The process of socialization of a junior schoolchild. Psychological features of socialization of a junior schoolchild. M. Mead considered enculturation in terms of communication and information theory. Education was understood as the process of communicating culture to children,

Socialization is understood as the process of assimilation by a human individual of a certain system of knowledge, norms and values, allowing him to function as a full member of society. The successful completion of this process depends on the active position of the individual and the degree to which the individual has assimilated social experience. The socialization process has a stage-level nature, which ultimately determines the degree of socialization of the individual.

In sociology, there are many types of socialization process, such as economic, political, legal, environmental, gender role, family, school, institutional, etc.

P. Berger and T. Luckman identify the following types of socialization:

- Primary socialization , which involves the accumulation of social experience in a situation where a person’s need is activated, but there is no way to satisfy it. As a rule, primary socialization takes place in the family.

Features of primary socialization:

1) Primary socialization forms stereotypes of human behavior;
2) The social experience of primary socialization is easily acquired and difficult to destroy;
3) Social experience is formed against a positive psychological background.
- Secondary socialization or institutional socialization involves the accumulation of social experience in social institutions.

Features of secondary socialization:

1) Social experience is acquired with difficulty and is easily destroyed;
2) The main mechanism of social experience is sanctions. Under the influence of the demands of society and the immediate environment, a person develops self-control, the basis of which is the norms and values of society that he assimilates.
3) It is easier to assimilate the social experience that is similar to the experience of primary socialization.

In the process of socialization of children, the following features are distinguished:

· unlike adults, who change their behavior more often than their attitudes (i.e., they are capable of self-government, individually and socially significant action), children adjust their basic value orientations, which are fixed at the level of emotional-value relations in the process of entering society ;
· adults are able to evaluate social norms and be critical of them; children internalize them as prescribed regulators of behavior;
· socialization of children is based on submission to adults, fulfillment of certain rules and requirements (without evaluative and reflective processes);
· socialization of adults is focused on mastering certain skills (operational-technical sphere); in children, the leading role belongs to the motivation of behavior (motivational-need sphere).

This specificity of the child’s socialization requires a special organization of adult activities - comprehensive support for the child’s social formation in the process of his upbringing, education and development.

Factors influencing the process of child socialization

A factor (as opposed to conditions) is an essential circumstance, driving force and reason. A special place among the factors of socialization is occupied by the system of education of the younger generation. Society through institutions has a massive, collective, group and individual impact on each child.

The socialization of a child’s personality occurs under the influence of various factors, which is confirmed by numerous studies in social pedagogy and sociology. The factors of human socialization include:

1) microfactors - the immediate environment of the child’s life, the immediate social environment: family, neighbors, children’s community, microsociety;
2) mesofactors - ethno-sociocultural conditions of the region, subculture, media, type of settlement (metropolis, medium-sized city, small city; port, industrial, resort center, industrial-cultural; village - large, medium, small);
3) macro factors - country, ethnicity, society, state (as a certain socio-economic, socio-political system within which the entire process of a person’s life takes place);
4) megafactors - space, planet, world, which correlate with aspects of national, regional, continental and global in human development.

Microfactors (family, peers, teachers) are the most significant in the primary socialization of a child. The immediate environment influences the formation of personality in the process of everyday life. The family implements functional socialization and education, provides comfort, safety, psychotherapy and emotional protection for the child. The mechanisms of family socialization, as well as socialization in general, are natural assimilation through imitation. mastering norms and rules through relationships (communication and activity), gender-role identification, communication with peers.

Mesofactors (language, national character, temperament, mentality, traditions, customs, “folk education”, climate, geography, type of settlement, food) play an important role in the development of the social world. The implementation of socialization mechanisms through the transfer of experience from parents and loved ones allows the child to assimilate ethnoculture.

Macro factors (demographic, economic, socio-political processes) globally determine the course and direction of socialization taking place against the background of integration processes in the world community.

Megafactors (Earth, space, planet, world, Universe): the number of threats (challenges) to humanity is currently increasing. This circumstance has an indirect impact on the process of socialization of the younger generation. Defines the basic ideological attitudes and ideals of humanity at the present stage of its development.

Traditional approaches to the problem of child socialization today cannot satisfy the social needs of society and complicate the socialization process.

It is believed that this process occurs throughout a person’s life, but the foundations for successful socialization are laid in childhood. Primary school childhood is a period of active mastery of the mechanisms of socialization, assimilation of norms of social behavior, acquisition of social orientation, social role. Children learn to master their own emotions and gain experience in practical thinking in figurative and substantive terms during the preschool period. Even at the age of six years, the position “I and society” is firmly established in preschool social cognition.

In childhood, the process of socialization is greatly influenced by agents of socialization, that is, persons with whom the child has direct interaction. They may be:

- family (parents or persons constantly caring for and communicating with the child, brothers or sisters);
- school (at primary school age, primarily teachers);
- society (peers, friends)

The basis of the communication technique is a process such as identification.

It has been established that under conditions of demonstrated identification, the child’s mood, self-esteem and social activity increase: he communicates with the class at the level of reflection and empathy. Identification as a communication style is ensured by the formation of positive identification personal qualities. At the same time, communication with peers acts as a school of social relations - the child practices the actions assigned to him by the adult.

In relationships with adults and peers, the child not only takes on the role of another, but also identifies with him, learning the type of his behavior, his feelings and motives, or attributing his own motives to the other.

In order for a child’s socialization to be most successful, it is necessary for him to master socially developed methods of analyzing the surrounding reality and master social relations. It is at primary school age that a child’s mental processes intensively develop, including imagination as the basis of creativity and the creation of new things.

Imagination is directly related to the child’s semantic sphere and is characterized by three stages (at the same time as components of this function) in development:

- reliance on clarity (subject environment);
- reliance on past experience;
- a special internal position of the child, which is formed by the end of preschool age and receives further development in primary school age.

Imagination serves as a tool of cognitive activity and performs an affective, protective function: through self-affirmation in ideal situations, playing them out, the child is freed from traumatic moments. Imagination is the psychological mechanism that underlies the process of formation of voluntariness in the emotional sphere.

At primary school age (from 6-7 to 9-11 years), the child develops the ability and need for social function, he experiences himself as a social individual - a subject of social action. The reason for this new personal crisis of this age is a special internal position: a system of needs associated with a new, socially significant activity - learning.

Education is intended to help an individual acquire scientific concepts, in contrast to everyday ones, which are formed spontaneously, and to promote the direct connection of human existence with culture.

It is important that the educational process fully embraces and uses the principle of interaction between school and family for the full implementation of the socialization process at this and subsequent age stages. From five to ten years of age, a child’s knowledge comes down to observing the phenomena of the surrounding world. As a result, clear images of human forms of life and activity are developed, the awareness that a person is responsible for his behavior and can combine the performance of several social roles.

During this period, the child must learn to observe, ask questions and reason. This type of cognition is not yet systematic, but rather a accumulation of images that can already be classified into groups of images that differ in structure (structure) and activity (functionality).

The place and role of the formation of ideas about social reality as an indicator of the success of a child’s socialization (taking into account the specifics and characteristics of this process in a primary school student) in organized forms - social upbringing and education is interesting.

So, socialization is a process that plays an important role in the formation of a child’s personality. We have identified its features, types and factors. Even in older preschool age, when the status of a schoolchild is “just around the corner,” it is important that the child learns to interact with the environment, which contributes to his socialization in society.

Introduction

Chapter 1. Socialization of younger schoolchildren as a socio-pedagogical problem

1 Age characteristics of younger schoolchildren

2 Features of socialization of younger schoolchildren: essence, concept

Chapter 2. Methodological foundations of socialization of junior schoolchildren

Conclusion

Bibliography

Introduction

Primary school age is a period of positive changes and transformations in all areas of mental development. The process of socialization at this time occurs on the basis of intensive development and enrichment of the child’s social nature. Therefore, the level of achievement achieved by each child at a given age stage is very important. The more positive acquisitions a student has, the easier it is for him to adapt to the modern world.

The formation of personality significantly depends on the entire set of conditions characteristic of a certain socio-economic situation, and therefore the process of education and training involves the socialization of the student’s personality.

L.V. Mardakaev in Dictionary of social pedagogy gives the following definition: Socialization is the process of personality development. In the process of such formation, the individual assimilates language, social values and experience (norms, attitudes, patterns of behavior), culture inherent in a given society, social community, groups, and reproduces social connections and social experience. Socialization is considered both as a process and as a result .

