correct identification of the level of self-esteem facilitates the development of social and psychological skills.

Keywords:

Self-esteem, language disorders, technology, speech therapy.