Social factors of development of children at different stages of ontogenesis. Social factors of development

Everyone knows that childhood is a special and unique period in everyone's life. In childhood, not only the foundations of health are laid, but also a personality is formed: its values, preferences, guidelines. The way a child's childhood passes directly affects the success of his future life. A valuable experience of this period is social development. The psychological readiness of the baby for school largely depends on whether he knows how to build communication with other children and adults, to cooperate with them correctly. It is also important for a preschooler how quickly he acquires knowledge appropriate to his age. All these factors are the key to successful study in the future. Next, about what you need to pay attention to in the social development of a preschooler.

What is social development

What does the term “social development” (or “socialization”) mean? This is a process in which the child adopts the traditions, values, culture of the society in which he will live and develop. That is, the baby is the basic formation of the original culture. Social development is carried out with the help of adults. When communicating, the child begins to live by the rules, trying to take into account his interests and interlocutors, adopts specific behavioral norms. The environment surrounding the baby, which also directly affects its development, is not just the outside world with streets, houses, roads, objects. Environment - first of all, these are people who interact with each other according to certain rules that prevail in society. Any person who meets on the way of a child brings something new into his life, thus directly or indirectly shaping him. The adult demonstrates knowledge, skills and abilities regarding how to make contact with people and objects. The child, in turn, inherits what he sees, copies it. Through this experience, children learn to communicate in their own small world together.

It is known that individuals are not born, but become. And on the formation of a fully developed personality big influence provides communication with people. That is why parents should pay enough attention to the formation of the child's ability to find contact with other people.

In the video, the teacher shares the experience of socialization of preschoolers

“Do you know that the main (and first) source of a baby’s communicative experience is his family, which is a “guide” to the world of knowledge, values, traditions and experience modern society. It is from parents that you can learn the rules of communication with peers, learn to communicate freely. A positive socio-psychological climate in the family, a warm homely atmosphere of love, trust and mutual understanding will help the baby adapt to life and feel confident.”

Stages of social development of the child

1. . Social development begins in preschoolers as early as infancy. With the help of a mother or another person who often spends time with a newborn, the baby learns the basics of communication, using communication tools such as facial expressions and movements, as well as sounds.
2. From six months to two years. The communication of the baby with adults becomes situational, which manifests itself in the form of practical interaction. A child often needs the help of parents, some joint actions for which he applies.
3. Three years. In this age period, the baby already requires society: he wants to communicate in a team of peers. The child enters the children's environment, adapts to it, accepts its norms and rules, and parents actively help in this. They tell the preschooler what to do and what not to do: is it worth taking other people's toys, is it good to be greedy, is it necessary to share, is it possible to offend children, how to be patient and polite, and so on.
4. Four to five years old. This age range is characterized by the fact that babies begin to ask an infinite number of questions about everything in the world (which are not always answered even by adults!). Communication of a preschooler becomes brightly emotionally colored, aimed at cognition. The speech of the baby becomes the main way of his communication: using it, he exchanges information and discusses with adults the phenomena of the world around him.
5. Six to seven years old. The child's communication takes on a personal form. At this age, children are already interested in questions about the essence of man. This period is considered the most important in the formation of the personality and citizenship of the child. A preschooler needs an explanation of many life moments, advice, support and understanding from adults, because they are a role model. Looking at adults, six-year-olds copy their style of communication, relationships with other people, and the peculiarities of their behavior. This is the beginning of the formation of your personality.

Social factors

What affects the socialization of the baby?

• a family
• Kindergarten
• child's environment
• children's institutions (, developing center, circles, sections, studios)
• child's activity
• television, children's press
• literature, music
• nature

All this makes up the social environment of the child.

When raising a child, do not forget about the harmonious combination of a variety of ways, means and methods.

Social education and its means

Social education of preschoolers- the most important aspect of the development of the child, because before school age- the best period for the development of the baby, the development of his communicative and moral qualities. At this age, there is an increase in the volume of communication with peers and adults, the complication of activities, organization joint activities with peers. social education is interpreted as the creation of pedagogical conditions for the purpose of positive development of a person's personality, his spiritual and value orientation.

Let's list main means of social education of preschoolers:

1. The game.
2. Communication with children.
3. Conversation.
4. Discussing the behavior of the child.
5. Exercises for the development of horizons.
6. Reading.

The main activity of preschool children and effective remedy social education is role-playing game. By teaching the kid such games, we offer him certain patterns of behavior, actions and interactions that he can play. The child begins to think about how relations between people take place, realize the meaning of their work. In their games, the baby most often imitates the behavior of adults. Together with his peers, he creates game-situations where he “tryes on” the roles of fathers and mothers, doctors, waiters, hairdressers, builders, drivers, businessmen, etc.

