Features of the process of socialization of younger students briefly. Socialization of younger schoolchildren in the conditions of modern school. The influence of the family on the socialization of the younger student
Socialization is understood as the process of assimilation by a human individual of a certain system of knowledge, norms and values that allow him to function as a full member of society. The successful course of this process depends on the active position of the individual and the degree of assimilation of social experience by the individual. The process of socialization has a stage-level character, which ultimately determines the degree of socialization of the individual.
In sociology, there are many types of socialization process, such as economic, political, legal, environmental, gender role, family, school, institutional, etc.
P. Berger and T. Lukman distinguish the following types of socialization:
- Primary socialization , which provides for the accumulation of social experience in a situation where a person's need is activated, but there is no way to satisfy it. As a rule, primary socialization takes place in a family environment.
Features of primary socialization:
- 1) Primary socialization forms stereotypes of human behavior;
- 2) The social experience of primary socialization is assimilated easily and is hardly destroyed;
- 3) Social experience is formed against a positive psychological background.
- - Secondary socialization or institutional socialization involves the accumulation of social experience in social institutions.
Features of secondary socialization:
- 1) Social experience is acquired with difficulty and easily destroyed;
- 2) Sanctions are the main mechanism of social experience. Under the influence of the requirements of society and the immediate environment, a person develops self-control, the basis of which is the norms and values of society that he assimilates.
- 3) It is easier to assimilate the social experience that is similar to the experience of primary socialization.
In the process of socialization of children, the following features are distinguished:
- Unlike adults, who change their behavior more often than attitudes (i.e., are capable of self-government, individually and socially significant action), children correct their basic value orientations, which are fixed at the level of emotional-value relations in the process of entering society ;
- Adults are able to evaluate social norms and treat them critically; children learn them as prescribed regulators of behavior;
- socialization of children is based on obedience to adults, the fulfillment of certain rules and requirements (without evaluative and reflective processes);
- socialization of adults is focused on mastering certain skills (operational-technical sphere), in children the leading role belongs to the motivation of behavior (motivational-need sphere).
This specificity of the child's socialization requires a special organization of the activities of adults - a comprehensive support of the social development of the child in the process of his upbringing, education and development.
Factors affecting the process of socialization of the child
Factor (as opposed to conditions) - an essential circumstance, driving force and reason. A special place among the factors of socialization is occupied by the system of education of the younger generation. Society through institutions has a mass, collective, group and individual impact on each child.
The socialization of the child's personality occurs under the influence of various factors, which is confirmed by numerous studies in social pedagogy and sociology. Among the factors of human socialization include:
- 1) microfactors - the immediate environment of the child's life, the immediate social environment: family, neighbors, children's community, microsociety;
- 2) mesofactors - ethnosociocultural conditions of the region, subculture, media, type of settlement (megalopolis, middle city, small town; port, industrial, resort center, industrial and cultural; village - large, medium, small);
- 3) macrofactors - a country, an ethnic group, a society, a state (as a certain socio-economic, socio-political system, within which the entire process of a person's life activity takes place);
- 4) megafactors - space, planet, world, which correlate with aspects of national, regional, continental and global in human development.
Microfactors (family, peers, teachers) are the most significant in the primary socialization of the child. The immediate environment has an impact on the formation of personality in the process Everyday life. The family implements functional socialization and education, provides comfort, safety, psychotherapy and emotional protection of the child. The mechanisms of family socialization, as well as socialization in general, are natural assimilation through imitation. assimilation of norms and rules through relationships (communication and activity), gender-role identification, communication with peers.
Mesofactors (language, national character, temperament, mentality, traditions, customs, "folk education", climate, geography, type of settlement, nutrition) play an important role in the development of the social world. The implementation of socialization mechanisms through the transfer of the experience of parents and relatives allows the child to assimilate ethnic culture.
Macro factors (demographic, economic, socio-political processes) globally determine the course and direction of socialization taking place against the backdrop of integration processes in the world community.
Megafactors (Earth, space, planet, world, Universe): the number of threats (challenges) to humanity is currently increasing. This circumstance has an indirect impact on the process of socialization of the younger generation. Determines the main worldview attitudes and ideals of mankind on present stage its development.
Traditional approaches to the problem of socialization of a child today cannot satisfy the social needs of society and impede the process of socialization.
It is believed that this process is carried out throughout a person's life, but the foundations for successful socialization are laid in childhood. Early school childhood is a period of active mastery of the mechanisms of socialization, assimilation of the norms of social behavior, acquisition of social orientation, social role. Children learn to master their own emotions and acquire the experience of practical thinking in the figurative and objective terms precisely in the preschool period. Even at the age of six, preschool social cognition is firmly fixed in such a position as “I and society”.
In childhood, socialization agents, that is, persons with whom the child has direct interaction, have a huge impact on the process of socialization. They may be:
- - family (parents or persons constantly caring for and communicating with the child, brothers or sisters);
- - school (primarily teachers in primary school age);
- - society (peers, friends)
The technique of communication is based on such a process as identification (identification).
It has been established that under the conditions of demonstrated identification, the mood, self-esteem and social activity of the child increase: he communicates with the class at the level of reflection and empathy. Identification as a style of communication is ensured by the formation of positive identification personal qualities. At the same time, communication with peers acts as a school of social relations - the child practices in actions assigned to them from an adult.
In relations with adults and peers, the child not only assumes the role of another, but also identifies with him, assimilating the type of his behavior, his feelings and motives, or attributing his own motives to another.
In order for the socialization of the child to be most successful, it is necessary for him to master the socially developed methods of analyzing the surrounding reality and mastering social relations. It is at primary school age that a child develops intensively mental processes, including imagination as the basis of creativity, the creation of something new.
Imagination is directly related to the semantic sphere of the child and is characterized by three stages (simultaneously and components of this function) in development:
- - reliance on visibility (subject environment);
- - reliance on past experience;
- - a special internal position of the child, which is formed by the end of preschool age and is further developed at primary school age.
Imagination is a tool cognitive activity and performs an affective, protective function: through self-assertion in ideal situations, playing them, the child is freed from traumatic moments. Imagination is the psychological mechanism that underlies the process of becoming arbitrariness in the emotional sphere.
At primary school age (from 6-7 to 9-11 years old), the child develops the ability and need for a social function, he experiences himself as social individual- the subject of social action. The reason for everything is a personal new formation of the crisis of this age - a special internal position: a system of needs associated with a new, socially significant activity - teaching.
Education is designed to help a person acquire scientific concepts, in contrast to worldly ones that are formed spontaneously, to promote the connection of a person’s being directly with culture.
It is important that the educational process fully embrace and use the principle of interaction between the school and the family for the full implementation of the socialization process at this and subsequent age stages. From the age of five to ten, the knowledge of the child is reduced to the observation of the phenomena of the surrounding world. As a result, clear images of the forms of life and human activity are developed, the realization that a person is responsible for his behavior can combine the performance of several social roles.
During this period, the child must learn to observe, ask questions and reason. This type of cognition is not yet systematic, but rather a heap of images that can already be classified into groups of images that differ in structure (structure) and activity (functionality).
The place and role of the formation of ideas about social reality as an indicator of the success of the child's socialization (taking into account the specifics and characteristics of this process in a younger student) in organized forms - social upbringing and education - is interesting.
So, socialization is a process that plays an important role in shaping the personality of a child. We have identified its features, types and factors. Still in senior preschool age when the status of a schoolchild is “at hand”, it is important that the child learns to interact with environment which contributes to its socialization in society.
A selection from the database: is on wir lecture.pdf, 1 lecture.pdf, Self-management and effectiveness of the leader's personality, practical, The role of the teacher's personality in the educational process.doc, Death as a condition for the existence of a personality.odt, a comparative analysis of the personality of speakers.docx, Pathanatomy - lecture (mesenchymal dystrophy).doc .Lecture 5. features of the socialization of a child of primary school age (4 hours).
Difficulties of growing up a younger student.
Socialization of the individual in modern conditions.
The role of the teacher in the socialization of the younger student.
Problems of socialization of children in modern school.
Conditions for the successful socialization of the child in elementary school.
Difficulties of growing up a younger student.
According to numerous studies on the development of younger students, psychological difficulties, emotional problems, and behavioral disorders are quite common during this age period. Among the reasons for such manifestations of the developmental process are usually called difficulties associated with a change in the social position and social situation of development (daily routine, relationships with adults and peers), and difficulties in mastering the actual learning activities. Perhaps that is why in the psychological and pedagogical literature it is primarily about how to teach children in elementary school. The personal development of the child during this period is described in fragments, often poorly. Based on the data available in the literature, one may get the impression that the inner world of a child at this stage of development is quite simple, mostly prosperous, provided that the child studies well. Both teachers and parents perceive younger schoolchildren as dependent, obedient children, quite predictable in behavior. If this does not happen, adults become irritated, seek, first of all, to punish, increase severity in relation to the child, considering this to be a fairly effective means of educating and correcting the behavior of a child of 6-9 years old.
Many problems arise before the younger schoolchild, new in comparison with the preschool period. Undoubtedly, the most serious, especially in the first grade, are the difficulties of mastering school life: a strict daily routine, compliance with certain rules of conduct, the need to sometimes perform not very attractive tasks in the classroom and at home, etc.
However, children of this age also experience other difficulties, often obscure, long-term, caused by the patterns of growth and development of the child's personality in modern conditions.
As you know, the school is a very delicate organism, firmly connected with social practice, with the development of modern society. A child in school years is faced with attractive and repulsive manifestations of society as a whole. And even if in personal experience a child does not encounter violence, crime, injustice, poverty, then television and radio will help fill this "gap". The result of such a collision can have negative consequences for the development of the child. It is no coincidence that both parents and teachers are concerned about this situation. It is necessary to analyze the directly acting influences on a child of 6-9 years old. In this regard, let us refer to L. S. Vygotsky's idea of the social genesis of consciousness. L. S. Vygotsky wrote about the identity of the mechanisms of consciousness and the social context: “The mother draws the child’s attention to something; the child, following the instructions, turns his attention to what she shows. Then the child himself begins to pay his attention, himself in relation to to himself acts as a mother" (vol. 1, 116).
