Features of the process of socialization of a younger student. Features of the socialization of children of primary school age
NEWS
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.
complication learning tasks, expanding the range of independent reading, deepening 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 develop as analysis, synthesis, generalization, reflection, abstract thinking, an internal plan of action, basics theoretical thinking, and a sphere of interest is formed.
According to many scientists, the interests of younger schoolchildren 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 neoplasms of the younger school age is the transition from direct to mediated 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-esteem, 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, further improvement of voluntary emotional regulation of behavior occurs, 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-consciousness 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 hierarchically organized. personal education 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 is essential learning activities student and his level of self-esteem. 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 that a positive assessment be universally 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 is going 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 schoolchildren 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 high level anxiety, they adapt worse to school life, it is difficult to converge 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 personal 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 to 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 personality. It should be noted that the choice of values by a younger student is primarily influenced by the opinion, the choice of an adult (family, teacher), their own social and moral experience, examples from fiction, films, television programs, 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: kindness, 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 of assimilation of moral norms by him, 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.
Psychologists consider the highest level of moral development to be the development in a child of the ability to focus in his 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 areas contributes to the formation of the moral and ethical qualities of the individual. In communicating with adults, the child learns socially significant criteria for assessing the actions and qualities of people, the goals and motives of behavior, ways of analyzing the surrounding reality. In the sphere of relationships with peers, the child learns all this in practice, gaining experience in independently solving ethical problems. this is why communication between children of the same age is important psychological condition development of the moral consciousness of the child. The absence or deficiency of such communication can complicate the formation of his 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 an internal mechanism for the younger student.
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 experience 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 to a large extent the ability to react violently to individual phenomena that affect him is preserved;
■ social and antisocial feelings are shown very lively and directly;
■ the ability to empathize is formed - “disinterested” empathy, when the emotional state
the idea 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 typical for younger students emotional states, feelings and experiences is wide enough. 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; a 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.
The positive result of socialization is socialization, which in general view pony-
The results obtained will make it possible to identify and put into practice pedagogically sound and effective approaches to organizing
It is considered as a combination of individual personality traits that ensure the greatest success in activities that are significant for a given 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, 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.
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Influence on the socialization of junior schoolchildren of educational institutions
The socialization of children of primary school age can be considered as a socio-psychological adaptation, which manifests itself in:
- intrapersonal, or actually psychological level: personal and emotional well-being, representing the "adaptive potential" of the individual;
- behavioral, or social level: autonomy, the level of social activity, socialization and upbringing.
As a rule, children of primary school age demonstrate a fairly high level of development of social qualities:
- they are purposeful and responsible;
- for them, the assessment and praise of teachers and comrades are significant, social achievements are of great importance;
- make friends with peers;
- they try to help others, do good deeds, protect the weak, etc.;
- able to empathize and forgive.
In a modern school, the issues of socialization of children of primary school age are paramount, which is associated with
- modern education reform,
- the changing social situation of the formation of the child,
- the increase and intensification of the socio-pedagogical problems of children.
In accordance with new approaches in education, its goal is the development of the individual.
The school is the second most important institution of socialization (after the family) where the entire system of social requirements is transferred to the child.
The assimilation of social experience is formed by involving children in real relationships in microgroups, among themselves and with adults, with the school through the media and nature.
The main components corresponding to the main social functions are:
- readiness for civilized human relations;
- readiness on the meringue of universal values for relations in the spiritual sphere.
The main conditions and factors of socialization of a younger student
The main conditions for effective socialization of the child include:
- emotionally comfortable atmosphere in the classroom;
- children's mental health;
- favorable conditions for the socialization of the child, ensuring his psychological comfort in the team;
- organization of psychological and pedagogical monitoring of indicators of development, health and education of children;
- close interaction between teachers and parents;
- formation of partnership cooperation, willingness to work in a socially-oriented direction.
The socialization of a primary school child will be more effective if:
- Regulate relations between adults and children on the basis of harmonization of real and universal values.
- Ensure the inclusion of children in socially significant relationships.
- Observe the rights of the child on the basis of the relationship of children's self-government and pedagogical management.
For effective socialization, it is necessary to train schoolchildren to develop readiness for certain actions in new life circumstances.
The main agent of the child's socialization in primary school- teacher. His culture, personal qualities, character traits, pedagogical abilities and attitude towards children can have both a positive and a negative impact on the processes of the student's socialization.