“It is interesting that by imitating different roles, the child learns to perform actions, coordinating them with moral standards dominating in society. So the baby unconsciously prepares himself for life in the world of adults.

Such games are useful in that while playing, a preschooler learns to find solutions to different life situations including conflict resolution.

"Advice. Conduct exercises and activities for the child more often that develop the horizons of the baby. Introduce him to the masterpieces of children's literature and classical music. Study colorful encyclopedias and children's reference books. Do not forget to talk with the child: kids also need an explanation of their actions and advice from parents and teachers.

Social development in kindergarten

How does kindergarten affect the successful socialization of a child?

• created a special social-forming environment
• organized communication with children and adults
• organized gaming, labor and educational activities
• a civic-patriotic orientation is being implemented
• organized
• introduced the principles of social partnership.

The presence of these aspects determines the positive impact on the socialization of the child.

There is an opinion that going to kindergarten is not necessary at all. However, in addition to general developmental activities and preparation for school, a child who goes to kindergarten also develops socially. In kindergarten, all conditions are created for this:

• zoning
• play and educational equipment
• didactic and teaching aids
• the presence of a children's team
• communication with adults.

All these conditions simultaneously include preschoolers in intensive cognitive and creative activity, which ensures their social development, forms communication skills and the formation of their socially significant personal characteristics.

It will not be easy for a child who does not attend kindergarten to organize a combination of all of the above developmental factors.

Development of social skills

Development of social skills in preschoolers has a positive effect on their activities in life. General upbringing, manifested in graceful manners, easy communication with people, the ability to be attentive to people, try to understand them, sympathize, and help are the most important indicators of the development of social skills. Also important is the ability to talk about your own needs, set goals correctly and achieve them. In order to direct the upbringing of a preschooler in the right direction for successful socialization, we suggest following the aspects of developing social skills:

1. Show your child social skills. In the case of babies: smile at the baby - he will answer you the same. This will be the first social interaction.
2. Talk to the baby. Answer the sounds made by the baby with words, phrases. This way you will establish contact with the baby and soon teach him to speak.
3. Teach your child to be attentive. You should not bring up an egoist: more often let the child understand that other people also have their own needs, desires, worries.
4. When educating, be kind. In education, stand on your own, but without shouting, but with love.
5. Teach your child respect. Explain that items have value and should be treated with care. Especially if it's someone else's stuff.
6. Learn to share toys. This will help him make friends faster.
7. Create a social circle for the baby. Strive to organize the communication of the baby with peers in the yard, at home, in a children's institution.
8. Praise good behavior. The child is smiling, obedient, kind, gentle, not greedy: why not praise him? He will consolidate the understanding of how to behave better, and acquired the necessary social skills.
9. Chat with the child. communicate, share experiences, analyze actions.
10. Encourage mutual assistance, attention to children. Discuss more often situations from the life of a child: this is how he will learn the basics of morality.

Social adaptation of children

Social adaptation – required condition and the result of successful socialization of a preschooler.

It occurs in three areas:

• activity
• consciousness
• communication.

Field of activity implies a variety and complexity of activities, a good command of each of its types, its understanding and possession of it, the ability to carry out activities in various forms.

Developed areas of communication characterized by the expansion of the child's circle of communication, the deepening of the quality of its content, the possession of generally accepted norms and rules of behavior, the ability to use its various forms and types suitable for the social environment of the child and in society.

Developed sphere of consciousness characterized by work on the formation of the image of one's own "I" as a subject of activity, understanding one's social role, and the formation of self-esteem.

During the socialization of a child, along with the desire to do everything as everyone does (mastering generally accepted rules and norms of behavior), a desire is manifested to stand out, to show individuality (development of independence, one's own opinion). Thus, the social development of a preschooler occurs in harmoniously existing directions:

Social maladaptation

If, when a child enters a certain group of peers, there is no conflict of generally accepted standards and individual qualities child, it is considered that he has adapted to the environment. If such harmony is violated, then the child may show self-doubt, depressed mood, unwillingness to communicate, and even autism. Children rejected by a certain social group are aggressive, non-contact, inadequately evaluating themselves.

It happens that the socialization of a child is complicated or slowed down for reasons of a physical or mental nature, as well as as a result of the negative influence of the environment in which he grows up. The result of such cases is the appearance of asocial children, when the child does not fit into social relations. These children need psychological help or social rehabilitation (depending on the degree of complexity) for the proper organization of the process of their adaptation to society.

conclusions

If you try to take into account all aspects of the harmonious upbringing of the child, create favorable conditions for the comprehensive development, maintain friendly relations and contribute to the disclosure of his creative potential, then the process of social development of the preschooler will be successful. Such a child will feel confident, which means he will be successful.