In other words, the primary patterns of parental relationships, relationships with a significant adult - a teacher, being internalized, are transformed into a structure of self-relationship and have a decisive influence on the child's behavior.
Socialization of the personality of the child in modern conditions.
Before turning to the issue of personality development of a younger student, it is necessary to highlight the essence of the problem of socialization of the individual in modern conditions.
Our country is characterized by a situation of established social instability. For this reason, a person living in such conditions experiences difficulties in constructing an image of the social world; hence the problems of adaptation to it. A person is faced with a very acute problem of restructuring values, a person is forced to fight primarily for survival. And, finally, the problem of personal identity. It presupposes that a person belongs to some class, type, on the basis of which it can be recognized as integral, identical to itself.
As a person grows older, each of these problems changes the nature of its influence, but one thing is certain: both in adults (parents and teachers) and in younger students, the experience of these problems increases emotional and behavioral difficulties. These include fears, anxiety, stress, depression, aggression, etc. Let's consider them in relation to a younger student in the context of family and school education.
During this age period, many changes occur, especially in the development of mental functions and social competence. E. Erickson called the stage of psychosocial development of the personality corresponding to this age the stage of initiative and guilt, since it is at this time that the child most intensively develops (or does not develop) the ability to master his environment. What image of reality arises in a modern child?
Children certainly live in their own world, protected to a certain extent from the everyday worries of adults. But every day information from radio, newspapers, television, adults' conversations about social troubles, terrorism, murders, catastrophes, disappearances intrudes into the minds of children. Neither adults nor children can avoid this influence of society.
The flow of such information from day to day generates fear, anxiety, destroys the personality of the child. Adults struggling for survival, afraid of today's reality and fear for the child, give him a lot of warnings: "Do not go across the road, a car will hit", "Do not get into someone else's car", "Do not talk to a stranger", "Do not open to anyone door", etc. It overloads the child's psyche. Children are afraid of people. How difficult it will be for them to find mutual understanding with others in the future if they do not learn to understand people in normal communication. The emotional manifestations of this state are a feeling of hopelessness, helplessness, fear, mood swings, rage, anger, excessive excitement. These manifestations suggest a change in behavior: from unusual solitude to incomprehensible militancy, unusual mobility. Psychosomatic disturbances are possible, such as abdominal pain, headaches, changes in sleep or appetite.
It should be remembered that often the true cause of the child's emotional problems is intentionally or accidentally masked by his visible behavior. For example, there are various forms of manifestation of anxiety. This may be aggression, irritability in some children, in others - trembling, stuttering, bitten nails, and others go into the realm of ridiculous fantasies.
It is believed that at primary school age, boys are more anxious than girls. The content of anxiety is also different. Girls are worried about the attitude of others, the possibility of a quarrel or separation, and boys are afraid of violence, injuries, punishments, the source of which is teachers, parents, and the police. One of the mechanisms of personality formation is the process of identification. It manifests itself in open imitation of an adult as a model on the basis of an established emotional connection, inclusion in one's own world and acceptance of his values and samples as one's own norms. Through identification, interaction with an adult leads to putting oneself in the place of another. This allows you to model the semantic field of the child in communication with another person, provides a process of mutual understanding and causes appropriate behavior, acts as a central mechanism for the formation of the ability to self-development.
The role of the teacher in the socialization of the younger student.
In a younger student, relations with adults are differentiated into relations with a teacher and relations with parents. The "child-teacher" system begins to determine the relationship of the child with adults and peers. This relation for the first time becomes the relation "child - society".
The teacher acts in relation to the child as a significant other. This role gives the teacher a great influence on the student, on the development of his personality, contributes to his emotional and intellectual development. Although it should be recognized that in practice the full responsibility for positive and negative changes in the personality of the child cannot be assigned only to the teacher, since the development of the child is subject to various external influences that the teacher is not able to control.
What happens to the personality of the teacher himself in the modern school, when the crisis of society, according to A. G. Asmolov, has overshadowed the crisis of education, and education itself is excommunicated from the social program for the development of society; when there is a crisis of such values as the values of personality, education, knowledge?
Undoubtedly, the complexity of the social processes taking place in society burdens the life and work of teachers. The need for survival orients to the present day. Social tension and instability gives teachers a sense of their own inadequacy. You involuntarily come to this conclusion by analyzing the appeals of teachers to a psychologist. They are afraid for their children. Teachers complain that they do not understand either their own or "foreign" children, they do not know how to educate them. It can be stated that the ability of a person to "spontaneous" development, to self-realization, self-actualization - a property that A. Maslow characterizes as the full use and use of one's talents and abilities - suffered the most from social cataclysms.
A serious problem for the development of a child's personality in a modern school is the fact that the majority of teachers are women. We have to observe that at school, authoritarian tendencies in a woman's personality are reinforced by the specifics of pedagogical activity itself. Naturally, busy at work and prone to authoritarianism, women have little chance of being happy in marriage. And this, in turn, affects them. professional activity. According to the results of psychological research, only about 10% of teachers show close attention, respect for the child's personality, and sincerity in expressing their feelings. The vast majority of teachers are characterized by a constant desire to control students, to dominate in relations with them, to show strictness, imperiousness, authoritarianism. Changes in the teacher's personality arise under the influence of the pedagogical activity itself: the teacher strives to achieve his goals - "teach", "form", etc., thereby turning other people into means to achieve these goals, paying much more attention to what is happening outside - discipline, diligence, obedience, and not in the inner world of their own "I" and "I" of their partner students.
Interaction in the "teacher-student" system is inherently illegal. So, in terms of information transfer - the teacher is a source of information, he asks questions and evaluates the answers; in terms of role-playing social impact, he is authoritarian; in terms of interpersonal interaction - a "big" personality, a personal standard for the student. The teacher has the right to publicly assess the personality of the student, his activities, while the latter does not have such a right in relation to the teacher. This ratio of role positions generates a certain tension in relations. Often, in communicating with a teacher, a student experiences more negative emotions than in any other life situations.
If we take into account the limited scope of activities of younger students (mainly educational), and hence the narrowness of the circle of communication, then those who communicate for a long time in elementary school have mutual influence, which leads to a change in their personalities.
The state of the educational space also has a special influence on the development of the teacher's personality.
Firstly, the teacher is currently subject to increased requirements not only to ensure the appropriate level of knowledge and skills of children, but also to organize the entire educational environment in accordance with the changed socio-cultural conditions of life. It is obvious that the preparation of the student for functioning in the conditions of one social community and adaptation to one type of activity that has developed in the traditional school is not quite adequate to the modern socio-cultural situation. We need a school that forms a person's ability to analyze the phenomena and processes that he encounters, to understand their meaning in the historical and cultural context, to find his place in accordance with his needs and capabilities. And the teacher requires colossal volitional efforts aimed at independently finding and mastering new personal meanings within the framework of the already performed professional activity.
Secondly, the modern educational space (at the level of general secondary education) has changed significantly. It includes the following types of schools.
1. Traditional school focused on the transfer of knowledge.
2. Specialized school with in-depth study of one or more subjects.
3. Gymnasium-lyceum, in which an attempt is made to recreate the academic level of education. Thanks to gymnasiums, the requirements for the level of general secondary education have sharply increased, although in a number of cases learning programs overloaded.
5. Schools of the developing type: teaching according to L. V. Zankov, according to D. B. Elkonin, V. V. Davydov.
6. Schools oriented towards one or more new education systems (Montessori school, Waldorf school, etc.).
The presence of different types of schools enhances the "grade" of teachers, on the one hand, on the other hand, it requires the teacher to significantly change the teaching process; You can no longer be a "regular" teacher. It is clear that the word "usual" is not evaluative.
In the light of the foregoing, the permanent personal growth and self-improvement of each teacher. This is especially true for those of his qualities that have professional significance: the ability to understand the inner world of another person (reflection), identify himself with the student (identification), and emotionally empathize with him (empathy). Of fundamental importance is the dynamism of the personality of the teacher (the ability to take initiative and flexible influence on the student), as well as emotional stability(ownership of self). It is safe to say that it is the personal characteristics of the teacher that set the space for communication with students, fill pedagogical interaction with children with humanity or inhumanity, the universal relationship of man to man.
4. Problems of socialization of children in modern school.
The main characteristic of the modern social situation is its instability. It is hardly possible to find at least one sphere of our life - economy, politics, culture, education - the situation in which would be perceived as stable.
The problem of the crisis of the social dogmas that existed and unshakable until recently and the lack of common and consistent value ideas in society at the moment leads to many pedagogical difficulties that the school faces. On the one hand, a normative crisis can lead to the abandonment of norms altogether. This finds its manifestation in the expansion of criminal and inhumane forms of behavior to which children often come. On the other hand, the emergence of completely new forms, the restoration of old, but equally untraditional values and standards of behavior for the former USSR. All this determines the new tasks for modern domestic pedagogy of creating conditions for the conscious choice of one's own normative-value system among many different ones. social representations that exist in society.
A large number of social communities of a new type are emerging, including those of an educational plan. They are not built according to the “production principle” customary for the socialist era, with its rigid role schedule, hierarchical structure of power and subordination, minimal choice and responsibility of each member of the group, and not principled, variable, flexible principles that presuppose the group’s ability to self-organize and self-develop. (author's schools, various gymnasiums, colleges, lyceums, etc.). Pedagogical teams are often unaware of the socio-psychological consequences that are associated with the exit from the power of administrators (MO, RONO, etc.). And purely organizational changes (sometimes just a change of name) are perceived by teachers as serious meaningful innovations that should immediately give a positive effect without much effort on the part of the teachers themselves.