The essence of socialization is that in the process a person is formed as a member of the society to which he belongs.

The modern school is one of the main agents of socialization. It represents a model of our society; it is here that the basic social values, norms, and patterns of behavior in the group are learned. At the same time, at a certain stage of education, it is the socialization factor that begins to have a significant impact on the success of the child’s education.

Education as the process of introducing a person to historical experience in a meaningful and goal-setting basis is always determined by the leading needs of society. Changing basic social guidelines inevitably leads to a revision and reassessment of tasks, directions, and forms of organizing educational work. Each historical stage makes its own adjustments to the understanding of individual links of the pedagogical system at all levels of the education system as a whole. In modern conditions of social development, the problems of socialization of a person, introducing him to universal human values, significant in all centuries and enshrined in the cultural and historical experience of generations, are particularly acute, which indicates the special relevance of the chosen topic.

A necessary condition for the socialization of an individual is being in demand by society. The organization of the educational process plays a special role here.

Object of study. Socialization process.

Subject of study. Features of socialization in primary school age.

Purpose of the study. Study of age and methodological features of the socialization process in primary school age.

The goal is determined by the following tasks:

· Consider the socialization of junior schoolchildren as a socio-pedagogical problem

· Determine the methodological basis for the socialization of younger schoolchildren

Research methods. Analysis of literature on this issue, analysis of programs for the upbringing and training of preschool children.

Work structure. The course work consists of two chapters, an introduction, a conclusion and a list of references.

Chapter 1. Socialization of younger schoolchildren as a socio-pedagogical problem

1.1 Age characteristics of younger schoolchildren

The increase in height and weight, endurance, and vital capacity of the lungs occurs quite evenly and proportionally.

The skeletal system of a primary school student is still in the formative stage - the ossification of the spine, chest, pelvis, and limbs is not yet complete; there is still a lot of cartilaginous tissue in the skeletal system.

The process of ossification of the hand and fingers at primary school age is also not yet completely completed, so small and precise movements of the fingers and hand are difficult and tiring.

The functional improvement of the brain occurs - the analytical and systematic function of the cortex develops; The ratio of the processes of excitation and inhibition gradually changes: the process of inhibition becomes more and more strong, although the process of excitation still predominates, and younger schoolchildren are highly excitable and impulsive.

Biologically, younger schoolchildren are experiencing a period of second rounding: their growth slows down and their weight noticeably increases compared to their previous age; the skeleton undergoes ossification, but this process is not yet complete. The muscular system is undergoing intensive development. With the development of small muscles of the hand, the ability to perform fine movements appears, thanks to which the child masters the skill of fast writing. Muscle strength increases significantly. All tissues of a child's body are in a state of growth. At primary school age, the nervous system is improved, the functions of the cerebral hemispheres intensively develop, and the analytical and synthetic functions of the cortex are enhanced. The weight of the brain at primary school age almost reaches the weight of the brain of an adult and increases on average to 1400 grams. The child’s psyche develops quickly. The relationship between the processes of excitation and inhibition changes: the process of inhibition becomes stronger, but the process of excitation still predominates and primary schoolchildren are highly excitable. The accuracy of the sensory organs increases. Compared to preschool age, sensitivity to color increases by 45%, joint and muscle sensations improve by 50%, visual sensations by 80% (A.N. Leontyev).

Despite the above, we must in no case forget that the time of rapid growth has not yet passed, when children reach upward. Disharmony in physical development also remains; it clearly outstrips the child’s neuropsychic development. This affects the temporary weakening of the nervous system, which manifests itself in increased fatigue, anxiety, and increased need for movement. All this, and especially in the North, aggravates the situation for the child, depletes his strength, and reduces the possibility of relying on previously acquired mental formations.

From the above it follows that the child’s very first steps at school should be under the close attention of parents, teachers and doctors.

Entering school makes major changes in a child's life. His entire way of life, his social position in the team and family changes dramatically. From now on, teaching becomes the main, leading activity, the most important duty is the duty to learn and acquire knowledge. And teaching is serious work that requires organization, discipline, and strong-willed efforts of the child. The student joins a new team in which he will live, study, and develop for 11 years.

The main activity, his first and most important responsibility, is learning - the acquisition of new knowledge, skills and abilities, the accumulation of systematic information about the surrounding world, nature and society.

Of course, it is not immediately that younger schoolchildren develop the correct attitude towards learning. They don’t yet understand why they need to study. But it soon turns out that learning is work that requires volitional efforts, mobilization of attention, intellectual activity, and self-restraint. If the child is not used to this, then he becomes disappointed and has a negative attitude towards learning. In order to prevent this from happening, the teacher must instill in the child the idea that learning is not a holiday, not a game, but serious, intense work, but very interesting, since it will allow you to learn a lot of new, entertaining, important, necessary things. It is important that the organization of educational work itself reinforces the teacher’s words.

At first, elementary school students study well, guided by their relationships in the family; sometimes a child studies well based on relationships with the team. Personal motive also plays a big role: the desire to get a good grade, the approval of teachers and parents.

Initially, he develops an interest in the process of learning activity itself without realizing its significance. Only after interest in the results of one’s educational work has arisen, interest in the content of educational activities and in the acquisition of knowledge is formed. This foundation is a fertile ground for the formation in a primary school student of motives for learning of a high social order, associated with a truly responsible attitude to academic activities.

The formation of interest in the content of educational activities and the acquisition of knowledge is associated with schoolchildren experiencing a feeling of satisfaction from their achievements. And this feeling is reinforced by the approval and praise of the teacher, who emphasizes every, even the smallest success, the smallest progress forward. Younger schoolchildren experience a feeling of pride and a special uplift when the teacher praises them.

The great educational influence of the teacher on the younger ones is due to the fact that the teacher, from the very beginning of the children’s stay at school, becomes an indisputable authority for them. The authority of the teacher is the most important prerequisite for teaching and education in the elementary grades.

Educational activities in primary school stimulate, first of all, the development of mental processes of direct knowledge of the surrounding world - sensations and perceptions. Younger schoolchildren are distinguished by their sharpness and freshness of perception, a kind of contemplative curiosity. The younger schoolchild perceives the environment with lively curiosity, which every day reveals more and more new aspects to him.

The most characteristic feature of the perception of these students is its low differentiation, where they make inaccuracies and errors in differentiation when perceiving similar objects. The next feature of the perception of students at the beginning of primary school age is its close connection with the actions of the student. Perception at this level of mental development is associated with the child’s practical activities. To perceive an object for a child means to do something with it, change something in it, perform some actions, take it, touch it. A characteristic feature of students is a pronounced emotionality of perception.

In the process of learning, a restructuring of perception occurs, it rises to a higher level of development, and takes on the character of purposeful and controlled activity. During the learning process, perception deepens, becomes more analytical, differentiating, and takes on the character of organized observation.

Some age-related characteristics are inherent in the attention of primary school students. The main one is the weakness of voluntary attention. The possibilities of volitional regulation of attention and its management at the beginning of primary school age are limited. The voluntary attention of a primary school student requires so-called close motivation. If older students maintain voluntary attention even in the presence of distant motivation (they can force themselves to concentrate on uninteresting and difficult work for the sake of a result that is expected in the future), then a younger student can usually force himself to work concentratedly only in the presence of close motivation (prospects for getting an excellent mark, earn the teacher’s praise, do the best job, etc.).

The perception of younger schoolchildren is characterized by instability and disorganization, but at the same time, sharpness and freshness, “contemplative curiosity.” A junior schoolchild may confuse the numbers 9 and 6, the soft and hard signs with the letter “r”, but at the same time he perceives the life around him with lively curiosity, which reveals something new to him every day. The low differentiation of perception and the weakness of analysis during perception are partly compensated by the pronounced emotionality of perception. Based on it, experienced teachers gradually teach schoolchildren to purposefully listen and watch, and develop their powers of observation. The child completes the first stage of school with the fact that perception, being a special purposeful activity, becomes more complex and deepening, becomes more analytical, differentiating, and takes on an organized character.

The attention of younger schoolchildren is involuntary, not stable enough, and limited in volume. Therefore, the entire process of teaching and raising a primary school child is subordinated to the cultivation of a culture of attention. School life requires the child to constantly exercise voluntary attention and volitional efforts to concentrate.