Biological factors include:

hereditary properties

Innate properties of the body

Heredity is the property of an organism to repeat in a number of generations similar types of metabolism and individual development generally.

First of all, by inheritance, the child receives human structural features. nervous system, brain, sense organs. Physical signs that are common to all people, among which the rectilinear gait, the hand, as an organ of cognition and influence on the world around us, are of paramount importance, belong to the phenotype as the totality of all the signs and properties of the individual that developed in ontogenesis during the interaction of the genotype with external environment. Children inherit biological, instinctive needs (needs for food, warmth, etc.), features of the GNI type.

Along with heredity, congenitality also belongs to the biological factor. Not everything a child is born with is hereditary. Its individual congenital features, individual signs are explained by the conditions of the intrauterine life of the infant (the health of the mother, the influence of drugs, alcohol, smoking, etc.). The innate psychophysiological and anatomical features of the nervous system, sensory organs, and the brain are usually called inclinations, on the basis of which human properties and abilities, including intellectual ones, are formed and developed.

So, the biological factor is important, it determines the birth of a child with its inherent human features structure and activity of various organs and systems, the ability to become a personality. Although at birth people have biologically determined differences, however, every normal child can learn everything that involves his social program. natural features of a person do not in themselves predetermine the development of the child's psyche. Biological features form the natural basis of man. Its essence is socially significant qualities.

Social factors include:

Social environment;

Education, training;

Socialization.

The social environment is the social situation surrounding a person, the material, spiritual conditions of his existence. The environment is divided into macro- and microenvironment. The microenvironment is the immediate environment (family, school, peers). The macroenvironment involves ideas, values, attitudes, social order.

A certain influence on the development of the child's psyche is exerted by the natural environment, physical world: air, water, sun, climate features, vegetation. natural environment important, but it does not determine development, its influence is indirect, indirect (through the social environment, through the labor activity of adults).

The main impetus to the mental development of the child is given by his life in a society of people. Outside of communication with other people there is no development of the child's psyche.

Education and training - can be seen as a purposeful process when a child learns the norms and rules of society through the influence social institutions and as a spontaneous process when the child learns, through direct observation of interpersonal relationships others, the peculiarities of their behavior, the norms and stereotypes of society.

Education and training are inseparable from the concept of "socialization".

Socialization is the process by which a person becomes a member of a social group, family, society, etc. It includes the assimilation of all attitudes, opinions, customs, life values, roles and expectations of a particular social group.

There are the following stages of socialization:

1) Primary socialization, or the stage of adaptation (from birth to adolescence, the child learns social experience uncritically, adapts, adapts, imitates).

2) The stage of individualization (there is a desire to distinguish oneself from others, a critical attitude to social norms of behavior). In adolescence, the stage of individualization, self-determination "the world and I" is characterized as an intermediate socialization, because. still not stable in the outlook and character of the child.

3) The stage of integration (there is a desire to find one's place in society). Integration goes well if the properties of a person are accepted by the group, society. Otherwise, the following outcomes are possible:

preservation of one's dissimilarity and the emergence of aggressive relationships with people and society;

change yourself, "to become like everyone else";

Conformism, external conciliation, adaptation.

4) The labor stage of socialization covers the entire period of a person's maturity, the entire period of his activity, when a person not only assimilates social experience, but also reproduces it through active influence on the environment through his activity.

5) The post-labor stage of socialization considers old age as an age that makes a significant contribution to the reproduction of social experience, to the process of transferring it to new generations.

The question arises of the relationship between the biological and the social in development. The dispute of psychologists about what determines the process of child development - heredity or environment - has led to the theory of convergence of these two factors. Its founder V. Stern. He believed that both factors were equally important for mental development child. According to Stern, mental development is the result of the convergence of internal inclinations with external conditions life.

Modern ideas about the relationship between the biological and the social, adopted in domestic psychology, are mainly based on the provisions of L.S. Vygotsky.

Vygotsky emphasized the unity of hereditary and social elements in the process of development. Heredity is present in the development of all mental functions of the child, but has a different proportion. Elementary functions (beginning with sensations and perception) are more hereditarily determined than higher ones (voluntary memory, logical thinking, speech). Higher functions are a product of cultural and historical development, and hereditary inclinations here play the role of prerequisites that determine mental development. On the other hand, the environment always "participates" in development.

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Seminar lesson №1

Subject, tasks and methods of developmental psychology. mental development

Theoretical questions:
1. Subject, tasks and methods of developmental psychology.

Developmental psychology is a branch psychological science, studying the facts and patterns of human development, the age dynamics of his psyche (according to I.V. Shapovalenko). Developmental psychology studies the patterns of the formation of the psyche, exploring the mechanisms and driving forces of this process, analyzing various approaches to understanding the nature, functions and genesis of the psyche, various aspects of the formation of the psyche - its change in the process of activity, communication, cognition (according to G.D. Martsinkovsky).