Remark 1
Social and pedagogical work is a systemic activity, the main function of which is to help the child to establish normal relations at school, in the family, in society; in organizing yourself.
The effective implementation of this activity is possible if several conditions are met:
- study and wide involvement of the society surrounding the child;
- pedagogical diagnostics aimed at a comprehensive study of the child's personality;
- availability of social educators;
- openness and humanity of the educational institution.
The influence of the family on the socialization of the younger student
One of the most effective factors of socialization, education and spiritual and moral development of younger students is the pedagogical culture of parents. Therefore, one of the most important areas of socialization of younger students is to improve the pedagogical culture of parents.
The family acts for the child at the same time as a place of life and habitat. The success of personality formation is predetermined by the family. The higher the quality of education in the family, the higher the results of the moral, physical, labor education of the individual.
Family and child are mirror images of each other. The best way nurturing the right relationship - a personal example of parents, their care and help, mutual respect.
Remark 2
The formation of moral principles in a child occurs on the basis of his intensive mental development, which is indicated by speech and actions. The development of speech is a significant indicator of the improvement of the child's culture, a necessary condition for his mental, aesthetic and moral development.
1.2 Features of the socialization of younger students: essence, concept
Education is a social, purposeful creation of conditions (material, spiritual, organizational) for the new generation to assimilate socio-historical experience in order to prepare it for social life and productive work. The category of "education" is one of the main ones in pedagogy. They single out education in a broad social sense, including in it the impact on the personality of society as a whole, and education in a narrow sense - as a purposeful activity designed to form a system of personality traits, attitudes and beliefs. Education is often interpreted in an even more local sense - as a solution to a specific educational task (for example, the education of certain character traits, cognitive activity, etc.). Thus, education is a purposeful formation of a personality based on the formation of 1) certain attitudes towards objects, phenomena of the surrounding world; 2) worldview; 3) behavior (as a manifestation of attitude and worldview). We can distinguish types of education (mental, moral, physical, labor, aesthetic, etc.). Golovanova N.F., Socialization of a junior schoolchild as a pedagogical problem. - St. Petersburg: Special Literature, 1997. P. 17.
Developing the general concept of humanism, educating education aimed at the formation of a full-fledged active personality, special attention is paid, according to V.S. Mukhina, on the formation of a child's attitude to the rights and obligations accepted in society. Experts offer the idea of converting children's responsibilities into their rights, the awareness and understanding of which raises the child's self-esteem.
According to A.V. Petrovsky, personality development can be represented as a unity of continuity and discontinuity. “Continuity in the development of a personality expresses relative stability in the pattern of its transition from one phase to another in a given community, which is referential for it. Discontinuity characterizes the qualitative changes generated by the features of the inclusion of the individual in new concrete historical conditions, which are associated with the action of factors related to its interaction with others, connected by systems. In this case, with the system of education accepted in society.” Reference by Rean A.A. Socialization of personality // Reader: Psychology of personality in the works of domestic psychologists. - St. Petersburg: Peter, 2000. P. 151.
Socialization is the process of assimilation and active reproduction of social experience by an individual, carried out in communication and activity. Socialization can take place both under the conditions of spontaneous influence on the personality of various multidirectional circumstances of life, and in the conditions of education and upbringing - a purposeful, pedagogically organized, systematic process and result of human development.
According to Petrovsky, the whole situation of social development determines the personal development of a person, the passing state of adaptation, individualization and integration as macro- and microphases. An analysis of the main provisions characterizing the process of a child's development shows that in reality all the lines under consideration are interdependent, interconnected; this means that only their joint implementation constitutes such a progressive change that can be called the mental personal development of a person in the full sense of the word.
At the same time, it is emphasized that this development occurs under the influence of the social environment, community in a certain situation and, above all, in the situation of education and upbringing. This is consistent with the fact that all the provisions of progressive educational psychology emphasize the importance of developing, educating education by means of all academic subjects.
The development of a person occurs in his interaction with other people, in activities, in the process of training and education, and this is one of the main provisions of educational psychology.
As S.L. Rubinshtein, “the child develops, being brought up and trained, and does not develop and is brought up and trained. This means that upbringing and education lies in the very process of the child's development, and is not built on top of it; personal mental properties of the child, his abilities, character traits, etc. not only manifest, but are also formed in the course of the child’s own activity ”Link by Rean A.A. Socialization of personality // Reader: Psychology of personality in the works of domestic psychologists. - St. Petersburg: Peter, 2000. S. 152. . From this follows the psychological thesis of the need for a special organization of the schoolchild's teaching as his educational activity. However, today's school process, educational activities are going through a rather difficult period, like our entire society.