The change in the socio-political situation in the country has affected the attitudes of ordinary citizens and their children to the importance of the school in the development of the child as a person. A large number of school-age children do not attend educational institutions, growing up as antisocial people, not falling under the influence of socialization from the school. Limited activity modern school Only the educational goal entails the negative attitude of schoolchildren to this institution of education. Not giving the opportunity to show their talents at odd times within the walls of their school. studies show that for a significant part of school students, learning activity is stimulated and directed by coercion (both on the part of parents and teachers). Naturally, in this state of affairs, both students and teachers accept educational activities or the educational process and everything connected with them as coercion. In this case, we can talk about schoolchildren as "victims" of the socialization of the modern school.
Unfortunately, at present, teachers are only interested in academic performance. Under these conditions, collective activity cannot find organizational forms and relations inherent in it.
Traditionally, the organization of school life most of all met the task of reproducing existing social relations, patterns of behavior, and social attitudes. Reproduction, not creation, reproduction, not creativity. In today's situation, the requirements for a modern school are changing. Freedom and self-development as the goal of education is quite fully and clearly mastered by world pedagogical science and practice. However, for the modern Russian school, such tasks are only recognized as relevant. The whole organization of life in the national school is still aimed at forming in children an extremely rigid, unambiguous social position, which is primarily due to the traditional, conservative attitudes of many school teachers, tenaciously holding on to the old system of values.
However, criticism modern system secondary education, both by professionals and the public today has already lost its sharpness, has become a kind of social norm. Its main content, focused on the characterization of the school as a monologue, closed, oriented towards the formation "according to the model", and adherence to abstract norms, still remains relevant.
5.Conditions for the successful socialization of the child in elementary school.
The spheres of school and home life are closely intertwined. Problems at school can create trouble at home, and vice versa. A child experiencing difficulties both at school and at home is doubly prone to anxiety, fear, and despair. To feel self-confidence, he must earn the approval, praise of teachers, parents, feel their emotional support.
Given the fact that children of primary school age hide their fears, feelings from parents, teachers, adults, intuitive insight into the meaning of the external signs of the child's emotional life is required, since children, on the one hand, are not fully aware of their experiences, on the other hand, can't talk about them. The desire of the child to be knowledgeable, skillful, i. orientation to success, to own competence. In his opinion, to recognize fear, fear - means to sign in failure. Therefore, it is very important to discuss the child's experiences, show him understanding of his anxiety, discuss possible steps to overcome fear and convince the child to take them. Adults need to be shown how they themselves find a way out in those situations that bother the child.
1. Bozhovich L. I. Personality and its formation in childhood. - M., 1968.
2. Vygotsky L. S. Sobr. cit.: In 6 vols. T. 1. - M .: Pedagogy, 1982-1984.
3. Lipkina A. I. Schoolchild self-esteem. - M., 1976.
4. Obukhova L. F. Child psychology: theory, facts, problems. - M., 1995.
5. Mental development of younger students / Ed. V.V. Davydov. - M., 1990.
6. Erickson E. Childhood and society. - Obninsk, 199
Lecture 6
.
Organizational and pedagogical conditions for the formation of younger schoolchildren in the educational process.
1. Social development of schoolchildren as a task of elementary school .
The changes that have taken place in the last 10 years in all spheres of the political, economic and social life of Russian society have given rise to numerous problems. One of the most relevant is the critical reflection on changes in social and spiritual life, the identification of trends for further development. the choice of the structure and content of social education as a controlled institution of the socialization of children. Determination of specific goals and objectives of education, modeling of educational space in order to ensure self-determination of the individual, spiritual and moral development of children and youth, preparing them for independent life, interaction of the family, public institutions form the basis of modern state policy, expressed in the Law Russian Federation"On Education" and the Program for the Development of Education in the Education System of Russia for 1999-2000.
Modern society requires from a person not only polytechnic knowledge, a high cultural level, deep specialization in certain areas of science and technology, strong "knowledge, skills and abilities" in educational activities, but also the ability to live and coexist in society. The main parameters of a child’s personal development today can be considered his orientation towards universal human values, humanism, intelligence, creativity, activity, self-esteem, independence in judgments. It is on these skills and qualities that the success of a person and society as a whole in overcoming the contradictory conditions of social life largely depends.
Recently, special attention of researchers has been paid to the study of the problems of social education and socialization of the individual. Based on the theoretical provisions of the philosophical concepts of personality development by E. Bern, K.G. Jung, K. Young and others, and socially - psychological research B.G. Ananyeva, L.V. Vygotsky, I.S. Kona, A.N. Leontiev, A.V. Petrovsky, modern researchers (L.V. Baiborodova, A.A. Bodalev, L.P. Bueva, B.Z. Vulfov, M.S. Komarov, M.Z. Ilchikov, B.A. Smirnov, T.V. Lisovsky, A. V. Mudrik, M. I. Rozhkov, D. I. Feldshtein, etc.). determined the tasks, mechanisms and factors of human socialization at the present stage of development of Russian society, substantiated the role of social upbringing and education in the process of social formation.
In their opinion, the education system, of course, is not the only institution that influences the social development of a person. But it is she who currently bears a great responsibility for the process of integrating the individual into the social system, mastering knowledge, social norms and cultural values. It is educational institutions, accumulating human, material, methodological resources, that are considered as the center of the socio-cultural field that focuses positive social impacts on the student.
Personality as an object of social relations is considered in sociology in the context of two interrelated phenomena - socialization and identification. Socialization is the process of assimilation by an individual of patterns of behavior, social norms and values necessary for successful functioning in a given society. Socialization covers all the processes of familiarization with culture, training and education, through which a person acquires a social nature and the ability to participate in social life. Identification is a way of accepting values, norms, patterns of behavior in society as one's own.
The basis modern approaches the definition of socialization and social development of children is based on the studies of A. V. Mudrik, who considers social development as a process of relatively controlled socialization, carried out in specially created educational organizations. The main mechanisms and factors of personality socialization A.V. Mudrik considers the family and the immediate environment, various social institutions, the subculture of communication and interpersonal interaction of the individual. The effectiveness (socialization) of the individual is seen as the formation of traits that are set by the status of the individual and required in a given society: the individual's conformity to social prescriptions, the development of certain qualities that are fixed by the concepts of "social maturity", intelligence, diligence, professional, political and ideological maturity. Social formation occurs as a result of family, religious and social education, the role and significance of which in various types of society is ambiguous.
In a meaningful definition, social formation is the process of constant physical, psychological and social growth of the child, the accumulation of neoplasms, the development of social space, the definition in it own place and the situation that occurs in the ever-expanding spheres of activity and social contacts with peers, other children, adults.
The tasks of the social development of children are defined as the tasks of the socialization of the child at each of the age stages and are based on the social order of society, consisting of the requests of the children themselves and their parents, as well as the needs of various organizations, institutions and enterprises. At each age stage of personality development, A.V. Mudrik identifies the following groups of tasks:
natural cultural tasks associated with the achievement at each age level of a certain level of physical and sexual development, which have certain normative differences for certain religious and cultural conditions;
social and cultural tasks- cognitive, moral and ethical, value-semantic-specific for each age stage in a particular society in a certain period of its history.
socio-psychological tasks are interpreted as the formation of a person's self-consciousness and, its self-determination in actual life and in the future, self-actualization and self-affirmation, which at each age stage have a specific content and ways to solve them.
Concretizing these tasks, it can be assumed that in reality these tasks are defined as follows:
Targeted impact on development of the need and ability of the individual for self-knowledge, his own interest, his relationships, opportunities;
purposeful influence on the development of the need and ability to self-determination, to reasonable life choices of activities, relationships, positions of goals from the point of view of the interests of one's development;
purposeful influence on the development of the need and ability to self-realization as realization in activity and communication of one's creative and personal potential;
purposeful influence on the development of needs and abilities to personal self-regulation, regulation of one's mental and physical state, claims, self-esteem;
purposeful influence on the development of the need and ability to co-development, joint development, development of oneself through the development of others(S.D. Polyakov).
Unfortunately, an analysis of the activities of schools in social development confirmed the opinion of S. G. Vershilovsky that the efforts of creative teachers in a modern school are primarily aimed at the intellectual development of schoolchildren .. Meanwhile, according to experts, if knowledge, perception, assimilation of knowledge . the development of social experience can be formed in the process of learning, the intellectual development of the child, then the attitude of children to knowledge itself, to business, to people cannot be formed only in training. As a consequence - the predominance of natural factors in the process of socialization of modern youth, more and more broad forms of socialization deviating from the norm.
2. Organizational and pedagogical conditions for the formation of younger students in the educational process.
Data and analysis of the empirical diversity of educational systems, educational institutions, the results of experimental work have shown that in order to effectively solve the problems of the social development of children in school, not a local, but a systematic approach is needed, the integration of the activities of various educational institutions and institutions of additional education
The experience of existing teaching and educational complexes (UVK) shows that in them, as an innovative type of educational institution, there are special conditions for the social development of children. UVK is not just an association of previously disparate educational and cultural institutions, but a single socio-pedagogical (educational) system in which optimal organizational and pedagogical conditions are formed for the social development of children. In such an institution, a qualitative new type the interaction of various institutions of the child's socialization, various institutions of socialization, children's associations and collectives, where the main guideline is the task of self-realization of the child and the teacher.
The possibilities of the school - a complex for the social development of children are increasing due to the fact that the UVK is not just an open system that has broad ties with various socializing institutions. This is a system that actively influences and transforms these institutions. Not only using factors that contribute to the positive socialization of children, but neutralizing negative, negative factors.
An example of such a system is the experimental school-complex No. 18 in Yoshkar-Ola, Republic of Mari El. The school-complex No. 18 currently includes:
-school of early development for children 5-6 years old
- elementary school with differentiated education
· -comprehensive school
-school of arts
· -sport school
- industrial complex
- treatment and rehabilitation center
When organizing educational process, extracurricular activities and the system of additional education in primary school, the teaching staff of the school-complex proceeds from the following premises:
In the social formation of a child in elementary school, several stages can be distinguished - cycles. The pedagogical significance of the development of the child in cycles is associated with the expansion of personally significant life meanings for the pupil, social motives, experiences, events, perception of the world around him, other people, himself, the increase in the rights and freedoms of the individual, combined with the expansion of social duties and responsibilities. In the activity of the child, this is expressed in expanding the range of problems that a person strives to solve and the range of people with whom the personality interacts, cognitive capabilities and ways of creative activity.