The object of study of developmental psychology- developing, changing in ontogenesis, a normal, healthy person.

The subject of developmental psychology- age periods of development, causes and mechanisms of transition from one age period to another, general patterns and trends, the pace and direction of mental development in ontogeny.

Tasks of developmental psychology:
- The study of the driving forces, sources and mechanisms of mental development throughout life path person.
- Periodization of mental development in ontogenesis.
- The study of age characteristics and patterns of mental processes.
- Establishment of age opportunities, features, patterns of implementation of various activities, the assimilation of knowledge.
- Study of the age development of the individual, including in specific historical conditions.
- Determination of age norms of mental functions, identification of psychological resources and human creativity.
- Creation of a service for systematic monitoring of the progress of mental health and development of children, assistance to parents in problem situations.
- Age and clinical diagnostics.
- Performing the function of psychological support, assistance in crisis periods of a person's life.
- The most optimal organization of the educational process for people of all age categories, etc. (according to I.V. Shapovalenko).

Relationship of developmental psychology with other sciences:
- medicine;
- philosophy;
- ethnography;
- art criticism;
- sociology;
- social psychology;
- general psychology;
- differential psychology;
- pathopsychology;
- educational psychology, etc.

Research methods in developmental and developmental psychology:
Observation method
- Experiment:
- laboratory;
- natural;
- ascertaining;
- forming;

Auxiliary research methods:
- conversation;
- interview;
- questioning;
- testing;
- analysis of products of activity (drawings, applications, design, musical, literary creativity);
- projective.

Comparative Methods research:
- twin;
- comparison of norm and pathology;
- cross-cultural;
- biographical.

Sociometric methods

Scheme for constructing an empirical study:
Cross section method (simultaneous comparison of people of different ages).
The method of longitudinal sections (longitude) is aimed at tracking changes in psychological qualities in the same people over a long period of time.
Key Concept developmental psychology - the concept of "development". The development of the psyche is a regular change in mental processes over time, expressed in their quantitative, qualitative and structural transformations.

Maturation is the most important factor in development. Maturation is a psychophysiological process of successive age-related changes in the central nervous system and other body systems, which provides conditions for the emergence and implementation of mental functions and imposes certain restrictions. Different brain systems and functions mature with different speed and reach full maturity at different stages of individual development.

Distinguish normative mental development and individual.

Age-related psychology formed as an independent field of knowledge by the end of the 19th century. In the second half of the 19th century, objective prerequisites emerged for the identification of child psychology as an independent branch of psychological science:
- the needs of society in the new organization of the education system;
- progress of the idea of ​​development in evolutionary biology;
- development of objective research methods in psychology.

Originating as child psychology, developmental psychology was for a long time limited to the study of the patterns of the mental development of the child, however, the demands of modern society, new achievements in psychological science, which made it possible to consider each age from the perspective of development, made it obvious the need for a holistic analysis of the ontogenetic process and interdisciplinary research.

The historical analysis of the concept of "childhood" is given in the works of P.P. Blonsky, L.S. Vygotsky, D.B. Elkonin. The duration of childhood is directly dependent on the level of material and spiritual culture of society. Yes, in medieval Europe adults treated children like babies up to the age of 6-7. After that, children were already considered small adults and accustomed to adult conversations, jokes, food, etc. (G. Kraig). Childhood, being a socio-cultural phenomenon, is of a concrete historical nature and has its own history of development. home social function childhood consists in preparing a person for adult independent life and work (D.I. Feldstein).

V.T. Kudryavtsev distinguishes three historical periods of childhood (based on the scheme of D.I. Elkonin):
1. Quasi-childhood - in the early stages of human history, when the children's community is not singled out, but directly included in the community with adults labor activity(primitive childhood).
2. Undeveloped childhood - the world of childhood is isolated and a new social task arises for children - integration into the adult community. Role-playing game takes on the function of modeling the activities of adults (childhood in the Middle Ages and Modern times).
3. Developed childhood - develops when the meanings and motives of adults' activities are not self-evident (modern childhood). Modern developed childhood presupposes creative assimilation of culture as an open multidimensional structure.

2. The problem of development in psychology. Biological and social factors of development. Concepts of mental development of the child.

The problem of development in psychology

The problem of correlation of training and development in foreign and domestic psychology

In general, there are 3 points of view on this problem.