Memory during this period is predominantly visual and figurative in nature. Interesting, specific, vivid material is unmistakably remembered. However, elementary school students do not know how to manage their memory and subordinate it to learning tasks. It takes teachers a lot of effort to develop self-control skills when memorizing, self-testing skills, and knowledge of the rational organization of educational work.

Voluntary attention develops along with other functions and, above all, motivation to learn and a sense of responsibility for the success of learning activities.

In the first and second grades, the level of voluntary behavior is still low, children are still very impulsive and unrestrained.

Involuntary attention is much better developed at primary school age. Everything new, unexpected, bright, interesting naturally attracts the attention of students, without any effort on their part.

Age-related characteristics of memory in primary school age develop under the influence of learning. The role and specific weight of verbal-logical, semantic memorization is increasing and the ability to consciously manage one’s memory and regulate its manifestations is developing. Due to the age-related relative predominance of the activity of the first signaling system, visual-figurative memory is more developed in younger schoolchildren than verbal-logical memory. They remember better, faster and more firmly retain specific information, events, persons, objects, facts in their memory than definitions, descriptions, explanations. Younger schoolchildren are prone to mechanical memorization without awareness of the semantic connections within the memorized material.

Children's thinking develops in conjunction with their speech. The vocabulary of current fourth graders is approximately 3500-4000 words. The influence of schooling is manifested not only in the fact that the child’s vocabulary is significantly enriched, but above all in the acquisition of the extremely important ability to express one’s thoughts orally and in writing.

The main trend in the development of imagination in primary school age is the improvement of the recreating imagination. It is associated with the representation of what was previously perceived or the creation of images in accordance with a given description, diagram, drawing, etc. The recreating imagination is improved due to an increasingly correct and complete reflection of reality. Creative imagination as the creation of new images, associated with the transformation, processing of impressions of past experience, combining them into new combinations, also develops.

The pliability and certain suggestibility of schoolchildren, their gullibility, tendency to imitate, and the enormous authority enjoyed by the teacher create favorable preconditions for the formation of a highly moral personality. The foundations of moral behavior are laid precisely in primary school; its role in the process of socialization of the individual is enormous.

A primary school should include its students in reasonably organized, productive work that is feasible for them, the significance of which in the formation of the social qualities of an individual is incomparable. The desire of a primary school student for the bright, unusual, the desire to explore the wonderful world of wonders and challenges, physical activity - all this should be satisfied in a reasonable, beneficial and enjoyable game that develops in children diligence, culture of movement, skills of collective action and versatile activity.

Under the influence of learning, a gradual transition occurs from knowledge of the external side of phenomena to knowledge of their essence. Thinking begins to reflect the essential properties and characteristics of objects and phenomena, which makes it possible to make the first generalizations, the first conclusions, draw the first analogies, and build elementary conclusions. On this basis, the child gradually begins to form elementary scientific concepts.

Analytical-synthetic activity at the beginning of primary school age is still very elementary; it is mainly at the stage of visual and effective analysis, based on the direct perception of objects.

Junior school age is the age of quite noticeable personality formation.

It is characterized by new relationships with adults and peers, inclusion in a whole system of teams, inclusion in a new type of activity - teaching, which makes a number of serious demands on the student.

All this has a decisive impact on the formation and consolidation of a new system of relationships towards people, the team, learning and related responsibilities, forms character, will, expands the range of interests, and develops abilities.

At primary school age, the foundation of moral behavior is laid, moral norms and rules of behavior are learned, and the social orientation of the individual begins to take shape.

The character of younger schoolchildren differs in some ways. First of all, they are impulsive - they tend to act immediately under the influence of immediate impulses, promptings, without thinking or weighing all the circumstances, for random reasons. The reason is the need for active external release due to age-related weakness of volitional regulation of behavior.

An age-related feature is also a general lack of will: a junior schoolchild does not yet have much experience in long-term struggle for an intended goal, overcoming difficulties and obstacles. He may give up if he fails, lose faith in his strengths and impossibilities. Capriciousness and stubbornness are often observed. The usual reason for them is shortcomings in family upbringing. The child was accustomed to the fact that all his desires and demands were satisfied; he did not see refusal in anything. Capriciousness and stubbornness are a peculiar form of a child’s protest against the strict demands that the school makes on him, against the need to sacrifice what he wants for the sake of what he needs.

Younger schoolchildren are very emotional. Emotionality is reflected, firstly, in the fact that their mental activity is usually colored by emotions. Everything that children observe, think about, and do evokes in them an emotionally charged attitude. Secondly, younger schoolchildren do not know how to restrain their feelings or control their external manifestation; they are very spontaneous and frank in expressing joy. Grief, sadness, fear, pleasure or displeasure. Thirdly, emotionality is expressed in their great emotional instability, frequent mood swings, a tendency to affect, short-term and violent manifestations of joy, grief, anger, fear. Over the years, the ability to regulate one’s feelings and restrain their unwanted manifestations develops more and more.

Primary school age provides great opportunities for developing collectivist relationships. Over the course of several years, a junior schoolchild, with proper upbringing, accumulates the experience of collective activity that is important for his further development - activity in the team and for the team. Children’s participation in public, collective affairs helps foster collectivism. It is here that the child acquires the main experience of collective social activity.

The natural capabilities of a first-stage schoolchild are very great: his brain has such plasticity that allows him to easily cope with the tasks of verbatim memorization. Let’s compare: out of 15 sentences, a preschooler remembers 3-5, and a primary school student remembers 6-8.

Primary school students develop elements of social feelings, develop skills of social behavior (collectivism, responsibility for actions, camaraderie, mutual assistance, etc.). Collective connections arise, and public opinion is formed. Primary school age provides great opportunities for the formation of moral qualities and positive personality traits.

Speaking about the individual characteristics of children, first of all, we can recall the phenomenon of acceleration, because already at preschool age, about 8% of children have a “spread” of physiological development in terms of biological age of 2-3 years! It will be especially difficult for a teacher to work in a team where such a phenomenon occurs.

Another aspect: one student comes to school well-groomed, at home they are interested in his successes, help him overcome difficulties - all this creates a state of internal confidence and security in the child, and it is easier for the teacher to find contact with him. And the person sitting next to you may have a different environment in the family: unsettled life, scandals between parents - all this affects the assimilation of moral and moral values, and his reaction to school events depends on this.

The child tries with all his might to overcome all the obstacles that stand in the way, because the motives for establishing and maintaining positive relationships with other children become of great importance for the development of his personality. The main measure that determines a child’s position in a peer group is the teacher’s assessment and academic success. It is he who can help the child in his psychological and social development. The future of our country and the world as a whole lies in children, and they need health for their studies and for the long journey of life, and the WHO Constitution says: Health is a state of complete physical, spiritual and social well-being, and not just the absence of disease or physical defects.

Upon entering school, the child is included in a new system of relationships; his emotional well-being and relationship with his parents already largely depends on the teacher: if the teacher praises the child, the mother rejoices and gives him love and affection, but if he misbehaves a little at school or fails to complete an assignment, his attitude towards him can change dramatically. During this period, the teacher becomes for the child a figure who determines his mental state not only in the classroom, at the level and in communication with peers, his influence also extends to relationships in the family.

1.2 Features of socialization of younger schoolchildren: essence, concept

Education is the 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 “education” is one of the main ones in pedagogy. There is upbringing in a broad social sense, including the impact on the personality of society as a whole, and upbringing in a narrow sense - as a purposeful activity designed to form a system of personality traits, views and beliefs. Education is often interpreted in an even more local meaning - as the solution to a specific educational task (for example, the education of certain character traits, cognitive activity, etc.). Thus, education is the purposeful formation of personality based on the formation of 1) certain attitudes towards objects and 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.).

Developing the general concept of humanism, educational 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 towards the rights and responsibilities accepted in society. Experts propose the idea of turning children’s responsibilities into their rights, awareness and understanding of which increases the child’s self-esteem.

According to A.V. Petrovsky, personality development can be presented as a unity of continuity and discontinuity. “Continuity in the development of personality expresses the relative stability in the pattern of its transition from one phase to another in a given community, its reference. Discontinuity characterizes qualitative changes generated by the peculiarities of the individual’s inclusion in new specific historical conditions, which are associated with the action of factors related to its interaction with others, connected systems. In this case, with the education system accepted in society.”