Sociologists consider socialization as a process of human development in its interaction with the outside world. Others define it as a process of forming the skills and social attitudes of individuals corresponding to their social roles, while others understand it as the introduction of an individual to participate in public life (understanding culture, behavior in teams, self-assertion and the implementation of various social roles).
Numerous comparative studies conducted by sociologists, teachers, psychologists and ethnographers in the 20th century showed that not only social habits, customs, traditions, but even the temperament and specific behavior of the sexes are a product of socialization. Thus, the very qualities of masculinity (masculinity) and femininity (femininity) are not, as it has long been considered, only “natural”, i.e. natural and biologically conditioned (hard, strong man and soft, weak woman). They are formed by the dominant views in a particular society on the image of a man and a woman. Khasan B.I., Tyumeneva Yu.A. Features of the appropriation of social norms by children of different sexes // Questions of Psychology. - 1997. - No. 3. - P.35.
The history of the emergence of the term "socialization" is associated with a "misunderstanding", or rather, with an inaccuracy when translating from German into English. Nevertheless, the new word took root and accumulated classical sociological problems. The concept of "socialization" is wider than the traditional concepts of "education" and "upbringing". Education involves the transfer of a certain amount of knowledge. Education is understood as a system of purposeful, consciously planned actions, the purpose of which is the formation of certain personal qualities and behavior skills.
Socialization includes both education and upbringing, and, moreover, the whole set of spontaneous, unplanned influences that influence the formation of the individual, the process of assimilation of individuals into social groups.
There are two main approaches to determining the essence of the process of socialization: 1) socialization is a kind of training, it is “a street with one way traffic”, when society is the active side, and the person himself is the passive object of his various influences; 2) the vast majority of sociologists currently agree with this approach - it is based on the paradigm of interaction and emphasizes not only the activity shown by society (the so-called agents of socialization), but also the activity, selectivity of the individual. Kondratiev M.Yu. Typological features psychosocial development of adolescents // Questions of psychology. - 1997. - No. 3. - S. 73.
At the same time, socialization is considered as a process that continues throughout a person's life. It is customary to single out primary socialization, covering the period of childhood, and secondary socialization, which occupies a longer time period and also includes mature and advanced age.
Socialization forms a person as a member of a society that wants to form a certain type of person corresponding to his social, cultural, religious, ethical ideals. The content of these ideals varies depending on historical traditions, socio-economic and cultural development, social and political order.
At the present stage, however, the ideal of a full-fledged member of society has many characteristics that are common or more or less similar for different societies. Consequently, the process of socialization in different societies, while retaining a certain specificity, acquires a number of universal and similar characteristics. This is primarily due to global global trends (urbanization, informatization, environmental, demographic and other changes).
It should be noted that the content of the socialization process is determined by the fact that the society is interested in the members of the society:
· mastered the roles of a man or a woman (successful sex-role socialization);
could and would like to competently participate in productive activities (professional socialization);
created a strong family (learned family roles);
· were law-abiding citizens (political socialization), etc.
The above conditions of socialization characterize a person as an object of socialization, but a person becomes a full-fledged member of society, being not only an object, but also a subject of socialization.
As a subject, a person in the process of socialization assimilates social norms and cultural values in an inseparable unity with the realization of his activity, self-development and self-realization in society. Socialization becomes successful for a person if his personality develops in the process.
In modern pedagogical science, the following levels of human development are distinguished, which are closely interconnected: biological, psychological, social, worldview, but at different time stages one or another level acquires a dominant value. For example, if in childhood the most intense physical development of a person, then the social and ideological components subsequently dominate.
A feature of children of primary school age, which makes them related to preschoolers, but is even more intensified with school entry, is boundless trust in adults, mainly teachers, submission and imitation of them. Children of this age fully recognize the authority of an adult, almost unconditionally accept his assessments. Even characterizing himself as a person, the younger schoolchild basically only repeats what the adult says about him. This is directly related to self-esteem. Unlike preschoolers, younger students already have self-assessments of various types: adequate, overestimated and underestimated.
At primary school age, the child's independent control of his own actions reaches a level where children can already control behavior on the basis of a decision, intention, and long-term goal. In addition, on the basis of the experience already gained in educational, play and work activities, the child develops the prerequisites for shaping the motivation to achieve success. Between the ages of 6 and 11, the child develops an idea of how to compensate for the lack of his abilities by increasing the effort and vice versa.