1. Belongs to L.S. Vygotsky. Learning is driving force development. This is an internally necessary and universal moment in the development of not natural, but historical features of a person - HMF. Training creates the ZPD (zone of proximal development) and determines the potential for development. ZPD is the distance between the level of actual and potential development. The level of actual development is determined by the achievements that the child demonstrates on his own, without the help of an adult. The level of potential development is determined by the achievements that the child demonstrates with the help of an adult. ZBR is the distance between them. The theoretical significance of the discovery of the ZPD, according to Vygotsky, is evidence of the leading role of education in the mental development of the child. Education should go ahead of development and be based not on mature, but on maturing functions, that is, on the ZPD. The practical significance of the ZPD is that in each type of normative psychodiagnostics, Vygotsky proposed to define all three zones: zones of actual development, potential and immediate. In the course of training, ZBR is transformed into ZAR, and further into ZBR.

2. Belongs to Piaget. Learning follows development.

3. Attributed to Thorndike. Learning is development.

The laws of child development formulated by L.S. Vygotsky

· The law of HMF formation (list the structure, properties and origin of HMF).

Heterochronism (unevenness) of child development. Each side of the child's psyche has its own sensitive period (SP) of development. The sensitive period is the period of maximum sensitivity to influences of a certain kind. If such impacts were not implemented in the joint venture, then this period is skipped, and this function will not develop intensively. When we talk about the joint venture, we are not talking about the period of maturation, but the period of appropriation. The law of heterochrony of child development is connected with its hypothesis about structural and semantic structural structure consciousness. According to Vygotsky, HMF, primarily cognitive, form the structure of consciousness. The structure of consciousness forms the higher mental functions. And this structure is dynamic. Each time, the center of the structure becomes the function for which the given period is sensitive. And this function determines the development of other mental functions. Therefore, Vygotsky tells us that early age passes under the sign of perception, and preschool age - under the sign of memory. From 1 - 3 years - SP for the development of speech, from 2 - 4 years - object perception develops, the end of preschool age - SP for memory development. SP for the development of conceptual thinking is school age (not primary school age). With the development of speech, the child gains access to the mastery of all other HMFs. The delay in the development of speech determines the delay in general cognitive development. When a child develops object perception, it determines the development of thinking. Throughout preschool age, the child's thinking is visual-figurative. At the end of preschool age, conditions are created for the formation of an arbitrary memory in him. “For a preschooler, thinking means remembering, and for a teenager, remembering means thinking.”

The law of metamorphosis of child development. Development is a chain of qualitative changes. A child is not a small adult, he has a qualitatively different psyche. We cannot evaluate a child from a position of deficiency. He thinks differently, feels differently. He is different.

The law of cyclicity in child development. Development is carried out to some extent in a spiral. But the rhythm of development is very complex. A year of life in infancy is not equal to a year of life in adolescence.

general characteristics biogenetic approach to the problem of development

Supporters biogenetic concept development, they believe that the basic mental properties of a person are embedded in the very nature of a person (biological principle), which determines his life destiny. They consider intelligence, immoral personality traits, etc. to be genetically programmed.

The first step towards the emergence of biogenetic concepts was Charles Darwin's theory that development - genesis - obeys a certain law. In the future, any major psychological concept has always been associated with the search for the laws of child development.

The German naturalist E. Haeckel (1834–1919) and the German physiologist J. Müller (1801–1958) formulated a biogenetic law according to which an animal and a person during intrauterine development briefly repeat the stages that a given species goes through in phylogeny. This process was transferred to the process of ontogenetic development of the child. The American psychologist S. Hall (1846-1924) believed that the child in his development briefly repeats the development of the human race. The basis for the emergence of this law was the observation of children, as a result of which the following stages of development were distinguished: cave, when the child digs in the sand, the stage of hunting, exchange, etc. Hall also assumed that the development of children's drawing reflects the stages that took place art in the history of mankind.

Theories of mental development associated with the idea of ​​repetition in this development of human history are called recapitulation theories.

The outstanding Russian physiologist I.P. Pavlov (1849-1936) proved that there are acquired forms of behavior based on conditioned reflexes. This gave rise to the point of view that human development is reduced to the manifestation of instinct and training. The German psychologist W. Koehler (1887–1967), conducting experiments on anthropoid apes, discovered that they have intelligence. This fact formed the basis of the theory, according to which the psyche goes through three stages in its development: 1) instinct; 2) training; 3) intelligence.

The Austrian psychologist K. Buhler (1879–1963), based on the theory of W. Köhler and under the influence of the works of the founder of psychoanalysis, the Austrian psychiatrist and psychologist Z. Freud (1856–1939), put forward the principle of pleasure as the basic principle of the development of all living things. He associated the stages of instinct, training and intelligence not only with the maturation of the brain and the complication of relations with the environment, but also with the development of affective states - the experience of pleasure and the action associated with it. Buhler argued that at the first stage of development - the stage of instinct - due to the satisfaction of an instinctive need, the so-called "functional pleasure" occurs, which is a consequence of the performance of an action. And at the stage of intellectual problem solving, a state arises that anticipates pleasure.