Socialization is the process of assimilation and active reproduction of social experience by an individual, carried out in communication and activity. Socialization can occur both in conditions of spontaneous influence on the individual 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 entire 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 child development shows that in reality all the lines under consideration are interdependent and 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 training and education. This correlates with the fact that all the provisions of progressive educational psychology emphasize the importance of developing, educating education through the means of all academic subjects.

Human development occurs in his interaction with other people, in activity, in the process of training and education, and this is one of the main provisions of educational psychology.

As S.L. emphasizes Rubinstein, “a child develops by being raised and taught, but does not develop and be brought up and trained. This means that upbringing and teaching lies in the process of child development itself, and is not built on top of it; personal mental properties of the child, his abilities, character traits, etc. not only appear, but are also formed in the course of the child’s own activities.” From this follows the psychological thesis of the need for a special organization of a student’s learning as his educational activity. However, today’s school process and 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 the process of forming skills and social attitudes of individuals corresponding to their social roles, and others understand it as the introduction of an individual to participation in public life (understanding culture, behavior in groups, asserting oneself and fulfilling various social roles).

Numerous comparative studies conducted by sociologists, educators, psychologists and ethnographers in the 20th century have shown that not only social habits, customs, traditions, but even 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 has long been believed, only “natural”, i.e. natural and biologically determined (hard, strong man and soft, weak woman). They are formed by the dominant views on the image of men and women in a particular society.

The history of the emergence of the term “socialization” is associated with a “misunderstanding,” or rather, with an inaccuracy in translation from German into English. Nevertheless, the new word took root and accumulated classical sociological problems. The concept of “socialization” is broader 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 to develop in a child certain personal qualities and behavioral skills.

Socialization includes education, upbringing, and, moreover, the entire set of spontaneous, unplanned influences that influence the formation of personality, the process of assimilation of individuals into social groups.

There are two main approaches to determining the essence of the socialization process: 1) socialization is a kind of training, it is a “one-way street”, when the active party is society, and the person himself is a passive object of its various influences; 2) the overwhelming 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 and selectivity of the individual.

At the same time, socialization is considered as a process that continues throughout a person’s life. It is customary to distinguish primary socialization, which covers the period of childhood, and secondary socialization, which occupies a longer period of time and also includes adulthood and old age.

Socialization shapes a person as a member of a society that wants to form a certain type of person that corresponds to his social, cultural, religious, and ethical ideals. The content of these ideals varies depending on historical traditions, socio-economic and cultural development, social and political systems.

At the present stage, 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 maintaining certain specifics, acquires a number of universal and similar characteristics. This is due, first of all, to 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 society is interested in members of 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 inextricable unity with the implementation 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, ideological, but at different stages of time one or another level acquires dominant significance. For example, if physical development of a person occurs most intensively in childhood, then social and ideological components subsequently dominate.

A feature of children of primary school age, which makes them similar to preschoolers, but intensifies even more when they enter school, is boundless trust in adults, mainly in teachers, submission and imitation of them. Children of this age fully recognize the authority of an adult and almost unconditionally accept his assessments. Even when characterizing himself as a person, a junior schoolchild basically only repeats what an adult says about him. This directly relates to self-esteem. Unlike preschoolers, younger schoolchildren already have self-esteem 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, or 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 developing motivation to achieve success. Between approximately 6 and 11 years of age, a child develops an idea of how to compensate for the lack of his abilities by increasing his efforts and vice versa.

In parallel with the motivation to achieve success and under its influence, hard work and independence are improved at primary school age. Hard work arises as a consequence of repeated successes when sufficient effort is applied and the child receives rewards for this, especially when he has shown persistence 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 is mutually balanced.

When a child enters school, changes occur in his relationships with people around him, and quite significant ones at that. First of all, the time allocated for communication increases significantly. The topics of communication change; it does not include topics related to the game. In addition, in children of grades III-IV, the first attempts to restrain emotions, immediate impulses and desires are noted. At primary school age, their individuality begins to emerge more strongly. There is a significant expansion and deepening of knowledge, the child’s skills and abilities are improved; Most children in grades III-IV demonstrate both general and special abilities for various types of activities.

Of particular importance for development at this age is the stimulation and maximum use of achievement motivation in children’s educational, play, and work activities.

By the end of primary school age, by grades III-IV, relationships with peers become increasingly important for children, and here additional opportunities open up for the active use of these relationships for educational purposes.

Chapter 2. Methodological foundations of socialization of junior schoolchildren

socialization education schoolchild age

We studied a number of programs aimed at improving the conditions for the socialization of junior schoolchildren, which allowed us to generalize the methodological foundations of programs in this area.

Goal of the program: To create pedagogical and socio-psychological conditions that allow elementary school students to master socialization skills.

In modern conditions, there is an increasing need for active, strong-willed individuals who know how to organize their work and themselves, who are able to take initiative and overcome difficulties on their own. In this regard, it became necessary to focus on the regulation of the child’s social behavior.

Program objectives:

· Formation of the ability of primary school students to navigate in a new social environment;

· Formation of a positive self-concept;

· Formation of a communicative culture, development of the ability to communicate and collaborate;

· Development of volitional regulation of behavior and activity;

· Education of spiritual and moral qualities of the individual;

· Development of reflexive action skills.

Approximate educational and thematic program plan:

.1 module Formation of the social position of a 6-7 year old child .

The main goal of this module is specified in the following tasks:

· Diagnosis of the formation of socio-psychological readiness with the aim of organizing work on the child’s successful adaptation to school.

· Formation of the ability to navigate in a new social environment, mastering a new social role.

· Formation of the need for communication and communication skills.

.2 module .

Goal: Formation and development of volitional qualities as socially significant personality traits.

.3 module Psychological and pedagogical status of a primary school student .

Module objectives:

· To highlight the psychological components of students’ social activity, to identify its intrapersonal determinants and developmental features in younger schoolchildren;

· To determine a set of productive methods of psychological and pedagogical support for primary school graduates with the aim of successful adaptation to middle management.

Based on the analysis of data from previous diagnostics, two groups are created for further work.

· The first group works on the development of cognitive behavioral components: attitude towards meaningful activities, interaction with peers, self-control skills, skills of behavior in difficult situations.

· The second group works on the development of the motivational and personal component: self-esteem, educational motivation, self-regulation.

Group classes are conducted in the form of training and game exercises. Students have the opportunity to interact with peers, experience situations of cooperation and mutual support, and create models of effective communication. Game action develops the ability for self-control, criticality towards oneself and others, and the ability to analyze these actions. Classes are held in alternation, 1 time per week and consist of 19 - 20 lessons.

· 1.Volitional regulation of behavior and activity - for the formation and development of volitional qualities as socially significant personality traits.

· 2.Social activity and its developmental features in younger schoolchildren - for the development of behavioral components: attitude towards meaningful activities, interaction with peers, self-control skills, behavior skills in difficult situations; for the development of the motivational and personal component - self-esteem, educational motivation, self-regulation.

Work on social development should also take place in educational activities.

In the lessons of the surrounding world, attention is focused on expanding children's ideas about nature, norms of life - knowledge is being formed about objects and phenomena of the surrounding world and the connections between them; to become familiar with social norms of behavior in all spheres of human life: in everyday life, at work, on the street, in transport, in the lap of nature, in a store and other places - there is training in safety measures when interacting with the outside world, overcoming the aesthetically negative attitude of children towards some natural objects.

This work is carried out through didactic games, entertaining exercises, stories, conversations, observations, experiments, excursions, and proverbs.

Health lessons are aimed at developing in a child the value of health, a sense of responsibility for maintaining and strengthening his health, and expanding knowledge and skills in hygienic culture.

No wishes, orders, or punishments can force a person to lead a healthy lifestyle, protect and improve health, if he himself does not consciously form his own style of healthy behavior.

Analyzing the programs, we identified the ways through which a conscious attitude towards a healthy life will be formed:

By teaching children sanitary skills, you can give them an expanded understanding of the world of microorganisms and their harmful effects on human health.

Through familiarization with the rules of the road - instilling in them the skills of safe behavior on the street.

o 2. Submission to ethnocultural requirements.

Right now, family members and teachers are examples of conscious imitation for the child, and a 7-8 year old child consciously repeats the actions of adults and tries to consolidate the automatism of some actions.

o 3. Getting pleasure from self-improvement.

The feeling of health brings joy to a person regardless of age.