Stage 1 (grade 1) -
"I see the world around me"
(cognition - comprehension - understanding);
Stage 2 (grades 2-3)
-"I will transform the world around me"
(goal setting - planning - implementation);
Stage 3 (grade 3-4) -
"I recognize myself among others"
(analysis - self-assessment - relationship);
The set of stages-cycles, continuity in determining the content and the value-semantic guideline of development are the organizational and meaningful way of socialization of the individual in elementary school.
At each stage of the cyclical process of the child's social formation in the UVK, it is important for the teacher to clearly understand:
What value-semantic and worldview problems are personally significant for schoolchildren and require reflection, what experience can be based on, in what form and in what ways this understanding will take place, in interaction with what social phenomena and processes;
What socio-cultural problems and tasks can be solved, in what activity and in what interaction, what the child needs to learn to solve the problems of social formation, in what forms the teacher can help the child in this;
· how it is possible to carry out the analysis, summarizing the results of development at this stage;
How parents and other subjects of the process will be included in the process of the child's social formation.
As value orientations at each stage, we have taken out the triads of values proposed by children. The triad determines the content and nature of the activity of the child and the teacher at the stage of activity. First step-" Good. True. the beauty ", second-" Work. Talent. Creation", the third-" Commonwealth. Co-creation. Involvement".
In our experience, the tasks of creating conditions for:
a wide field of acquaintance of elementary school students with a variety of different types activities,
self-realization of students, satisfaction of their interests and needs within the social order, taking into account their individual intellectual, creative and personal development. development
organization of socially positive leisure.
creation of optimal conditions for individual development for children of different levels of abilities
formation of social stability, literacy and competence,
social autonomy and independence,
social activity, personal mobility,
her social communication and optimism, variability
variety of social roles and relationships
adequate self-esteem.
1. Diversity significant for the children themselves, teachers and parents of species and forms of activity, allowing to satisfy the interests and needs of all students (teaching, sports, art, work, leisure, etc.);
2. Multilevel And variability organized activities, in accordance with the capabilities, abilities, age and psychological and pedagogical characteristics of the development of students.
3. latitude standard and optional educational programs, the variety of content aspects (theoretical, experimental, research, applied, etc.), forms of educational associations, an individual approach in combination with the social orientation of the main activities, their innovative nature.
4. Creation of a special socio-cultural environment based on the recognition of the significance and "interestingness" of the personality of each child and teacher. Organizationally, these conditions are the following changes in curricula and the organization of additional education:
Differentiated education, with the selection of individual programs for each child based on activity diagnostics through the school of early development (classes with in-depth study of subjects for intellectually gifted children, classes of "middle level" with standard educational programs and classes with "light programs" for children with mental retardation)
Curriculum Introduction:
1) objects of the aesthetic cycle (choreography, performing arts, music, fine arts- 2 hours per week of each subject), taught by specialists of the art school in order to identify the special abilities of children and their development through the means of art, acquaintance with various types of art, familiarization with the cultural values of mankind, developing the skills of "listening and understanding music" in special and author's programs
2) creation of national culture classes,
3) creation of a wide network of club activities on interests.
Organization of special sports, health and physical education activities:
1) medical and psychological diagnostics of all children through the medical rehabilitation center of the school at the age of 5-6 and health monitoring throughout the education 2) organization of multi-level physical education lessons for children with different levels of physical fitness and health 3) introduction of valeology and life safety courses 4 ) activities under the Lazarev Health program (breathing exercises, gymnastics for the eyes, acquaintance with the initial skills of manual self-therapy and the principles of traditional medicine, etc.).
Organization of activities outside school hours according to a special education program
3. The program of social formation of junior schoolchildren.
In UVK, there is the possibility of pedagogical design of the social development of the child through the creation of a development program, in line with which the efforts of teachers, the child himself and parents are coordinated.
This type of design preserves the progressive process of personality development, and the continuity of the relationship of the adult community to the social maturation of the child (D.I. Feldstein). Every stage age development the child takes into account and provides for the prospects for his subsequent development, determines the trends of transition to a new social position.
The proposed program How to become a person built on the basis of the Shchurkova Education Program and tested in elementary school ESHK No. 18 for 3 years.
The program is designed for grades 1-3, and is based on the progressive theory of personality socialization (L.V. Mudrik, D.I. Feldstein), according to which socialization and social development of a person takes place in space and time and can be divided into several age stages (stages of socialization individualization), each of which is characterized by certain tasks, goals and type of priority activity.
As characteristics of the social and individual development of children, two main characteristics "I in society" and "I and society" are put, as characteristics of the development of a certain position of the child in relation to the objective world and to the world of people. At the same time, the first characteristic comes from the peculiarities of the child's attitude to the development of subject-practical activity, and the second - to the emergence of connections with other people.
The program makes it possible to optimally select forms, methods, content of activities at each stage of socialization - identification of the child, to correct behavior and development in general, which is confirmed by numerous examples in the work. For the pupils themselves, the program of social development is a program of stage-by-stage, phased development "How to become a person." At each age stage, the children are invited to determine the paths of their own development, find the most interesting forms and activities, establish connections and relationships with other children and teachers. Together with teachers and parents, the children analyze their activities and development results.
An important factor in the social formation of children is a specific socially and personally significant activity.
The program allows each child to try himself in various activities, serves to develop ingenuity, responsibility and the ability to make their own decisions. A modern school graduate must learn to set goals, solve problems and draw conclusions. He must learn to move steadily, with a growing sense of confidence, away from dependence on relationships. early childhood to the independent and interconnected relationships that characterize successful maturity. He must learn to take responsibility for his decisions, be responsible for his actions and learn from life experience. Social development occurs in 4 ways:
1. In itself:
through awareness of one's own uniqueness and individuality
through the development of their abilities.
2. In relationships with other people:
through caring for them
through joint activities
through communication with them.
3. In relations with the outside world
through acceptance of the world,
Through his knowledge
through appreciation of his beauty
through its creative transformation.
4. Through one's own understanding of one's place in the system of world relations.
In extracurricular and extracurricular activities, the tasks of social development are also organizationally solved through the annual "living" by children and adults of 4 thematic periods common to all structural divisions of the school. An important factor in the social development of children is the organization of socially significant activities (see examples of cases in the appendix)
A systematic approach to the organization of the social development of children determined the criteria for evaluating its results. As criteria for evaluating the effectiveness of the results on the social development of children, we have proposed:
value-target as an assessment of the level of setting, awareness, fulfillment of the goals of social formation, which the child and the parent set for themselves;
Cognitive as an assessment of the level of development of the child's social knowledge, skills, development of abilities and intelligence;
Emotionally - motivational as an assessment of the level of a child's motivation for cognition and social creativity, social and volitional aspirations, the degree of a child's interest in activities, resistance to the influences of an antisocial environment,
activity as an assessment of the level of social and moral activity and behavior of the child, the development of a system of social roles, the degree of effectiveness, productivity of activity, involvement in various types of activity, the prospects of activity for later life. (See Appendix)
The child's real life does not mechanically consist of individual types of activity, but forms their systems, which are different at individual age levels. Psychologists talk about the dependence of the development of the child's psyche on the leading activity, the activity that occurs most often at this stage, the one that the child devotes the most time to. This principle is the basis for determining the content of each of the cycles of social formation of younger students.
Preschooler and elementary school student.
In the preschool junior school (grade 1) age, the leading activity is educational activity, i.e. social activity on the assimilation of theoretical forms of thinking. In the process of this activity, children acquire the ability to learn and the ability to operate theoretical knowledge. This activity is characterized by the assimilation of initial scientific concepts in certain areas of knowledge; children form the foundations of orientation in theoretical forms of reflecting reality. In addition, this period of social development is associated in children with awareness of their place in the system of social relations, the emergence of a creative attitude to reality. An internal action plan is formed, reflection of one's own behavior, which ensures the development of the child's need for recognition by other people by the age of 9, requiring the deployment of a system. relationships with them, new socially significant activities.
Based on this, for the teacher, when working with children of this age, the following tasks arise:
Formation of the need and interest in the knowledge of the world through the vision of the beauty of the world:
Formation of interest in learning activities
Formation of skills and abilities of activity in a team of peers, the adoption of good, community relations of cohabitation and cooperation in a group.
In this regard, 3 modules of activity can be distinguished:
Me and the world
me and my knowledge
I am a good wizard
Junior student (grades 2-3)
The main place in terms of volume in the life of students in grade 2 belongs to educational activities. However, in comparison with the 1st grade, educational activity changes significantly, which is associated not only with an increase in the volume and significance of information, and not only in connection with the complication of the studied educational material. At this time, new forms of education appear, the content of the educational material is transformed, as direct study of the foundations of the sciences begins, requiring the development of theoretical thinking, a new cognitive attitude to knowledge.
The motivation for learning changes qualitatively. At this time, the child in educational activities is largely guided by the motives of the social order: the desire to fulfill the student's duty, to better prepare for future work, to achieve an honorable place in the team, to support his honor and dignity. A new level of social development begins, fixed in the position "I and society", when the child tries to go beyond the children's way of life, to take a socially important and socially valuing place. The child feels the need to realize himself as a subject, joining the social not only at the level of understanding, but also transformation.
This is the age of an inquisitive mind, a greedy desire for knowledge, vigorous activity, enthusiasm. The child strives to enter into a wide range of social relationships. The main criteria for assessing the child himself and others becomes moral psychological features personalities that manifest themselves in relationships with others.
The tasks of the teacher at this stage of personality development are: - the formation of the need for self-determination of one's interests, abilities and capabilities.