Biological and social factors of child development

Biological factors

Biological heredity determines both the general thing that makes a person human, and the different thing that makes people so different both externally and internally. Heredity is understood as the transfer from parents to children of certain qualities and characteristics inherent in their genetic program.
Great role heredity lies in the fact that by inheritance the child receives human body, human nervous system, human brain and sense organs. From parents to children, body features, hair color, eye color, skin color are transmitted - external factors that distinguish one person from another. Certain features of the nervous system are also inherited, on the basis of which a certain type of nervous activity develops.

Heredity also implies the formation of certain abilities for any field of activity on the basis of the natural inclinations of the child. According to the data of physiology and psychology, it is not ready-made abilities that are innate in a person, but only potential opportunities for their development, that is, inclinations. The manifestation and development of a child's abilities largely depend on the conditions of his life, education and upbringing. A vivid manifestation of abilities is usually called giftedness, or talent.
Speaking about the role of heredity in the formation and development of a child, one cannot ignore the fact that there are a number of diseases and pathologies that can be hereditary, for example, blood disease, schizophrenia, endocrine disorders. Hereditary diseases are studied by medical genetics, but they must also be taken into account in the process of socialization of the child.

AT modern conditions along with heredity, external factors negatively affect the development of the child - pollution of the atmosphere, water, environmental problems, etc. More and more physically weakened children are born, as well as children with developmental disorders: blind and deaf or who lost their hearing and sight at an early age, deaf-blind and mute , children with disorders of the musculoskeletal system, etc.

For such children, the activities and communication necessary for their development are significantly hampered. Therefore, developed special techniques, allowing them to be taught, which makes it possible for such children sometimes to achieve a high level of mental development. Specially trained teachers are engaged with these children. However, these children usually have big problems communication with peers who are different from them, with adults, which makes it difficult for them to integrate into society. For example, deaf-blindness causes a lag in the development of a child due to his lack of contact with the surrounding reality. Therefore, the special education of such children consists precisely in "opening" the channels of communication with the child. outside world, using for this preserved types of sensitivity - touch. At the same time, as A. V. Suvorov, a man who is blind and deaf, but who learned to speak, defended his doctoral dissertation, devoted his life to such children, notes, “deaf-blindness does not create a single, even the most microscopic problem, it only exacerbates them, She doesn't do anything else."

Social factors

To become a man, one biological heredity is not enough. This statement is sufficiently convincingly supported by well-known cases when human cubs grew up among animals. At the same time, they did not become people in the generally accepted sense, even if they ended up in human society. So what makes a person a person?

AT general view We already know the answer to this question. The transformation of a biological individual into a social subject occurs in the process of socialization of a person, his integration into society, into different types social groups and structures through the assimilation of values, attitudes, social norms, patterns of behavior, on the basis of which socially significant qualities of the individual are formed.

Socialization is a continuous and multifaceted process that continues throughout a person's life. However, it proceeds most intensively in childhood and adolescence, when all the basic value orientations, basic social norms and relationships are assimilated, motivation is formed social behavior. If you figuratively imagine this process as building a house, then it is in childhood that the foundation is laid and the entire building is erected; in the future, only Finishing work that may last for the rest of your life.

The process of socialization of the child, his formation and development, becoming as a person takes place in interaction with the environment, which has a decisive influence on this process through a variety of social factors.

There are macro- (from the Greek "large"), meso- ("medium") and micro- ("small") factors of personality socialization. Human socialization is influenced by global, planetary processes - environmental, demographic, economic, socio-political, as well as the country, society, the state as a whole, which are considered as macro factors of socialization.
Mesofactors include the formation of ethnic attitudes; the influence of regional conditions in which the child lives and develops; settlement type; mass media, etc.
The microfactors include the family, educational institutions, peer groups and much, much more that makes up the immediate space and social environment in which the child is located and with which he comes into direct contact. This immediate environment in which the development of the child takes place is called society, or micro-society.
If we represent these factors in the form of concentric circles, then the picture will look like it is shown in the diagram.

The child is at the center of the spheres, and all the spheres influence him. As noted above, this influence on the process of the child's socialization can be purposeful, deliberate (as, for example, the influence of socialization institutions: family, education, religion, etc.); however, many factors have a spontaneous, spontaneous effect on the development of the child. In addition, both targeted influence and spontaneous impact can be both positive and negative, negative.

The most important for the socialization of the child is the society. The child masters this immediate social environment gradually. If at birth a child develops mainly in the family, then in the future he masters more and more new environments - a preschool institution, then a school, out-of-school institutions, groups of friends, discos, etc. With age, the "territory" mastered by the child social environment expanding more and more. If this is visualized in the form of another diagram presented below, then it is clear that, mastering more and more environments, the child seeks to occupy the entire “circle area” - to master the entire society potentially accessible to him.