We teach the child to be aware of this joy - he masters reflection (awareness) of emotions. For example, clean hand skin is much nicer than dirty fingers; clean, beautiful clothes are also nice.

These motivations for creating a healthy lifestyle are available to a 7-8 year old child.

Work on the formation of social qualities.

A person’s upbringing is characterized by various social qualities, reflecting the individual’s diverse relationships to the world around him and to himself.

The task is for any person to meet the basic criteria accepted in society. To do this, it is necessary to establish the most important socially significant qualities that can be considered mandatory for the citizens of our country. Such qualities can serve as the level of social development of a schoolchild and characterize the degree of his readiness for life in society.

These are the following social qualities:

· Partnership.

· Respect for elders.

· Kindness.

· Honesty.

· Hard work.

· Thrift.

· Discipline, maintaining order.

· Curiosity.

· Love for beauty.

· The desire to be strong and agile.

Determining the level of development of these social qualities will help determine the level of social development of the student.

These same indicators act as parameters by which one can judge the education of students.

These social qualities developed through various forms of work:

· In educational activities - intellectual, role-playing games, group reading, discussion of what was read, drawing, work with proverbs, work in groups.

· In extracurricular activities - preparation and participation in holidays, class hours, work activities, running errands.

Features of gender-role socialization

Pedagogical interest in gender-role development in connection with the gender-role socialization of a child is due to a number of circumstances, and above all, the understanding that in real life a child develops as a representative of a certain gender.

The specifics and dynamics of the development of a child as a representative of his gender in the conditions of modern psychosexual culture requires a revision of pedagogical positions in relation to the practice of sex education for children, namely:

· reorienting the goals of education from the cognitive component of gender-role development to emotional, effective and behavioral ones and ensuring their connection;

· taking into account the specifics and dynamics of gender-role development, factors of gender-role socialization in the educational process;

· creating conditions to ensure the interpenetration of the processes of socialization and individualization during the gender-role development of the child;

· implementation of the coordinating and compensating functions of sex education in the educational process.

The implementation of such programs will allow younger schoolchildren to painlessly accept and master new social roles and successfully function in a different system of school relations.

Conclusion

Socialization is the process by which an individual internalizes the norms of his group in such a way that, through the formation of his own I the uniqueness of a given individual as a person is manifested, the process of assimilation by the individual of patterns of behavior, social norms and values necessary for his successful functioning in a given society.

Socialization covers all processes of cultural inclusion, training and education, through which a person acquires a social nature and the ability to participate in social life. The entire environment of the individual takes part in the process of socialization: family, neighbors, peers in a children's institution, school, the media, etc.

Every child wants to achieve social success in the future. However, analyzing school statistics, we see that not all of today’s schoolchildren have a sufficient level of independence, and the skills to analyze and evaluate their activities and actions are poorly developed. To correct the situation, it is necessary, starting from elementary school, to build work on adaptation and socialization of the individual.

Primary school age is a period of positive changes and transformations in all areas of mental development. The process of socialization at this time occurs on the basis of intensive development and enrichment of the child’s social nature. The more positive acquisitions a student has, the easier it will be for him to adapt to the modern world.

It is necessary that a primary school teacher considers the goal of his teaching activity to be the creation of an educational environment that would contribute to the successful socialization of younger schoolchildren.

Based on the fact that during primary school childhood the leading activity is learning, and personal new formations are self-esteem, arbitrary goal setting and awareness of belonging to society, activities for the socialization of primary schoolchildren must be built along 3 main directions:

· Education. The choice of programs and technologies aimed at developing the child as a subject of educational activity.

· Upbringing. Organization of the educational process aimed at personal development, creating conditions for self-expression, self-affirmation, self-realization of each child.

· Managing the quality of education at the local level. Construction of an assessment system that promotes the formation of adequate self-esteem and self-control skills.

Thus, the socialization of younger schoolchildren through pedagogy promotes favorable adaptation, relatively quick establishment of contacts, an optimistic perception of people, relieves social anxiety, increases the child’s status in society, and ensures better results in any type of activity.

Bibliography

1.Andreeva G.M. Level of social stability and features of socialization in high school age // Bulletin of Moscow State University. Episode 14. Psychology. - 1997. - No. 4. - P.31.

.Vyatkin A.P. Psychological methods for studying the economic socialization of the individual in the learning process. - Irkutsk: Publishing house BGUEP, 2004. - 228 p.

.Golovanova N.F., Socialization of younger schoolchildren as a pedagogical problem. - St. Petersburg: Special literature, 1997.

.Kletsina I.S. Gender socialization: Textbook. - St. Petersburg, 1998.

.Kondratyev M.Yu. Typological features of psychosocial development of adolescents // Questions of psychology. - 1997. - No. 3. - P. 69-78.

.Nevirko D.D. Methodological foundations for studying personality socialization based on the principle of a minimal universe // Personality, creativity and modernity. 2000. Vol. 3. - pp. 3-11.

.Pakhomov V.N. The “citizen” project is a way of socializing teenagers // Public education. - 2000. - No. 7. - P.163.

.Rean A.A. Socialization of personality // Reader: Psychology of personality in the works of domestic psychologists. - St. Petersburg: Peter, 2000.

.Dictionary of social pedagogy: Textbook. manual for higher students textbook establishments / Author - comp. L. V. Mardakaev. M.: Publishing house. Center "Academy", 2002.

.Khasan B.I., Tyumeneva Yu.A. Features of the assignment of social norms by children of different sexes // Questions of psychology. - 1997. - No. 3. - P.32-39.

.Shinina T.V. The influence of psychodynamics on the formation of the individual style of socialization of children of primary school age // Materials of the First International. scientific-practical conference "Educational Psychology: Problems and Prospects" (Moscow, December 16-18, 2004). - M.: Smysl, 2004. - P.60-61.

.Shinina T.V. Study of individual characteristics of socialization of children of senior preschool and primary school age // Scientific works of MPGU. Series: Psychological and pedagogical sciences. Sat. articles. - M.: Prometheus, 2004. - P.593-595.

.Shinina T.V. Studying the process of socialization of children of senior preschool and primary school age. Materials of the XII International Conference of Students, Postgraduate Students and Young Scientists "Lomonosov". Volume 2. - M.: Moscow State University Publishing House, 2005. - P. 401-403.

.Shinina T.V. Psychological and pedagogical culture of parents as a factor in the mental development and socialization of children // Scientific works of MPGU. Series: Psychological and pedagogical sciences. Sat. articles. - M.: Prometheus, 2003. - P.758-759.

.Yartsev D.V. Features of socialization of a modern teenager // Questions of psychology. - 1998. - No. 6. - P.54-58.

1.2 Features of socialization of younger schoolchildren: essence, concept

Human development occurs in his interaction with other people, in activity, in the process of training and education, and this is one of the main provisions of educational psychology.

As S.L. emphasizes Rubinstein, “a child develops by being raised and taught, but does not develop and be brought up and trained. This means that upbringing and teaching lies in the process of child development itself, and is not built on top of it; personal mental properties of the child, his abilities, character traits, etc. not only appear, but are also formed in the course of the child’s own activities” Reference by Rean A.A. Socialization of personality // Reader: Psychology of personality in the works of domestic psychologists. - St. Petersburg: Peter, 2000. P. 152. . From this follows the psychological thesis of the need for a special organization of a student’s learning as his educational activity. However, today’s school process and educational activities are going through a rather difficult period, like our entire society.

It should be noted that the content of the socialization process is determined by the fact that society is interested in members of 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.

Of particular importance for development at this age is the stimulation and maximum use of achievement motivation in children’s educational, play, and work activities.

The influence of the media on the social development of primary schoolchildren

It is obvious that in order to understand the characteristics of socialization and the formation of a system of value orientations of students, it is absolutely not enough to limit ourselves to considering the mechanisms of these processes within the framework of educational institutions only...

The influence of family education styles on the successful socialization of a primary school student

A person is formed as a personality and subject of activity in the process of socialization. Socialization is understood as the process of an individual’s assimilation of social norms and the development of social roles accepted in a given society...

Play as an effective way of socializing primary schoolchildren

Methodology for studying the section "Handicrafts" 5th grade

Methodology of social and pedagogical activities for the development of creative abilities of children of primary school age

One of the most important factors in the creative development of children is the creation of conditions conducive to socialization in the process of developing their creative abilities. When talking about creating these conditions, we cannot lose sight of such concepts...