- formation of the need for creative work in collaboration and co-creation with other people;
-organization of a special activity on the interests of children
Izvestia
PENZA STATE PEDAGOGICAL UNIVERSITY named after V. G. BELINSKY SOCIAL SCIENCES № 16 (20) 2010
PENZENSKOGO GOSUDARSTVENNOGO PEDAGOGICHESKOGO UNIVERSITETA imeni V. G. BELINSKOGO PUBLIC SCIENCES № 16 (20) 2010
about SOCIALIZATION OF YOUNGER SCHOOLCHILDREN IN MODERN CONDITIONS
© O. n. MATVEEVA
Penza State Pedagogical University them. V. G. Belinsky,
Department of Pedagogy e-mail: [email protected]
Matveeva O. N. - On the socialization of junior schoolchildren in modern conditions // Proceedings of PSPU im. V. G. Belinsky. 2010. No. 16 (20). pp. 151-157. - The article identifies the main areas of socialization of younger students and describes the most significant indicators of each area. The analysis is made on the basis of the current level of social and mental development of younger students. The data obtained represent a certain novelty and can be used to further improve the effectiveness of social upbringing and education.
Key words: younger schoolchildren, areas of socialization, indicators of socialization.
Matweewa O. N. - Socialization of junior pupils in modern social conditions // Izv. penz. gos. teacher. univ.
im.i V. G. Belinsky. 2010. No. 16 (20). P. 151-157. - The article may be considered as an attempt to found out the main streams of junior pupils socialization and describe significant indexes of each stream. the analysis has been carried out on the basis of actual level of social and psychic development of junior pupil. the obtained data present certain novelty and are important for further efficiency of social upbringing and education.
Keywords: junior pupils, streams of socialization, indexes of sociability.
In modern conditions, the problem of socialization of younger schoolchildren is especially relevant. At this age, a number of psychophysical changes occur in the development of the child; the leading type of activity changes, the social group that the child belongs to, the essence of the position that the child occupies in the eyes of others and himself. Without taking into account these changes, it is impossible to objectively assess the validity of the social requirements imposed on junior schoolchildren by modern society, the correspondence of these requirements to their real level of development, to determine the main directions of socialization of junior schoolchildren, to determine and justify the indicators of their socialization.
To solve this problem, let us consider the main psychological characteristics of younger schoolchildren, which determine their readiness for further development.
Primary school age is a period of intensive development and qualitative transformation cognitive processes: they acquire a mediated, conscious and arbitrary character.
With the beginning of regular schooling, significant changes occur in the development of the child's attention. Arbitrary, that is, volitional attention, which forms the basis of all acts of self-control and self-regulation, develops at a rapid pace.
learning activities place increased demands on the child's memory. In teaching, a child faces many problems that require the setting of special tasks for memorization, reproduction, and training of different types of memory. A meaningful analysis of the links and relationships embedded in the educational material increases its productivity and efficiency. Memorization, based on such an analysis, forms the basis of "good memory", which is intensively formed in the younger student in the learning process.
the complication of educational tasks, the expansion of the circle of independent reading, the deepening of cognitive interests, communication with classmates expand the scope of children's imagination, make qualitative changes in its functioning.
The acquired knowledge becomes the basis for the development of the child's thinking. the range of concepts that a junior student masters is constantly expanding, includes more and more new areas of knowledge, new content, due to which such complex forms of mental activity as analysis, synthesis, generalization, reflection, abstract thinking, an internal plan of action, the foundations of theoretical thinking are laid, and a sphere of interests is also formed.
According to many scientists, the interests of younger students are dynamic: they are unstable (A.A. Lyublinskaya), short-lived (S.L. Rubinshtein), situational (N.G. Morozova), superficial (V.V. Davydov). At this age, cognitive interest is clearly expressed, which is based on the intuitive acceptance of the value of knowledge (V.V. Davydov).
One of the most important new formations of primary school age is the transition from direct to indirect behavior, that is, to conscious and voluntary behavior. The child learns to actively manage himself, build his activities in accordance with the goals set, consciously taken intentions and decisions. This indicates the emergence of a new level of organization of the motivational-need sphere and is an important indicator of personality development.
a younger student develops motives that stimulate the emergence of self-love, the desire for self-affirmation, the ability to arbitrarily regulate behavior changes. for the consciousness of the child, the most significant are such broad social motives as the motives of self-improvement (to be cultural, developed), the motives of self-determination (after school to continue to study, work), the motives of duty and responsibility (children strive to fulfill all the requirements of the teacher). These motives are the result of social influences. Therefore, the child begins to be guided by conscious goals, socially developed norms, rules and ways of behavior.
At primary school age, there is a further improvement of voluntary emotional regulation of behavior, the skills of elementary analysis of one's own behavior (reflection) appear. the child has the opportunity to look at himself from the outside, at his actions, results, track his actions in reverse order, the opportunity to return to the beginning. Thus, gradually the child's behavior ceases to be naive and spontaneous, the awareness of actions, deeds, feelings increases.
psychological neoplasms of primary school age also include an internal plan of action. The child is forming a transition from performing actions in the external plan to performing actions in the internal plan. The younger student acquires the ability to imagine the consequences of his actions without carrying them out.
All these neoplasms are interconnected and ultimately come down to the emergence of a new level of self-awareness of the child, due to the mastery of various means of arbitrary self-regulation. The younger student begins to realize himself not as isolated, but as being in the system of human relations, that is, he begins to experience himself as a social being.
A specific feature of the listed neoplasms of primary school age is that they do not have a pronounced "signal" character - a delay or lag in their development.
It does not drastically change the picture of the behavior and activities of children and does not act as a direct cause of the emergence of conflict relations with others. Very often, the destructive consequences of these delays begin to affect only when the child enters adolescence.
A very significant feature of primary school age is changes in the structure of the child's knowledge of himself, self-esteem gradually becomes a hierarchically organized personal education of the younger student. The content of self-assessment is expanding: children begin to evaluate not only the results of their activities, but also its process; the sphere of self-esteem includes the capabilities and abilities of the child, the qualities of his personality, and behavior in general. children already see their shortcomings, can outline ways to correct them, compare their own personality with certain samples.
The connection between the student's educational activity and the level of his self-esteem is essential. Self-assessment underlies the most adequate motive of learning activity - the motive of achievement. Self-esteem is closely related to another new formation in the personality of a junior schoolchild - the level of claims. the child has a steady need for a certain positive assessment, which is formed mainly under the influence of the assessments of the teacher and parents. Children attach particular importance to their intellectual abilities and how they are evaluated by others. it is important for children to positive evaluation was generally recognized. Self-assessment and the level of claims associated with it, being personal parameters of mental activity, make it possible to judge how the process of personality development of a younger student goes under the influence of educational activity.
All types of self-assessments are found in junior schoolchildren: adequate stable, overestimated stable, unstable towards inadequate overestimation or underestimation. Moreover, from class to class, the ability to correctly assess oneself, one's capabilities increases, and at the same time, the tendency to overestimate oneself decreases.
However, at present, many elementary school students are found to have low self-esteem. As a rule, the level of anxiety in children increases with the dominance of a negative attitude towards themselves and the loss of faith in their abilities. In our opinion, the difficulties of the school life of younger students are not so much a consequence of their unpreparedness for learning, but rather the result of their self-image as incapable students. children with negative self-esteem tend to find insurmountable obstacles in almost every business. they have a high level of anxiety, they adapt to school life worse, it is difficult to get along with peers, they study with obvious tension. in order for a child to feel happy, be able to better adapt and overcome difficulties, he needs to have a positive self-image.
a new level of development of self-awareness of a younger student, in addition to self-esteem and the level of aspirations of the child, is directly related to the emergence of a special personality neoplasm - the inner position of the student. The striving for the position of a schoolchild characterizes the personality of the child as a whole, determining his behavior, activities and the system of relations to reality and himself.
The formation of a student's internal position in a child largely depends on the degree of success of his educational activity. It is evaluated by others and therefore determines the position of the student among them, on which his inner position, and his well-being, emotional well-being depend. Thus, a younger student should be able to internally accept his position as a student, be able to satisfy his needs not in the game, but in real terms, while studying at school. However, this does not exclude directed leadership of these processes by adults. The role of an adult at this stage of a child's development is the role of the organizer of his life, especially those aspects of it that are associated with the assimilation of knowledge, mastery of learning skills, methods of communication, criteria for evaluating actions and personality traits.
In the mind of a younger student, a system of values begins to form, which he follows. It is at six or seven years that the process of forming value orientations occurs most dynamically. It is clear that in this period of childhood one cannot speak of the final formation of a system of values. Younger students are in the stage of choice, comprehension and assimilation, but we can talk about creating the basis of the value-semantic sphere of the individual. It should be noted that the choice of values by a younger student is primarily influenced by the opinion, choice of an adult (family, teacher), their own social and moral experience, examples from fiction, movies, TV shows, the opinion and choice of the children's community, close friends. Therefore, the primary task of the teacher and parents is not just to give a set of values, but to help the child comprehend them, accept the basic (universal) ones as their own life regulators and learn how to use them in practice.
In general, modern junior schoolchildren are more guided by universal human values: goodness, life, family, love, honesty, health, etc.
Modern junior schoolchildren are increasingly creating a collective image of an ideal person in their understanding. Some children begin to see their ideal in classmates, comrades, the teacher still remains the ideal. In general, it is common for younger students to choose as an example to follow mainly people with pronounced positive qualities. Unfortunately, in modern conditions, the role of parents as role models has sharply decreased. This can be explained by the fact that modern families are divided, parents have little contact with children and do not show their
the best personal qualities. Children lack parental attention, understanding, love, warmth and affection. Often, under the influence of movies, TV shows and the immediate environment, a childish ideal, a role model becomes a strong and cruel person who seeks to satisfy his interests and needs at the expense of other people.