In parallel with the motivation to achieve success and under its influence, diligence and independence are improved at primary school age. Industriousness arises as a result of repeatedly repeated success when applying sufficient effort and receiving rewards for this, especially when the child has shown perseverance in achieving the goal. The independence of younger schoolchildren is combined with their dependence on adults. At the same time, it is very important that the combination of independence and dependence be mutually balanced.
When a child enters school, there are also changes in his relationship with other people, and quite significant ones at that. First of all, the time allotted for communication is significantly increased. The topics of communication are changed, it does not include topics related to the game. In addition, children of grades III-IV show the first attempts to restrain emotions, immediate impulses and desires. In early school age, their individuality begins to manifest itself more strongly. There is a significant expansion and deepening of knowledge, the skills and abilities of the child are improved; in the majority of children in grades III-IV, both general and special abilities for various types of activities are found.
Of particular importance for development at this age is the stimulation and maximum use of achievement motivation in the educational, playful, and labor activities of children.
By the end of primary school age, by the 3rd-4th grades of the school, relationships with peers become more important for children, and here additional opportunities open up for the active use of these relationships for educational purposes.
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Essence of socialization
Definition 1
Socialization is the process of including a person in the system of social relationships through the assimilation of social norms and values, social experience and rules of conduct, cultural values.
Socialization is a process that covers all areas of life, including:
- The study and development of human norms of society and its values throughout life;
- Formation of the socio-cultural experience of a person;
- Formation of personality, study of social norms and values, groups, society as a whole and their assimilation;
- The introduction of a person into public life, his self-realization, as well as the implementation of accumulated experience.
It is customary to distinguish between primary and secondary socialization. Primary socialization occurs from birth and ends with the formation of an adult, the formation of personality. Secondary socialization falls on the adult period of personality development and consists in the self-realization of a person in the family, profession, etc., the formation of one's own system of values, the accumulation of independent experience and its transfer to the next generation.
Stages of socialization
Depending on age, it is customary to distinguish the following stages of socialization:
- childhood;
- youth;
- maturity;
- old age.
In childhood and adolescence, the foundations of social rules of behavior are laid, key social norms and rules are assimilated. Maturity and old age are characterized by the destruction of previously learned norms and the formation of new ones, as well as their transmission.
Features of the socialization of the student
Definition 2
The socialization of a schoolchild is the assimilation by a schoolchild of the norms and rules accepted in society, values for successful inclusion in the system of social relations.
The socialization of a student can occur spontaneously through imitation and purposefully through training and education. Spontaneous socialization can have negative consequences, therefore the task of the school as an agent of socialization is purposeful, to reduce and neutralize the negative effects of spontaneous socialization.
The following criteria for a successfully socialized student can be distinguished:
- the student has his own "picture of the world", as well as formed attitudes and values;
- the student is adapted to the world around him;
- the student realizes himself as a member of the group and a sense of his own "I" is formed;
- the student is initiative, there are no complexes, he feels his independence.
Adolescence carries many features that give the process of socialization of the student its own specifics.
A feature of the socialization of a schoolchild, which occurs mainly in adolescence, is the presence of a large number of situations where a teenager is faced with the task of social choice. During this period, a teenager seeks psychological support in his close environment, so it is important that such agents of primary socialization as family, friends, and school have a beneficial effect.
Another feature of the student's socialization is the widespread and influence of the Internet and other information networks. The student gets the opportunity to access information, being not ready to accept it. Information networks become an instrument of influence on the student, including agents of socialization that carry negative experience.
Among the features of the socialization of the student can also be attributed to the features of modern society. Currently, there is no single system of values, norms, rules in society, in connection with which a teenager is faced with a variety of these very norms, and is forced to make a choice of those norms that he will observe.
Features of the socialization of schoolchildren are also associated with the mental characteristics of adolescence. During adolescence, there is a decrease in the severity of conflicts, schoolchildren have good physical and psychological well-being, strive to communicate, establish contacts, become less anxious, their self-esteem increases.
Remark 1
At the same time, it should be noted that during adolescence, the student's attention to his inner world increases, during this period the child is immersed in himself.
Under certain circumstances of communication, a pronounced gender-role differentiation is observed, which borders on a fairly frequent infantile-role inflexibility. Adolescence is often accompanied by a heightened sense of loneliness. In the process of socialization, the student develops a worldview, self-awareness, attitude to reality, character, personal and communicative qualities, mental processes, accumulates social and psychological experience, acquires independence, self-confidence, resistance to stress, etc.