Multimedia technologies as a means of correcting dysgraphia in children of primary school age

multimedia writing disorder correction The content of the term “dysgraphia” is defined differently in modern literature. Here are some of the most well-known definitions. R.I...

Teaching metal processing technology

Professional self-determination of schoolchildren in the process of studying fabric processing technology

In philosophy, “self-determination” is defined as a concept of ethics and is considered as “an active attitude towards a situation, disinterested and even associated with risk, since it is aimed at protecting aesthetic values from what threatens them”...

Prevention of surfactant consumption in primary school age through extracurricular activities

The initial period of school life occupies the age range from 6-7 to 10-11 years (grades 1-4). When a child enters school, under the influence of learning, a restructuring of all his conscious processes begins, their acquisition of qualities...

Working on an essay as a way to develop the creative imagination of primary schoolchildren

Along with memory images, which are copies of perception, a person can create completely new images. In images we can imagine something that was not at all in our experience, and even that...

Socialization of schoolchildren

socialization education schoolchild age We studied a number of programs aimed at improving the conditions for socialization of younger schoolchildren, which allowed us to generalize the methodological foundations of programs in this area...

Factors of socialization of preschool children and their typology

Currently, the idea that socialization should be considered as a two-way process, including not only assimilation...

Formation of an ecologically educated personality of a junior schoolchild

Global environmental problems have posed new challenges for school practice in educating the younger generation in the spirit of a careful, responsible attitude towards nature, rational use of natural resources and protection of natural resources...

Environmental education of junior schoolchildren

As the experience of the previous century shows, with the rapid development of scientific and technical equipment, the nature of the planet is being destroyed no less quickly. One involuntarily suspects the close interdependence of these processes...

Ecological and local history education for junior schoolchildren

By environmental and local history education we understand a system of environmental knowledge with a local history focus...

Junior school age covers the period of life from 6-7 to 9-11 years and is determined by the most important circumstance in a child’s life - his admission to school. A new structure of relationships is emerging at school. The “child - adult” system is differentiated into “child - teacher” and “child - parents”. The “child-teacher” relationship acts as a “child-society” relationship for the child and begins to determine the child’s relationship with his parents and relationships with other people.

The beginning of the period is rooted in the crisis of 6–7 years, when the child combines the features of preschool childhood with the characteristics of a schoolchild.

The new social situation of development requires a special activity from the child - educational activity. When a child comes to school, there is no learning activity as such; it must be formed in the form of learning skills. The main difficulty encountered on the path of this formation is that the motive with which the child comes to school is not related to the content of the activity that he must perform at school. Educational activity will be carried out throughout all years of study, but only now, when it is taking shape and being formed, it is leading.

Educational activity is an activity that turns the child on himself, requires reflection, an assessment of “what I was” and “what I have become.”

All types of activities contribute to the development of the cognitive sphere.

The predominant type of attention at the beginning of learning is involuntary; in the elementary grades, the process of formation of voluntariness in general and voluntary attention in particular occurs. But voluntary attention is still unstable, since it does not yet have internal means of self-regulation. This instability is revealed in the weakness of the ability to distribute attention, in distractibility and satiety, rapid fatigue, and switching attention from one object to another.

Thinking becomes the dominant function at primary school age. The transition from visual-figurative to verbal-logical thinking, which began in preschool age, is completed. Imaginative thinking is becoming less and less necessary in educational activities.

Most children exhibit a relative balance between different types of thinking. An important condition for the formation of theoretical thinking is the formation of scientific concepts. Theoretical thinking allows the student to solve problems, focusing not on external, visual signs and connections of objects, but on internal, essential properties and relationships. The development of theoretical thinking depends on how and what the child is taught, i.e. depending on the type of training.

Perception is not differentiated enough. In order for the student to more subtly analyze the qualities of objects, the teacher must carry out special work, teaching him to observe. If preschoolers were characterized by analyzing perception, then by the end of primary school age, with appropriate training, synthesizing perception appears. Developing intelligence creates the ability to establish connections between elements of what is perceived.

Memory develops in two directions - arbitrariness and meaningfulness. Children involuntarily remember educational material that arouses their interest, presented in a playful way, associated with bright visual aids, etc. But, unlike preschoolers, they are able to purposefully, voluntarily memorize material that is not interesting to them. Every year, learning is increasingly based on voluntary memory.

Imagination also goes through two stages in its development. At the first, the recreated images characterize the object, are poor in detail, inactive - this is a recreating (reproductive) imagination; the second stage is characterized by significant processing of figurative material and the creation of new images - this is productive imagination.

Speech is one of the most important mental processes of a primary school child. One of the functions of speech becomes communicative. The speech of a junior schoolchild is varied in the degree of arbitrariness, complexity, and planning, but his statements are very spontaneous.

Thus, the main neoplasms of primary school age in the cognitive sphere can be considered:

1) a qualitatively new level of development of voluntary regulation of behavior and activity, including “internal”, mental;

2) reflection, analysis, internal action plan;

3) development of a cognitive attitude to reality

The motivational sphere, according to A.N. Leontiev, is the core of the personality. Among the various social motives of learning, perhaps the main place is occupied by the motive of obtaining high grades. High grades for a young student are a source of other rewards, a guarantee of his emotional well-being, and a source of pride.

Internal motives:

1) Cognitive motives - those motives that are associated with the content or structural characteristics of the educational activity itself: the desire to acquire knowledge; the desire to master ways of independently acquiring knowledge;

2) Social motives - motives associated with factors influencing the motives of learning, but not related to educational activities, the desire to be a literate person, to be useful to society; the desire to gain the approval of senior comrades, to achieve success and prestige; the desire to master ways of interacting with other people and classmates. Achievement motivation often becomes dominant in primary school. Children with high academic achievements have a clearly expressed motivation to achieve success - the desire to do a task well, correctly, and get the desired result. Motivation to avoid failure. Children try to avoid a “f” and the consequences that a low grade entails - the teacher’s dissatisfaction, parents’ sanctions.

External motives - to study for good grades, for material reward, i.e. The main thing is not gaining knowledge, some kind of reward.

At this age, self-awareness actively develops. The development of educational motivation depends on the assessment; it is on this basis that in some cases difficult experiences and school maladjustment arise. School grades directly affect the development of self-esteem.

Assessment of academic performance at the beginning of school is an assessment of the individual as a whole and determines the social status of the child. Excellent students and some well-performing children develop inflated self-esteem. For underachieving and extremely weak students, systematic failures and low grades reduce their self-confidence and their abilities. Full development of personality involves the formation of a sense of competence.

For children to develop adequate self-esteem and a sense of competence, it is necessary to create an atmosphere of psychological comfort and support in the classroom. Teachers who are distinguished by high professional skills strive not only to meaningfully evaluate the work of students.

The level of aspirations is also formed on the basis of self-esteem, i.e. level of achievement that he is capable of. The more adequate the self-esteem, the more adequate the level of aspirations.

Social competence is the ability to enter into communicative relationships with other people. The desire to make contact is determined by the presence of needs, motives, a certain attitude towards future communication partners, as well as one’s own self-esteem. The ability to enter into communicative relationships requires a person to be able to navigate and manage a social situation.”

They evaluate only specific work, but not the individual, do not compare children with each other, do not encourage everyone to imitate excellent students, orient students towards individual achievements - so that tomorrow’s work is better than yesterday’s.

Based on the definition of social competence, the following should be highlighted:

area of knowledge (linguistic and social);

area of skills (speech and social);

area of abilities and personal characteristics.

The area of social skills includes the ability to address your message; the ability to attract the attention of an interlocutor; the ability to offer assistance; the ability to listen to the interlocutor and show interest in what he says, etc.

Social confidence as a personality quality manifests itself in the sphere of a child’s interactions with other people. The effectiveness of interaction depends on social abilities and social skills, which give the child the opportunity to choose a method of self-affirming behavior and creative self-expression that is acceptable to his own individuality.

Creating conditions in the classroom to improve the effectiveness of a child’s interaction with peers helps strengthen the child’s confidence in himself and in his abilities to communicate with other people.