Another socio-psychological feature of a younger student can be considered the dynamism of moral ideas. On the whole, the level of moral development of a junior schoolchild is characterized by the degree to which he assimilates moral norms, which form the basis of moral self-regulation, which form the child's moral motivation, his own moral position. The ideas of younger schoolchildren change from moral maximalism (when the child has firm, overly categorical ideas about good, evil, justice, is convinced of their inviolability and immutability) to moral relativism (when the child understands the relativity of his moral ideas, recognizes the right of everyone to their own point of view) . studies show that first-graders still perceive the moral situation rather one-sidedly and find it difficult to analyze it; with age, the moral assessments of younger students become more flexible, differentiated, and begin to be based on an understanding of the moral meaning of the rules of conduct.
Most high level moral development, psychologists consider the development of a child's ability to focus in their behavior not on external, but on internal norms of behavior. To achieve this level, the child must be involved in the practice of specific human relationships and actions, both in the sphere of communication with adults and in the sphere of communication with peers, because each of these spheres contributes to the formation of the moral and ethical qualities of the individual. In communicating with adults, the child learns socially significant criteria for evaluating the actions and qualities of people, the goals and motives of behavior, and ways of analyzing the surrounding reality. In the field of relationships with peers, the child learns all this in practice, gaining experience independent decision ethical issues. that is why communication between children of the same age is an important psychological condition for the development of a child's moral consciousness. The absence or deficiency of such communication can complicate the formation of its moral sphere, slow down the accumulation of baggage of moral and ethical concepts and ideas.
Significant changes caused by the course of the general development of the younger student, changes in his lifestyle, some goals that arise before him, lead to the fact that his emotional life becomes different. The junior schoolchild has new experiences, the range of life goals expands, a new emotional attitude to the surrounding reality is born. Emotions begin to serve as a mechanism for internal
her regulation of his mental activity and behavior aimed at meeting urgent needs.
In general, the younger student is characterized by cheerfulness, a cheerful mood. However, in those cases when the claims of children in the most important areas for them are not satisfied, they may have affective experiences, which differ, however, in situationality, instability and transience.
changes in the emotional sphere of a younger student are manifested in the following:
■ organization in the emotional behavior of the child is growing (the ability to control one's feelings is getting better year by year), but the ability to react violently to individual phenomena that affect him is largely preserved;
■ social and antisocial feelings are shown very lively and directly;
■ the ability to empathize is formed - “disinterested” empathy, when the emotional state
the presence of another person does not just evoke the same feeling in the child, but is the cause of the emergence of other feelings - pity, compassion or joy for the other;
■ under the influence of specific influences, moral feelings are intensively formed (feelings of comradeship, responsibility for the team, indignation at injustice, etc.);
■ develop a variety of aesthetic experiences.
Thus, it can be seen that the range of emotional states, feelings and experiences typical for younger schoolchildren is quite wide. However, manifestations of negative emotions are not uncommon among them, negatively affecting both the general psychological mood of the child and his activities, including educational ones.
An analysis of the features of the social and mental development of younger schoolchildren allows us to reasonably determine the main directions of their socialization (Fig.).
Picture. The main directions of socialization of a younger student
If the child develops harmoniously in all these areas, he will acquire social experience and personality traits that will help him successfully solve the problems of socialization.
concretizing the strategic directions of the socialization of the younger schoolchild, we approach the consideration of the specifics of the tasks of socialization for a given age.
Within the framework of natural-cultural tasks, a certain level of physical and sexual development is achieved. By the age of 10-11, the child should:
- / know the structure of your body and realize your gender;
- / to realize and affirm oneself as a boy or a girl, in accordance with the sex-role models of behavior existing in the culture;
- / be able to organize their activities, navigate in space;
- / be able to serve themselves and perform work duties.
Socio-cultural tasks are cognitive, moral, value-semantic tasks.
To successfully solve cognitive problems, a junior student must:
- / understand what is at stake, and be able to coherently and clearly for others to express the course of their thoughts;
- / know their rights and obligations as a person, family member, student;
- / be able to control their imagination;
- / be able to compare, contrast and analyze phenomena;
- / be able to plan their activities;
- / to be able to know the world around and build their own picture of the world.
In accordance with the moral tasks, the junior student must:
- / have ideas about the norms of morality and morality, about ethical and aesthetic standards;
- / be able to rejoice in the successful and empathize with the unsuccessful;
- / manage your will;
-/ be able to cooperate in solving educational and life problems.
Within the framework of value-semantic tasks, the child should:
-/ have ideas about basic human values;
- / value life, health, well-being - one's own and other people's;
- / have an emotional and value attitude towards the world around and have their own system of values;
- / be able to establish friendly relations;
- / be able to defend their rights;
- Responsible for their duties.
In the process of solving socio-psychological problems, the self-consciousness of the younger schoolchild is formed, manifested in his self-determination in current life and in the future, the desire for self-realization.
lization and self-affirmation. In this regard, the junior student must:
- understand and be aware of their rights and obligations;
-/ strive to "be like everyone else", "not be like everyone else" and "be better than everyone else";
- / strive for adequate relationships with peers;
-/ Strive to meet the expectations of adults about success in school;
- / have an objective self-assessment.
In connection with the tasks of socialization of younger schoolchildren outlined above, and also relying on the model characteristics of a student proposed by A.V. Khutorsky, we have developed a portrait of a modern younger schoolchild as a model of the anticipated results of socialization. This portrait should consist of the following integral characteristics of the personality.
Cognitive: curiosity; observation; attentiveness; ability to synthesize and analyze; doubt; pleasure from the successful solution of the problem; disappointment with the inability to solve the problem; the ability to translate the acquired knowledge into spiritual and material forms, to build on their basis their subsequent activities.
Creative: inspiration; emotional upsurge in creative situations; imagination; fantasy; daydreaming; the ability to empathize; the ability to be creative (sign-making, symbol-making); initiative, ingenuity, ingenuity.
Moral and moral: collectivism (a sense of responsibility for the success of one's team, the desire to help those who are lagging behind, a sense of belonging to a common cause); feelings of camaraderie, friendship, duty; honesty; responsibility; responsiveness; truthfulness; decency, courtesy, friendliness, benevolence, conscientiousness.
Aesthetic: a sense of beauty, a sense of the beautiful and the ugly, the comic and the tragic, the sublime and the base, masculinity and femininity.
Emotional-volitional: the ability to focus
organization, patience, perseverance, perseverance, endurance, perseverance, independence, self-confidence, restraint, purposefulness, determination, discipline, courage, the ability to combine personal interests with public ones, self-control and self-esteem.
Communicative: the ability to interact with other people (adults and children) and with the outside world; the ability to communicate and defend their ideas; the ability to understand and realize (not without the help of adults) the reasons that led to the rejection of others; communication, sociability, willingness to cooperate and advance in the development of relations, tolerance.
Practical: the ability for arbitrary actions, readiness for outdoor games and competitive
vaniyam, readiness to complete the task faster and better, physical activity and working capacity.
The listed groups of feelings and qualities of younger students are open for expansion and clarification. At the same time, these groups represent a minimum complex set of guidelines to ensure their socialization.
Based on the directions of socialization of the child's personality presented in Scheme 1 and the specifics of the tasks of socialization of younger students, we have identified the following components of the socialization of younger students:
o Cognitive-reflexive (cognitive) component - knowledge, understanding, reflection.
o Communicative component - communication and interaction; assimilation by the child of norms, rules, customs, patterns of behavior and their implementation in interpersonal relationships.
o The practical component is the assimilation of practical skills by the child in a variety of activities and the manifestation of oneself in a variety of creativity.
o Value-semantic component - the child has value orientations, preferences, motives and attitudes that determine his attitude towards something / someone.
A positive result of socialization is socialization, which in general is lowered.
The results obtained will make it possible to identify and put into practice pedagogically sound and effective approaches to organizing
toils as an aggregate individual features personality, providing the greatest success in activities that are significant for this individual, positive self-perception and emotional satisfaction with life in general.
We, following E.P. Belinskaya and T.g. Stefanenko, we understand socialization as the main criterion for the socialization of an individual, as a person’s compliance with the social requirements for a given age stage, as the presence of personal and socio-psychological prerequisites for the transition to new situations of social development to fulfill the tasks of the next stage of socialization.
In accordance with the components of socialization, the specifics of the content of socialization tasks that are characteristic of primary school age and the requirements imposed by modern society on the level of development of the personality of a younger student, we tried to formulate the most significant indicators of the socialization of a younger student, which are presented in the table.
Indicators of socialization are generalized indicators of a person's compliance with social requirements for a given age stage, the presence of prerequisites for the development of readiness for the transition to new stages of social development.
cations for the upbringing and socialization of children of primary school age in the family and educational institutions.
Components of socialization and indicators of socialization of a modern junior schoolchild
Components of socialization Indicators of socialization
Cognitive-reflexive - the need, ability and readiness for educational and cognitive activity; - knowledge and understanding of the role of nature in human life; - knowledge about natural phenomena that pose a danger to humans; - ability to self-observation and introspection; - the ability to adequately respond to changing situations; - curiosity; - the ability to plan their activities and predict their results; - the ability to self-knowledge.
Communicative - the ability to communicate and interact with peers; - the ability to communicate and interact with older children and adults (the ability to interact as part of a group of different ages); - ability to cooperate; - the ability to empathy, tolerance.
Practical - the ability to reproductive actions; - ability to creative actions; - independence in activities.
Value-semantic - ideas about the basic human values: Man, Family, Labor, Knowledge, Culture, Fatherland, Earth, World; - the presence of formed moral qualities: love for the native land, friendliness, diligence, kindness, willingness to help a friend, responsiveness, honesty, justice, courtesy, diligence, a sense of shame; - the ability to moral self-assessment; - formation of socially approved behavior.
BIBLIOGRAPHY
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Primary school age covers the period of life from 6-7 to 9-11 years and is determined by the most important circumstance in a child's life - his admission to school. A new relationship structure emerges in the school. The system "child - adult" is differentiated into "child - teacher" and "child - parents". The “child-teacher” relationship acts for the child as the “child-society” relationship and begins to determine the child’s relationship to parents and relationships with other people.
The beginning of the period is rooted in the crisis of 6-7 years, when the child combines the features of preschool childhood with the characteristics of a schoolchild.