At the same time, the child, as it were, constantly seeks and finds the environment that is most comfortable for him, where the child is better understood, treated with respect, etc. Therefore, he can “migrate” from one environment to another. For the process of socialization, it is important what attitudes are formed by this or that environment in which the child is located, what kind of social experience he can accumulate in this environment - positive or negative.

The environment is the object of research by representatives of various sciences - sociologists, psychologists, teachers who are trying to find out the creative potential of the environment and its influence on the formation and development of the child's personality.

The history of the study of the role and significance of the environment as existing reality that has an impact on the child, is rooted in pre-revolutionary pedagogy. Even K. D. Ushinsky believed that for education and development it is important to know a person “what he really is with all his weaknesses and in all greatness”, you need to know “a person in a family, among the people, among humanity ... at all ages , in all classes ... ". Other prominent psychologists and educators (P.F. Lesgaft, A.F. Lazursky, and others) also showed the importance of the environment for the development of the child. A.F. Lazursky, for example, believed that poorly gifted individuals usually obey the influences of the environment, while richly gifted natures themselves tend to actively influence it.
At the beginning of the 20th century (20-30s), a whole scientific direction was taking shape in Russia - the so-called "environmental pedagogy", whose representatives were such outstanding teachers and psychologists as A. B. Zalkind, L. S. Vygotsky, M. S. Jordansky, A.P. Pinkevich, V.N. Shulgin and many others. The main issue discussed by scientists was the impact environment on the child, managing this influence. There were different points of view on the role of the environment in the development of the child: some scientists defended the need for the child to adapt to a particular environment, others believed that the child, to the best of his strength and abilities, can organize the environment and influence it, others suggested considering the personality and environment of the child in the unity of their characteristics, the fourth made an attempt to consider the environment as a single system of influence on the child. There were other points of view as well. But what is important is that deep and thorough studies of the environment and its influence on the formation and development of the child's personality were carried out.

It is interesting that in the professional vocabulary of teachers of that time such concepts as “environment for the child”, “socially organized environment”, “proletarian environment”, “age environment”, “comradely environment”, “factory environment”, were widely used. "public environment", etc.

However, in the 1930s Scientific research in this area were practically banned, and the very concept of "environment" was discredited for many years and left the professional vocabulary of teachers. The school was recognized as the main institution for the upbringing and development of children, and the main pedagogical and psychological research were devoted specifically to the school and its impact on the development of the child.

Scientific interest in environmental problems resumed in the 60-70s of our century (V. A. Sukhomlinsky, A. T. Kurakina, L. I. Novikova, V. A. Karakovsky, etc.) in connection with the study of the school community, having features of complexly organized systems functioning in different environments. The environment (natural, social, material) becomes the object of a holistic system analysis. Studied and researched different kinds environments: "learning environment", "out-of-school environment of the student team", "home environment", "environment of the microdistrict", "environment of the socio-pedagogical complex", etc. In the late 80s - early 90s, studies of the environment in which the child lives and develops, a new impetus was given. This was largely facilitated by the separation of social pedagogy into an independent scientific field, for which this problem also became an object of attention and in the study of which it finds its facets, its own aspect of consideration.

The social factor is the driving force behind the development of society; phenomenon or process that establishes certain social change. The basis of the social factor is such a connection of social objects, in which some of them (causes) under certain conditions necessarily give rise to others. social facilities or their properties (consequences).

(Human ecology. Conceptual and terminological dictionary. - Rostov-on-Don. B.B. Prokhorov. 2005.)

Social factor - any variable in the social environment that has a significant impact on the behavior, well-being and health of the individual.

(Zhmurov V.A. Great Encyclopedia of Psychiatry, 2nd ed., 2012)

The social factor is a condition of socialization acting on a person, occurring in the interaction of children, adolescents, youths, more or less actively influencing their development.

(A.V. Mudrik)

Social factors and problems affecting a person are studied by such sciences as anthropology, psychology, sociology, socionomy (social work), economics, jurisprudence, cultural studies, regional studies. (http://ya-public.narod.ru/15.html)

child development society pedagogical

§3. Social Factors Affecting Child Development in Preschool Childhood

From birth, a child is influenced by many different factors. They shape his personality and worldview. This is the whole world around him. Megafactors - space, planet, world, which in one way or another through other groups of factors influence the socialization of all inhabitants of the Earth. Macrofactors-country, ethnicity, society, state, which affect the socialization of all living in certain countries (this influence is indirect by two other groups of factors). Mesofactors are the conditions for the socialization of large groups of people, distinguished: by the area and type of settlement in which they live (region, village, city, township); by belonging to the audience of certain networks of mass communication (radio, television, etc.); by belonging to certain subcultures. (Mudrik A.V. Social pedagogy. - M .: Academy, 2005. - 200 p.)