Social competence has age dynamics and age specificity. The formation of components of social competence depends on age-related patterns of development, leading needs (motives) and tasks of the age period, therefore it is necessary to take into account:

psychological characteristics of this age category of students;

features of the formation of communication skills and socialization of certain personality types;

individual pace of development;

the structure of the child’s communication abilities, in particular: the presence of both positive and negative communication experiences; the presence or absence of motivation to communicate (social or communicative maturity);

The ability to rely on knowledge and skills developed in the process of studying other subjects (Russian language, literature, rhetoric, history, etc.).

During primary school age, reflection also develops - the child’s ability to look at himself through someone else’s eyes, as well as self-observation and correlation of his actions and deeds with universal human norms. It can also be noted that with age the child becomes more critical and can move from a specific situational self-esteem to a more social one. So, the main new development of this age in the personal sphere can be called:

1) Emergence of orientation towards a peer group

2) the emergence of arbitrary regulation of behavior based on self-esteem

The structure of interpersonal relations consists of two independent substructures of relations between boys and girls. Modern society is characterized by a change in value and moral orientation in the sphere of relations between the sexes; there is a blurring of the boundaries between female and male social roles, and there is an influence of a negative information background that provokes aggression in girls and increased anxiety in boys. In this regard, there is a need to study the gender identity of junior schoolchildren and identify the features of its formation.

Gender socialization at school is the process of the education system influencing boys and girls in such a way that they internalize gender norms and values, models of male and female behavior accepted in a given sociocultural environment. The transmission of cultural norms in the educational process implements a certain social order “for the reproduction of the social role positions of subjects,” however, as G. M. Breslav and B. I. Khasan note, “the assimilation of social experience can act in teaching as an end in itself or - - as a starting point for a child’s development.” The focus on the strict reproduction of traditional stereotypes means that the abilities of boys and girls that do not correspond to them will be suppressed and this will lead to an increase in the number of so-called “latent victims” of socialization. They become people who do not fit into generally accepted norms, but whom the education system nevertheless forced to comply with these norms. This type of socialization can be designated as gender insensitive.

Gender-sensitive socialization involves the development of individual inclinations and abilities of boys and girls, including those attributed to the opposite sex.

The influence of school on the formation of gender ideas among female students is quite strong, which is explained by the fact that children and adolescents spend most of their time at school. In the process of studying in an educational institution, students can either reinforce the patriarchal stereotypes they have learned from their parents or from the media, or move away from them. Therefore, it is necessary to study the gender patterns that boys and girls learn in school; assess how much they contribute to the development of the personality of schoolchildren and schoolgirls and meet the requirements of the current situation.

The most distinct predominance - in girls in verbal activity, and in boys in the ability to abstract manipulation - begins to be detected by the age of 11. The formation of the main substructures of character, in particular, the image - I, also has a gender mark. Girls show greater signs of maturity than boys in terms of physical status and social orientation, as well as cognitive skills and interests. The image - Self of boys, in terms of the percentage of characteristics included in it, is comparable rather to the image - Self of not peers, but girls two years younger. Differences also appear in the structure of self-description: boys more often write about their interests and hobbies, but girls more often touch on the topic of relationships with the opposite sex, problems of family and relatives.

Despite the fact that the problem of gender identity is relatively new, there is a sufficient amount of experimental and theoretical research in this area (S. Byrne, A. Eagly, K. Bjerquist, K. Dukes, D. Farrington, K. West, L .V. Popova, E.A. Zdravomyslova, A.A. Temkin, U.A. Voronina, L.P. Repin, etc.).

Currently, there are a number of theories and concepts of gender identity formation: the theory of sex-role socialization, which uses social models of assimilation of normal gender identity (R.W. Conell, J. Stacey and B. Thome); the theory of the dependence of the formation of a gender stereotype on the general intellectual development of the child (L. Kolberg, I.S. Kon); a theory that determines gender identity by adults encouraging children for masculine behavior in boys and feminine behavior in girls (Ya.L. Kolominsky, M. Meltsas); theory of the formation of a person’s mental gender (B.S. Ageev, T.A. Repina, Y. Tajfel, J. Turner, B.A. Yadov, etc.).

Most of these authors consider gender identity as one of the substructures of personal identity. Gender identity can also be described in terms of the characteristics of self-perception, self-determination of a person, his membership in a female or male group, which is formed on the basis of the assimilation of social and cultural patterns, models, norms and rules of behavior, and includes not only the role aspect, but also the image of a person as a whole.

The role of the family in the successful socialization of children of primary school age is the subject of attention in all historically established pedagogical systems (Ya.A. Kamensky, K.D. Ushinsky, P.F. Kapterev, etc.).

Features of the socialization of a child from an early age, depending on regional conditions, traditions and customs, have been substantiated in recent decades in the works of G.N. Volkova, N.D. Nikandrova, E.H. Shiyanova, R.M. Grankina and others.

Modern science considers the role of the family in successful socialization as the totality of all social processes through which an individual assimilates and reproduces a certain system of knowledge and norms of values that allow him to function as a full member of society. Indicators of successful socialization at primary school age are the manifestations of such qualities as independence, initiative, diligence, and the individual’s assumption of a certain amount of responsibility. Responsibility of primary school age is recognized as the most important criterion for the transition of social reactivity (responses limited to a specific situation) into socially active behavior. At this age, it becomes possible to self-regulate behavior based on acquired knowledge and rules of behavior. There are persistent attempts to restrain one’s desires, which go against the demands of adults, to subordinate one’s actions to established social norms of behavior (L.I. Bozhovich, A.N. Leontyev, etc.).

Family socialization depends on relationships within the family, the authority and power of parents, and the composition of the family. The current state of the family is influenced by all the changes taking place in society. In the family, the child learns the norms of human relationships, absorbing everything positive and negative that is in the family. Carrying out a social function, the family shapes the child’s personality.

The result of socialization - individualization is the degree of social maturity of a growing person, that is, the accumulation of social human properties in himself.

Thus, to determine the effectiveness of the socialization process of a junior schoolchild, we can distinguish groups of criteria:

1. social adaptation, which offers the child’s active adaptation to the conditions of the social environment, his optimal inclusion in new or changing conditions, motivation to achieve success in achieving goals;

2. social autonomy, which offers the implementation of a set of attitudes towards oneself, stability in behavior and relationships;

3. social activity, which is considered as a realizable readiness for social action in the sphere of social relations, aimed at socially significant transformation of the environment, creativity, independence, and effectiveness of actions.

A.V. Mudrik points to two possible vectors for the development of socialization. Socialization occurs in conditions of spontaneous interaction between a person and the environment, in a relatively directed by society and the state process of influence on certain age, social, professional groups of people, as well as in the process of relatively targeted and socially controlled education (family, religious, social).

I.S. In this regard, Kohn notes that education implies, first of all, directed actions, through which an individual consciously tries to instill the desired traits and properties, while socialization, along with education, includes unintentional, spontaneous influences, thanks to which the individual joins the culture and becomes full-fledged and valuable member of society.

O.M. Kodatenko in his research identifies vectors of socialization that are carried out on the basis of individual resources in accordance with or contrary to the objective conditions of life. The latter are distinguished: prosocial (self-construction, self-improvement), asocial or antisocial (self-destruction).

I.S. Within the framework of the general process of socialization, Kohn identifies more specific subprocesses. As the core of directed education, this author highlights education, that is, the process of transferring knowledge and cultural values accumulated by past generations. Education, in turn, includes targeted, specialized and formalized training in its methods, as well as broad education, that is, the process of propaganda and dissemination of culture, offering relatively independent and free selection by individuals of the information communicated. These processes are interconnected, but not identical and can be implemented through different social institutions.

According to A.V. Mudrik, personality development in the process of socialization occurs as three groups of tasks are solved for each age or stage of socialization:

1. natural and cultural (physical, sexual development),

2. socio-cultural (moral, value-semantic guidelines),

3. socio-psychological (formation of self-awareness, self-determination of personality).

We can conclude that personality development is the goal of each stage of socialization. A.V. Mudrik points out that a person can be not only an object and subject of socialization, but also a victim of socialization, a victim of unfavorable conditions of socialization.

We can conclude that the socialization of a primary school student is a process of gaining experience in social relations and mastering new social roles that occurs in areas of activity. Communication and self-knowledge through recognition, mastery, appropriation, enrichment and transfer by the child of the experience of social interaction between children and adults. At the same time, in the process of socialization, the child develops a readiness for social actions.

Human development occurs in interaction with other members of society, in the course of activity, in the process of training and education.

Socialization in childhood sets the limits to what can be achieved through socialization in adulthood.