The new social situation of development requires a special activity from the child - educational. When a child comes to school, there is no educational activity as such, it must be formed in the form of learning skills. The main difficulty encountered on the path of this formation is that the motive with which the child comes to school is not related to the content of the activity that he must perform at school. Educational activity will be carried out throughout all the years of study, but only now, when it is being formed and formed, is it leading.
Educational activity is such an activity that turns the child on himself, requires reflection, an assessment of “what I was” and “what I have become”.
All activities contribute to the development of the cognitive sphere.
The predominant type of attention at the beginning of learning is involuntary, in primary school there is a process of formation of arbitrariness in general and voluntary attention in particular. But voluntary attention is still unstable, since it does not yet have internal means of self-regulation. This instability is found in the weakness of the ability to distribute attention, in distractibility and satiety, fatigue, switching attention from one object to another.
Thinking becomes the dominant function in primary school age. The transition from visual-figurative to verbal-logical thinking, which was outlined in preschool age, is being completed. Figurative thinking is becoming less and less necessary in educational activities.
In most children, there is a relative balance between different types of thinking. An important condition for the formation of theoretical thinking is the formation of scientific concepts. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships. The development of theoretical thinking depends on how and what the child is taught, i.e. on the type of training.
Perception is not differentiated enough. In order for the student to more subtly analyze the qualities of objects, the teacher must carry out special work, teaching him to observe. If preschoolers were characterized by analyzing perception, then by the end of primary school age, with appropriate training, a synthesizing perception appears. Developing intellect creates an opportunity to establish connections between the elements of the perceived.
Memory develops in two directions - arbitrariness and meaningfulness. Children involuntarily memorize educational material that arouses their interest, presented in a playful way, associated with bright visual aids, etc. But, unlike preschoolers, they are able to purposefully, arbitrarily memorize material that is not interesting to them. Every year, more and more training is based on arbitrary memory.
Imagination also goes through two stages in its development. At the first, the recreated images characterize the object, are poor in details, inactive - this is a recreating (reproductive) imagination, the second stage is characterized by a significant processing of figurative material and the creation of new images - this is productive imagination.
Speech is one of the most important mental processes of a junior schoolchild. One of the functions of speech becomes communicative. The speech of the younger schoolchild is varied in terms of the degree of arbitrariness, complexity, planning, but his statements are very direct.
Thus, the main neoplasms of primary school age in the cognitive sphere can be considered:
1) a qualitatively new level of development of voluntary regulation of behavior and activity, including "internal", mental;
2) reflection, analysis, internal action plan;
3) development of a cognitive attitude to reality
The motivational sphere, according to A.N. Leontiev, is the core of the personality. Among the various social motives for learning, perhaps the main place is occupied by the motive of getting high marks. High grades for a small student are a source of other rewards, a guarantee of his emotional well-being, a source of pride.
Internal motives:
1) Cognitive motives - those motives that are associated with the content or structural characteristics of the educational activity itself: the desire to acquire knowledge; the desire to master the ways of self-acquisition of knowledge;
2) Social motives - motives associated with factors influencing the motives of learning, but not related to educational activities, the desire to be a literate person, to be useful to society; the desire to get the approval of senior comrades, to achieve success, prestige; the desire to master ways of interacting with other people, classmates. Achievement motivation in primary school often becomes dominant. Children with high academic performance have a pronounced motivation to achieve success - the desire to do the task well, correctly, to get the desired result. Motivation to avoid failure. Children try to avoid the "deuce" and the consequences that a low mark entails - teacher dissatisfaction, parental sanctions.
External motives - to study for good grades, for material reward, i.e. the main thing is not getting knowledge, some kind of reward.
At this age, self-consciousness is actively developing. The development of learning motivation depends on the assessment, it is on this basis that in some cases there are difficult experiences and school maladaptation. School assessment directly affects the formation of self-esteem.
Evaluation of progress at the beginning of schooling is an assessment of the personality as a whole and determines the social status of the child. Excellent students and some well-performing children develop an overestimated self-esteem. For underachieving and extremely weak students, systematic failures and low grades reduce their self-confidence, in their abilities. The full development of the personality involves the formation of a sense of competence.
For the development of adequate self-esteem and a sense of competence in children, it is necessary to create an atmosphere of psychological comfort and support in the classroom. Teachers, who are distinguished by high professional skills, strive not only to meaningfully evaluate the work of students.
On the basis of self-assessment, the level of claims is also formed, i.e. the level of achievement that he is capable of. The more adequate the self-assessment, the more adequate the level of claims.
Social competence is the ability to enter into communicative relationships with other people. The desire to make contact is determined by the presence of needs, motives, a certain attitude towards future communication partners, as well as their own self-esteem. The ability to enter into communicative relations requires a person to be able to navigate the social situation and manage it.
They evaluate only a specific work, but not a person, do not compare children with each other, do not call on everyone to imitate excellent students, orient students to individual achievements To make tomorrow's work better than yesterday's.
Based on the definition of social competence, it is necessary to highlight:
area of knowledge (linguistic and social);
area of skills (speech and social);
area of abilities and personal characteristics.
The area of social skills includes the ability to address your message; the ability to attract the attention of the interlocutor; the ability to offer help; the ability to listen to the interlocutor and show interest in what he says, etc.
Social confidence as a quality of personality is manifested in the sphere of interactions of the child with other people. The effectiveness of interaction depends on social abilities and social skills that give the child the opportunity to choose a way of self-affirming behavior and creative self-expression that is acceptable for their own individuality.
Creating conditions in the classroom to improve the effectiveness of the child's interaction with peers helps to strengthen the child's confidence in himself and in his abilities in communicating with other people.
Social competence has age dynamics and age specificity. The formation of the components of social competence depends on the age patterns of development, the leading needs (motives) and tasks of the age period, so it is necessary to take into account:
psychological characteristics of this age category of students;
features of the formation of communication skills and socialization of certain types of personality;
individual pace of development;
the structure of the child's communication abilities, in particular: the presence of both positive and negative communication experience; the presence or absence of motivation to communicate (social or communicative maturity);
The ability to rely on knowledge and skills formed in the process of studying other subjects (Russian language, literature, rhetoric, history, etc.).
During the primary school age, reflection also develops - the child's ability to look at himself through the eyes of others, as well as self-observation and correlation of his actions and deeds with universal human norms. It can also be noted that with age the child becomes more critical and can move from a specific situational self-assessment to a more public one. So, the main neoplasm of this age in the personal sphere can be called:
1) The emergence of a peer group orientation
2) the emergence of arbitrary regulation of behavior based on self-esteem
The structure of interpersonal relations consists of two independent substructures of relations between boys and girls. Modern society is characterized by a change in value and moral orientations in the sphere of relations between the sexes, the blurring of the boundaries between female and male social roles, the influence of a negative information background that provokes aggression in girls and increased anxiety in boys is noted. In this regard, there is a need to study the gender identity of younger students, to identify the features of its formation.
Gender socialization at school is the process of influencing the education system on boys and girls in such a way that they learn the gender norms and values accepted in a given socio-cultural environment, models of male and female behavior. The transmission of cultural norms in the educational process implements a certain social order “for the reproduction of the social role positions of subjects”, however, as G. M. Breslav and B. I. Khasan note, “the assimilation of social experience can act in teaching as an end in itself or - - as a starting point for the development of the child. Orientation towards the rigid reproduction of traditional stereotypes means that the abilities of boys and girls that do not correspond to them will be suppressed and this will lead to an increase in the number of so-called “latent victims” of socialization. They are people who do not fit into generally accepted norms, but whom the education system nevertheless forced to comply with these norms. This type of socialization can be described as gender insensitive.
Gender-sensitive socialization - involves the development of individual inclinations, abilities of boys and girls, including those that are attributed to the opposite sex.
The influence of the school on the formation of gender representations of female students is quite strong, which is explained by the fact that children and adolescents spend most of their time at school. In the process of studying in an educational institution, students can either reinforce the patriarchal stereotypes they learned from their parents or from the media, or move away from them. Therefore, it is necessary to study the gender patterns that boys and girls learn in school; assess how they contribute to the development of the personality of schoolchildren and schoolgirls, meet the requirements of the current situation.
The most distinct predominance - girls in verbal activity, and in boys in the ability to abstract manipulation - begins to be detected by the age of 11. The formation of the main substructures of the character, in particular, the image - I, also has a gender mark. Girls show greater signs of maturity than boys in terms of physical status and social orientation, as well as cognitive skills and interests. Image - I'm the boys percentage the characteristics included in it are more comparable with the image - I am not peers, but girls two years younger. Differences also appear in the structure of self-description, boys more often write about their interests and hobbies, but girls more often touch on the topic of relationships with the opposite sex, family and relatives problems.
Despite the fact that the problem of gender identity is relatively new, there is a sufficient number of experimental and theoretical studies in this area (Sh. V. Popova, E. A. Zdravomyslova, A. A. Temkina, U. A. Voronina, L. P. Repina and others).
Currently, there are a number of theories and concepts of the formation of gender identity: the theory of sex-role socialization, which uses social models of the assimilation of a normal gender identity (R.W. Conell, J Stacey and B. Thome); the theory of the dependence of the formation of a gender stereotype on the general intellectual development of the child (L. Kolberg, I.S. Kon); a theory that determines gender identity by encouraging children by adults for masculine behavior in boys, feminine behavior in girls (Ya.L. Kolominsky, M. Meltsas); the theory of the formation of the mental sex of a person (B.C. Ageev, T.A. Repina, Y. Tajfel, J. Turner, B.A. Yadov, etc.).
Most of these authors consider gender identity as one of the substructures of a person's identity. Gender Identity can also be described from the point of view of the characteristics of self-perception, self-determination of a person, his belonging to a female or male group, which is formed on the basis of the assimilation of social and cultural patterns, models, norms and rules of behavior, and includes not only the role aspect, but also the image of a person generally.