The transformation of a biological individual into a social subject occurs in the process of socialization.

Socialization is a continuous and multifaceted process that continues throughout a person's life. However, it proceeds most intensively in childhood and adolescence, when all the basic value orientations are laid down, the basic social norms and relationships are assimilated, and the motivation for social behavior is formed. If you figuratively imagine this process as building a house, then it is in childhood that the foundation is laid and the entire building is erected; in the future, only finishing work is carried out, which can last a lifetime.

The process of socialization of the child, his formation and development, becoming as a person takes place in interaction with the environment, which has a decisive influence on this process through a variety of social factors mentioned above.

If we represent these factors in the form of concentric circles, then the picture will look like this.

The child is at the center of the spheres, and all the spheres influence him. As noted above, this influence on the process of the child's socialization can be purposeful, deliberate (as, for example, the influence of socialization institutions: family, education, religion, etc.); however, many factors have a spontaneous, spontaneous effect on the development of the child. In addition, both targeted influence and spontaneous impact can be both positive and negative, negative.

The most important for the socialization of the child is the society. The child masters this immediate social environment gradually. If at birth a child develops mainly in the family, then in the future he masters more and more new environments - a preschool institution, then a school, out-of-school institutions, groups of friends, discos, etc. With age, the "territory" of the social environment is expanding more and more. If this is visualized in the form of another diagram presented below, then it is clear that, mastering more and more environments, the child seeks to occupy the entire “circle area” - to master the entire society potentially accessible to him.

At the same time, the child, as it were, constantly seeks and finds the environment that is most comfortable for him, where the child is better understood, treated with respect, etc. Therefore, he can “migrate” from one environment to another. For the process of socialization, it is important what attitudes are formed by this or that environment in which the child is located, what kind of social experience he can accumulate in this environment - positive or negative.

The environment is the object of research by representatives of various sciences - sociologists, psychologists, teachers who are trying to find out the creative potential of the environment and its influence on the formation and development of the child's personality.

The history of the study of the role and significance of the environment as an existing reality that has an impact on the child is rooted in pre-revolutionary pedagogy. Even K. D. Ushinsky believed that for education and development it is important to know a person “what he really is with all his weaknesses and in all greatness”, you need to know “a person in a family, among the people, among humanity ... at all ages , in all classes ... ". Other prominent psychologists and educators (P.F. Lesgaft, A.F. Lazursky, and others) also showed the importance of the environment for the development of the child. A.F. Lazursky, for example, believed that poorly gifted individuals usually obey the influences of the environment, while richly gifted natures themselves tend to actively influence it.

At the beginning of the 20th century (20-30s), a whole scientific direction was taking shape in Russia - the so-called "environmental pedagogy", whose representatives were such outstanding teachers and psychologists as A. B. Zalkind, L. S. Vygotsky, M. S. Iordansky, A.P. Pinkevich, V.N. Shulgin and many others. The main issue that was discussed by scientists was the impact of the environment on the child, the management of this influence. There were different points of view on the role of the environment in the development of the child: some scientists defended the need for the child to adapt to a particular environment, others believed that the child, to the best of his strength and abilities, can organize the environment and influence it, others suggested considering the personality and environment of the child in the unity of their characteristics, the fourth made an attempt to consider the environment as a single system of influence on the child. There were other points of view as well. But what is important is that deep and thorough studies of the environment and its influence on the formation and development of the child's personality were carried out.

It is interesting that in the professional vocabulary of teachers of that time such concepts as “environment for the child”, “socially organized environment”, “proletarian environment”, “age environment”, “comradely environment”, “factory environment”, were widely used. "public environment", etc.

However, in the 1930s, scientific research in this area was practically banned, and the very concept of "environment" was discredited for many years and left the professional vocabulary of teachers. The school was recognized as the main institution for the upbringing and development of children, and the main pedagogical and psychological studies were devoted specifically to the school and its influence on the development of the child.

Scientific interest in environmental problems resumed in the 60-70s of our century (V. A. Sukhomlinsky, A. T. Kurakina, L. I. Novikova, V. A. Karakovsky, etc.) in connection with the study of the school community, having features of complexly organized systems functioning in different environments. The environment (natural, social, material) becomes the object of a holistic system analysis. Various types of environments are studied and researched: "learning environment", "out-of-school environment of the student team", "home environment", "environment of the microdistrict", "environment of the socio-pedagogical complex", etc. In the late 80s - early 90s years, research into the environment in which the child lives and develops was given a new impetus. This was largely facilitated by the separation of social pedagogy into an independent scientific field, for which this problem also became an object of attention and in the study of which it finds its own facets, its own aspect of consideration.