Download:

Preview:

Hello, my name is Olga Alexandrovna. I'm a teaching assistant.

Topic: “Socialization of younger schoolchildren.”

There are quite a lot of definitions of socialization at the moment. We will rely on the definition given by Tatyana Davydovna Martsinkovskaya. Let's write it down.

Socialization – the process of an individual’s assimilation of patterns of behavior, psychological attitudes, social norms and values, skills, and knowledge that allow him to function successfully in society. [Martsinkovskaya T.D., 2010]

The social life of children goes through a number of changes at different stages of development.

The situation of social development determines the personal development of the individual, which goes through a state of adaptation, individualization and integration as macro- and microphases. All these lines of development are interconnected and interdependent. Based on these provisions, it is clear that only with their joint implementation, it is possible to create such a progressive change that can be called the mental personal development of a person in the full sense of the word.

Let us note that such development occurs under the influence of the social environment, in the situation of education and training. All this correlates with provisions that emphasize the importance of educational, developmental education through all academic subjects.

Human development occurs in interaction with other members of society, in the course of activity, in the process of training and education.

Let's celebrate, S.L. Rubinstein emphasizes that “a child develops by learning and being brought up, rather than developing and being taught and brought up. This means that upbringing and learning lies in the process of child development itself, and is not built on top of it; the child’s personal mental properties, his character traits, abilities are not only manifested, but also formed in the course of the child’s own activities.”

Having analyzed this thesis, we can talk about the need for a special organization of the student’s education as his educational activity. But it is worth noting that the school process today, like, in principle, the whole society as a whole, is going through a rather difficult period.

Many scientists, Ya. A. Kamensky, P. F. Kapterev, K. D. Ushinsky and others, noted that the family plays a big role in the successful socialization of younger schoolchildren.

In modern science, the role of the family in successful socialization is considered as the totality of all social processes through which an individual assimilates and reproduces a certain system of knowledge, norms, and values that allow him to function as a full member of society.

What qualities are necessary for successful socialization?

Indicators of successful socialization in primary school age include such qualities as diligence, independence, initiative, responsibility, which is recognized as the most important criterion for the transition of social reactivity to socially active behavior in primary school age. At this age, it becomes possible to self-regulate behavior based on acquired knowledge and rules of behavior. Younger schoolchildren try to restrain their desires, which do not coincide with the demands made by adults, and subordinate their actions to established social norms of behavior (L. I. Bozhovich, A. N. Leontyev).

Socialization in the family depends on the relationships that develop within the family, on the authority and power of the parents, and on the composition of the family. In the family, the child learns the norms of human relationships. The family shapes the child’s personality through the implementation of social functions.

The result of socialization is the degree of social maturity of a growing person, that is, the accumulation of social human properties in himself.

Thus, to determine the effectiveness of the socialization process of a primary school student, groups of criteria can be distinguished: social adaptation, social autonomy, social activity.

Let's write them down and look at what is included in which group.

1. social adaptation - the child’s active adaptation to the conditions of the social environment, his optimal inclusion in new or changing conditions, motivation to achieve success in achieving goals;

2. social autonomy - the implementation of a set of attitudes towards oneself, stability in behavior and relationships;

3. social activity - the implementation of readiness for social action in the sphere of public relations, which is aimed at socially significant transformation of the environment, independence, creativity, and effectiveness of actions.

Socialization in childhood sets the limits to what can be achieved through socialization in adulthood.

When children enter primary school, they have a new status. Junior school age is characterized by a transition to a new social role.

What social role appears at this age?

(role of a schoolboy).

The key to understanding the interaction between education and socialization of children was the cultural and historical concept of L.S. Vygotsky and his followers.

Let's write down how socialization is represented in this concept.

In this concept, socialization is presented as a determining, foundation-creating process of entry into culture for subsequent development. Mainly, the child is considered from the perspective of mastering sociocultural experience (A.A. Bodalev, M.I. Lisina, E.O. Smirnova), during which there is not so much a gradual socialization that is introduced into the child from the outside, but a gradual individualization that arises based on the child’s internal sociality (A.V. Brushlinsky). The formation of a child’s personality is associated with the mastery of socially developed methods of analyzing the surrounding reality (L.F. Obukhova) and the development of social relations (M.I. Lisina). The cultural development of the individual is understood as mastery of social means and, above all, language, speech, words, which is the general line of development of the child. The process of formation of a child’s personality in the concept of L.S. Vygotsky is based on consideration of the categories of “activity” and “development” - central concepts in the general psychological theory and concept of personality. The formation and mastery of higher mental functions, their sociogenesis takes place in the process of the child’s interaction with social reality in activity and communication. The socialization of an individual is considered in the concepts of: “social situation of development”, “leading type of activity”, “personal new formations”, “crisis”, and age-related new formations are an indicator of personal development.

Children are realized within the framework of two main directions of the social structure in which they study:

Formal, associated with the school system;

Informal, associated with partnership interaction.

Status in both of these social structures is determined primarily by the child's social skills and achievements rather than by official status.

Learning to interact socially is the main development task for younger schoolchildren in the initial period of education. During this period, personal growth and biological changes occur.

When younger schoolchildren enter school, their relationships with others change, and quite significantly. First of all, the time allotted for communication increases significantly. It is worth noting that at this age the child’s leading activity changes, which means there are changes in the topics of communication, which now do not include topics related to play.

At school, children will be influenced by two groups of socialization agents: the teacher and peers.

For children of primary school age, an adult isauthority, and children almost unconditionally accept his assessments. Even in the case when a child characterizes himself as an individual, what occurs is basically a repetition of what the adult says about him. Self-esteem directly depends on this. Gradually, children begin to evaluate not only the result of their actions, but also the process.

The process of socialization includes training during which a junior student learns to interact with other people (students and teachers).

Children's social interactions with peers promote their cognitive development.

What is the leading activity at primary school age?

The leading activity at primary school age is educational. Children's attitude to learning is primarily characterized by a search for knowledge.

At primary school age, a significant expansion and deepening of knowledge occurs, and the child’s abilities and skills are improved.

The importance of school as an institution of socialization can be broken down into three parts: school and society, classroom, teacher.

The school is the first institution of socialization, which allows children to develop new attachments and feelings that go beyond the family and have a wider social spectrum.

One of the main functions of the school is to instill a culture of behavior, understanding, and to be compassionate and sensitive in society.

Children of primary school age can manage their behavior based on their intentions and decisions, thanks to their increased level of self-control. Having gained experience in gaming, educational and work activities, the child has the prerequisites for motivation to achieve success.

One of the most important new developments in primary school age is the transition from direct behavior to indirect, conscious, voluntary behavior. The child learns to actively organize his activities in accordance with his goals, intentions, and decisions, which indicates the emergence of a new level of organization of the motivational-need sphere, being an important indicator of personal development.

The younger schoolchild develops motives that stimulate the desire for self-affirmation, the emergence of self-esteem, and a change in the ability to voluntarily regulate behavior. Broad social motives become the most important for the child’s consciousness. Such as motives of self-improvement, self-determination, duty and responsibility. These motives are the result of social influences. Therefore, the child begins to be guided by conscious goals, social norms, rules, and ways of behavior.

At primary school age, further improvement of voluntary emotional regulation of behavior occurs.

According to many scientists, the interests of younger schoolchildren are dynamic: they are unstable (A.A. Lyublinskaya), situational (N.G. Morozova), short-lived (S.L. Rubinshtein), superficial (V.V. Davydov). A pronounced cognitive interest at this age is based on an intuitive acceptance of the value of knowledge (V.V. Davydov).

The younger student begins to realize that he is not isolated, but is in a system of human relationships. Thus, he begins to experience himself as a social being.

We can conclude that the socialization of a primary school student is a process of gaining experience in social relationships and mastering new social roles, which occurs in areas of activity. Communication and self-knowledge through the development, recognition, appropriation, enrichment and transfer by the child of the experience of social interaction between children and adults. At the same time, in the process of socialization, the child develops a readiness for social actions.

Socialization is a positive result of socialization, which is generally understood as a set of individual personality characteristics that ensure the greatest success in activities that are significant for a given individual, a positive sense of self and emotional satisfaction with life in general.

Socialization of E.P. Belinskaya and T.G. Stefanenko is understood as the main criterion for the socialization of an individual, a person’s compliance with social requirements that apply to this 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.