The role of the family in the successful socialization of children of primary school age is the subject of attention in all historically established pedagogical systems (Ya.A. Kamensky, K.D. Ushinsky, P.F. Kapterev, etc.).
Features of the socialization of a child from an early age, depending on regional conditions, traditions and customs, have been substantiated in recent decades in the works of G.N. Volkova, N.D. Nikandrova, E.H. Shiyanova, R.M. Grankina and others.
Modern science considers the role of the family in successful socialization as a set of all social processes, thanks to which the individual acquires and reproduces a certain system of knowledge, norms of values that allow him to function as a full member of society. Indicators of successful socialization in primary school age are manifestations of such qualities as independence, initiative, diligence, and the imposition of a certain measure of responsibility on oneself by a person. The responsibility of primary school age is recognized as the most important criterion for the transition of social reactivity (response reactions limited specific situation) into socially active behavior. At this age, it becomes possible to self-regulate behavior based on acquired knowledge and rules of behavior. There are persistent attempts to restrain their desires, which run counter to the requirements of adults, to subordinate their actions to established social norms of behavior (L.I. Bozhovich, A.N. Leontiev, etc.).
The socialization of the family depends on relations within the family, the authority and power of the parents, and the composition of the family. The current state of the family is affected by all the changes taking place in society. In the family, the child learns the norms of human relations, absorbing all the positive and negative that is in the family. Carrying out a social function, the family forms the personality of the child.
The result of socialization - individualization is the degree of social maturity of a growing person, that is, the accumulation of social human properties in himself.
Thus, to determine the effectiveness of the process of socialization of a younger student, groups of criteria can be distinguished:
1. social adaptability, which offers an active adaptation of the child to the conditions of the social environment, optimal inclusion of him in new or changing conditions, motivation to achieve success in achieving goals;
2. social autonomization, which offers the implementation of a set of attitudes towards oneself, stability in behavior and relationships;
3. social activity, which is considered as a realizable readiness for social actions in the field of social relations, aimed at socially significant transformation of the environment, creativity, independence, effectiveness of actions.
A.V. Mudrik points to two possible vectors for the development of socialization. Socialization occurs in the conditions of spontaneous interaction of a person with the environment, in the process of influence relatively directed by society and the state on certain age, social, professional groups of people, as well as in the process of relatively targeted and socially controlled education (family, religious, social).
I.S. Kohn, on this occasion, notes that education implies, first of all, directed actions, through which the individual is consciously trying to instill the desired traits and properties, while socialization, along with education, includes unintentional, spontaneous influences, thanks to which the individual joins the culture and becomes full-fledged and full-fledged. member of society.
O.M. Kodatenko in his study identifies the vectors of socialization, carried out on the basis of individual resources in accordance with or contrary to the objective conditions of life. As the latter stand out: pro-social (self-construction, self-improvement), asocial or anti-social (self-destruction).
I.S. Kon within overall process socialization highlights more private subprocesses. As the core of directed education, the specified author singles out education, that is, the process of transferring knowledge and cultural values accumulated by past generations. Education, in turn, includes purposeful, specialized and formalized in its methods of education, as well as broad education, that is, the process of propaganda and dissemination of culture, which offers a relatively independent and free selection of information by individuals. These processes are interrelated, but not identical and can be implemented through different social institutions.
According to A.V. Mudrik, personality development in the process of socialization occurs as three groups of tasks are solved for each age or stage of socialization:
1. natural and cultural (physical, sexual development),
2. socio-cultural (moral, value and semantic guidelines),
3. socio-psychological (the formation of self-consciousness, self-determination of the individual).
It can be concluded that the development of personality is the goal of each stage of socialization. A.V. Mudrik points out that a person can be not only an object and subject of socialization, but also a victim of socialization, a victim of adverse conditions of socialization.
It can be concluded that the socialization of a younger student is a process of acquiring experience in social relations and mastering new social roles that takes place in areas of activity. Communication and self-knowledge through recognition, development, appropriation, enrichment and transfer by the child of the experience of social interaction between children and adults. At the same time, in the process of socialization, the child develops a readiness for social actions.
Socialization- the process of assimilation by an individual of social norms, cultural values and patterns of behavior of the society to which he belongs is called socialization.
It includes the transfer and mastery of knowledge, skills, values, ideals, norms and rules of social behavior.
In sociological science, it is customary to distinguish two main types of socialization:
primary- assimilation of norms and values by the child;
secondary- assimilation of new norms and values by an adult.
Socialization is a set of agents and institutions that form, guide, stimulate, limit the formation of a person's personality.
Socialization agents- these are specific people responsible for teaching cultural norms and social values. Socialization institutions are institutions that influence the process of socialization and direct it.
Depending on the type of socialization, primary and secondary agents and institutions of socialization are considered.
Primary socialization agents- parents, brothers, sisters, grandparents, other relatives, friends, teachers, leaders of youth groups. The term "primary" refers to everything that makes up the immediate and immediate environment of a person.
Agents of secondary socialization- representatives of the administration of the school, university, enterprise, army, police, church, employees of the media. The term “secondary” describes those who are in the second echelon of influence, having a less important impact on a person.
Primary institutions of socialization is a family, school, peer group, etc. Secondary institutions - this is the state, its bodies, universities, the church, the media, etc.
The process of socialization consists of several stages, stages:
- Stage adaptation(birth - adolescence). At this stage, there is an uncritical assimilation of social experience, the main mechanism of socialization is imitation.
- The emergence of a desire to distinguish oneself from others is a stage identification.
- Stage integration, introduction into the life of society, which can take place either safely or unsuccessfully.
- Labor stage. At this stage, the reproduction of social experience, the impact on the environment.
- Post-labour stage (old age). This stage is characterized by the transfer of social experience to new generations.
A.V. Mudrik singled out the main socialization factors grouping them into three groups:
- macro factors(space, planet, world, country, society, state), which affect the socialization of all inhabitants of the planet or very large groups of people living in certain countries;
- mesofactors(meso - "middle, intermediate") - the conditions for the socialization of large groups of people identified on a national basis (ethnos as a factor of socialization); by the place and type of settlement in which they live (region, village, city, township); by belonging to the audience of certain networks of mass communication (radio, television, cinema, etc.);
- microfactors- these include those that have a direct impact on specific people - a family, a group of peers, a micro-society, organizations in which social education is carried out - educational, professional, public, etc.
Means of socialization:
1) ways of feeding and caring for an infant;
2) formed household and hygiene skills;
3) the fruits of material culture surrounding a person;
4) elements of spiritual culture (from lullabies and fairy tales to sculptures); style and content of conversations;
5) methods of encouragement and punishment in the family, in peer groups, in educational and other socializing organizations;
6) consistent introduction of a person to numerous types and types of relationships in the main areas of his life - communication, play, cognition, subject-practical and spiritual-practical activities, sports, as well as in family, professional, social, religious spheres.
TO socio-psychological mechanisms can include the following:
Imprinting(imprinting) - fixation by a person at the receptor and subconscious levels of the features of vital objects affecting him. Imprinting occurs predominantly during infancy. However, even at later age stages, it is possible to capture any images, sensations, etc.
existential pressure- mastery of the language and unconscious assimilation of the norms of social behavior, mandatory in the process of interaction with significant persons.
Imitation- following an example, a model. In this case, it is one of the ways of arbitrary and most often involuntary assimilation of social experience by a person.
Identification(identification) - the process of unconscious identification by a person of himself with another person, group, model.
Reflection- an internal dialogue in which a person considers, evaluates, accepts or rejects certain values inherent in various institutions of society, family, peer society, significant persons, etc. Reflection can be an internal dialogue of several types: between different human selves, with real or fictional faces, etc. With the help of reflection, a person can be formed and changed as a result of his awareness and experience of the reality in which he lives, his place in this reality and himself.
L.S. Vygotsky on socialization. L.S. Vygotsky emphasizes that the infant is “the most social being” (at the same time, no one doubts that the infant not only does not have behavior that is subject to some social norms, but that he is not even aware of their existence). The thesis that the infant is an extremely social being, in fact, calls into question the very concept of socialization, since in this case the result of this process remains incomprehensible. According to L.S. Vygotsky, the main means and source of mental development in ontogeny is the communication of the child with the people around him.
social role is the behavior expected of someone who has a certain social status. Social roles are a set of requirements imposed on an individual by society, as well as actions that a person who occupies a given status in the social system must perform. A person can have many roles.
social status is usually defined as the position of an individual or group in a social system that has features specific to that system.
The social role consists of:
- from role expectation (expectation) and
- performance of this role (game).
Social roles can be institutionalized and conventional.
institutionalized: the institution of marriage, family (social roles of mother, daughter, wife)
Conventional: accepted by agreement (a person may refuse to accept them)
Depending on social relations, there are social and interpersonal social roles. Social roles linked to social status, profession or type of activity (teacher, pupil, student, seller). These are standardized impersonal roles based on rights and obligations, regardless of who fills these roles. Allocate socio-demographic roles: husband, wife, daughter, son, grandson ... Man and woman are also social roles, biologically predetermined and involving specific ways of behavior, enshrined in social norms and customs. Interpersonal roles associated with interpersonal relationships that are regulated at an emotional level (leader, offended, neglected, family idol, loved one, etc.).
Under role conflict is understood as a situation in which a person playing a role or several roles is faced with incompatible or hardly compatible expectations and requirements. There are three types of role conflicts:
1. Interrole - the conflict between roles that impose incompatible expectations on the individual (for example, the requirements between a professional role - a student - and a family one - a young mother).
2. Intra-role - this is the incompatibility of expectations in relation to one role on the part of different role partners (for example, the presentation of different requirements for the child by parents and teachers). This is a conflict between role expectation and performance.
3. Interior role-personality conflict. It occurs in situations where:
a) a person understands and performs his role differently than his partners expect;
b) the contradiction between the understanding of the role and its performance (for example, the individual makes excessive demands on himself and cannot satisfy them);
c) a person does not accept the role, but is forced to perform it (a talented musician, having graduated from the conservatory, is forced to teach at school).