Remark 2
Thus, summing up the above, we can say that the group has the greatest influence on the establishment of social relations between its members, creates opportunities for group members for personal development and effective joint activities, and is a means of successful social adaptation of the student.
The key means of personality formation and development at school age are interpersonal relationships, so self-knowledge by schoolchildren is carried out in the framework of communication with classmates and friends at school.
The current system of schoolchildren's socialization in our country faces a number of dangers, for example, the severity of the problem of "fathers and children", cruelty, lack of patriotism, lack of initiative, low social status of the family, the desire to benefit, the primitiveness of interests and desires. These factors are destabilizing in nature, which can be changed through the school, namely through the formation of a more voluminous system of humanitarian knowledge, the implementation of training based on the principles of cooperation, democracy, solidarity, respect.
Today, for educational institutions within the framework of the socialization of the student, the tasks of forming an independent mature personality, capable of reflecting their own abilities, with developed spiritual and moral values, psychologically ready to enter adulthood, are becoming especially relevant.
A selection of 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, 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 educational activity are usually named. 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 1st grade, are the difficulties of mastering school life: a strict daily routine, compliance with certain rules of behavior, the need to sometimes perform not very attractive tasks in class 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. child in school years faces 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 attention of the child 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 the personality matures, 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 the minds of children are daily invaded by information from radio, newspapers, television, adults' conversations about social troubles, terrorism, murders, disasters, disappearances of people. 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 models 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 child's personality 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, 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?
Certainly the complexity 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 their professional activities. 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, authority, 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, teachers are now 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, understand their meaning in the historical and cultural context, and 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 some cases the curricula are 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, constant personal growth and self-improvement of each teacher are relevant. 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). Fundamentally important is the dynamism of the teacher's personality (the ability to initiate and flexible influence on the student), as well as emotional stability (self-control). 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 were 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 the many different 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 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 the 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 of the modern system of 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.
Considering the fact that children of primary school age hide their fears, feelings from parents, teachers, adults, an intuitive insight into the meaning is required. external signs the emotional life of the child, since children, on the one hand, are not fully aware of their experiences, on the other hand, they cannot 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 pedagogical conditions social formation of younger schoolchildren in the educational process
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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 political, economic and social life Russian society, gave 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 of the 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. Main parameters personal development a child today can be considered his orientation to universal 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.
AT recent times special attention of researchers began to be 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. Yang and others, and socio-psychological studies of 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 Russian society, substantiated the role of social upbringing and education in the process of social development.
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 of modern approaches to the definition of socialization and social development of children are 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 family and inner circle, various social institutions, 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 conformity of the individual 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 a process of constant physical, psychological and social growth of a child, the accumulation of neoplasms, the development of social space, the definition of one's own place and position in it, which occurs in constantly expanding areas 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, having 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 condition, 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, the analysis of the activities of schools in social development confirmed the opinion of S. G. Vershilovsky that the efforts of creative teachers in the modern school are primarily aimed at the intellectual development of schoolchildren. . 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 today's youth, ever wider 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 for the social formation of children. In such an institution, a qualitatively new type of interaction is being formed between 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 the 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. Pedagogical value The development of the child in cycles is associated with the expansion of personally significant for the pupil valuable life meanings, social motives, experiences, events, perception of the world around, other people, oneself, 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 totality of stages-cycles, continuity in determining the content and 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 development, 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 stage-" Good. True. the beauty ", second-" Work. Talent. Creation", 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 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 an early development school (classes with in-depth study of subjects for intellectually gifted children, "middle-level" classes 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 a week of each subject), taught by specialists of the art school in order to identify the special abilities of children and their development through art, to get acquainted with various types of art, to introduce them to cultural property humanity, 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 physical training and health 3) the introduction of valeology and life safety courses 4) activities under the Lazarev Health program (breathing exercises, gymnastics for the eyes, familiarity 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 the UVK there is the possibility of pedagogical design of the child's social development 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 deployment 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 themselves 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 early childhood relationships towards the independent and interconnected relationships that characterize successful adulthood. 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, mastering the 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 real life of a child does not consist mechanically of certain types activities, but forms their systems, different pas 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 with 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 the 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 environment
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 the 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 assessed 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 the moral and psychological characteristics of the individual, manifested 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
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