Biological and social factors of development. Seminar for educators “Factors in the development of a child’s personality
Factor - translated from Latin “doing, producing”, i.e. the driving force of any process or phenomenon.
There are 3 factors that determine the formation of personality:
v Heredity;
v Education;
They can be combined into 2 large groups: biological and social.
The task of pedagogical science is not to state any factor as the main one in the development of personality, but to determine the relationship of factors: under the influence of which of them in to a greater extent development occurs.
Heredity- what is passed on from parents to children, what is in the genes. The legacy program includes constant and variable parts.
Permanent part- ensures the birth of a person as a representative of the human race.
Variable part- this is what unites a person with his parents. These may be external signs: eye color, blood type, predisposition to certain diseases, characteristics of the nervous system, etc.
Children are like their parents and this is undoubtedly recognized by everyone. But the subject of discussion is the issue of inheritance of moral, intellectual qualities, and special abilities.
Are abilities and inclinations transferable? Many foreign scientists (M. Mntessori, E. From, etc.) are convinced that not only intellectual, but also moral qualities are inherited.
Pedagogical theories Soviet period They defended only biological inheritance, everything else - morality, intelligence - was considered acquired in the process of socialization. However, academicians N.M. Amosov and P.K. Anokhin speak out in favor of the inheritance of moral qualities or, in extreme cases, the child’s hereditary predisposition to aggressiveness, cruelty, and deceit. This problem does not yet have a clear answer.
However, one must distinguish congenital inheritance and genetic.
IN last years a new branch of pedagogy has emerged - prenatal pedagogy, studying the possibility of influencing the development of the embryo. At the same time, it is possible to influence not only the health of the unborn baby, but also his emotional sphere, and through it, aesthetic and intellectual development. This influence is carried out through lifestyle (it’s good if the mother experiences positive emotions, listens to music, reads poetry, talks with the new baby. If the child hears the voices of both parents, he gets used to it and after birth he recognizes and calms down when he hears. In this case, the child is born With innate qualities. But what is congenital and genetic should not be considered immutable.
“In my opinion,” writes Japanese scientist Masaru Ibuka, “education and environment play a greater role in a child’s development than heredity. The question is what kind of education and what environment best develops a child’s potential abilities.”
Wednesday in the broad and narrow sense of the word.
In broad terms it means climatic and natural conditions, government structure, culture, way of life, traditions. In a narrow sense, the immediate objective environment.In modern pedagogy there is the concept of “developmental environment” (V.A. Petrovsky). The developmental environment refers not only to subject content. She must be in a special way built to most effectively influence the child.
When we talk about the environment as a factor in education, we also mean the human environment, the norms of relationships and activities accepted in it.
The social environment provides the child with the opportunity to interact with the people around him and to see social phenomena from all sides. Its influence is, as a rule, spontaneous in nature, hardly amenable to pedagogical guidance. This leads to many difficulties on the path to personality development.
But it is impossible to isolate a child from the environment. This is fraught with delays in social development.
The influence of the environment on the formation of a person is constant throughout his life. The only difference is the degree to which this influence is perceived. For a small child, an adult plays an important role in choosing the environment. The environment can inhibit the development of personality, activate it, but cannot be indifferent to development.
The third factor influencing the development of personality is upbringing. Unlike the first two, it always wears:
- goal-oriented;
- corresponds to the socio-cultural values of society;
- involves a system of influences on a person; a single influence does not bring tangible results.
Despite their importance, heredity, environment and upbringing do not ensure the full development of the child. Why? Because they all involve influences that do not depend on the child himself. He does not in any way influence what is in his genes, cannot change the environment, does not determine the goals and objectives of his own upbringing.
Activity acts as a necessary condition for development. Activity is a stimulus for activity. But if the activity is not organized, then the activity finds a way out and can take undesirable forms (indulgence, aggression).
Issues for discussion:
Assignment for independent work:
Write out the basic concepts of heredity, environment, upbringing from the dictionary
The social factor is the driving force behind the development of society; a phenomenon or process that establishes certain social changes. 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 other social objects or their properties (consequences).
(Human ecology. Conceptual and terminological dictionary. - Rostov-on-Don. B.B. Prokhorov. 2005.)
Social factor is any variable in the social environment that has a significant impact on the behavior, well-being and health of an 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, young men, more or less actively influencing their development.
(A.V. Mudrik)
Social factors and problems affecting humans are studied by such sciences as anthropology, psychology, sociology, socionomy (social work), economics, jurisprudence, cultural studies, and regional studies. (http://ya-public.narod.ru/15.html)
child development society pedagogical
§3. Social factors influencing 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 to one degree or another through other groups of factors influence the socialization of all inhabitants of the Earth. Macro factors - country, ethnic group, society, state, which influence the socialization of everyone 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, town); by belonging to the audience of certain networks mass communication(radio, television, etc.); according to 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 occurs most intensely in childhood and adolescence, when all the basic value orientations are laid, basic social norms and relationships are learned, and motivation is formed. social behavior. If we 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 the rest of its life.
The process of socialization of a child, his formation and development, formation as an individual occurs in interaction with the environment, which has a decisive influence on this process through a variety of social factors mentioned above.
If we imagine these factors in the form of concentric circles, the picture will look like this.
At the center of the spheres is the child, and all spheres influence him. As noted above, this influence on the process of socialization of a child can be purposeful, intentional (such as the influence of socialization institutions: family, education, religion, etc.); however, many factors have a spontaneous, spontaneous impact on the development of the child. In addition, both targeted influence and spontaneous influence can be both positive and negative, negative.
The most important thing for a child’s socialization is society. The child masters this immediate social environment gradually. If at birth a child develops mainly in the family, then later he masters more and more new environments - a preschool institution, then school, out-of-school institutions, groups of friends, discos, etc. With age, the “territory” of social environment is expanding more and more. If this is clearly depicted in the form of another diagram presented below, it is clear that by mastering more and more environments, the child strives to occupy the entire “circle area” - to master the entire potentially accessible society for him.
At the same time, the child seems to be constantly looking for and finding 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 social experience he can accumulate in this environment - positive or negative.
The environment is the object of study 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 studying the role and significance of the environment as existing reality influencing 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 “as he really is with all his weaknesses and in all his greatness”; one must know “a person in a family, among the people, among humanity... at all ages , in all classes...". Other outstanding psychologists and teachers (P.F. Lesgaft, A.F. Lazursky, etc.) also showed the importance of the environment for the development of a child. A.F. Lazursky, for example, believed that poorly gifted individuals usually submit to the influences of the environment, while richly gifted natures themselves strive to actively influence it.
At the beginning of the 20th century (20-30s), a whole scientific direction was emerging in Russia - the so-called “pedagogy of the environment”, the representatives of which 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 discussed by scientists was the impact of the environment on the child and the management of this influence. There were different points of view on the role of the environment in the development of a 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 proposed 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. But the important thing is that deep and thorough research was carried out on the environment and its influence on the formation and development of the child’s personality.
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. “social environment”, etc.
However, in the 30s, scientific research in this area was practically prohibited, and the very concept of “environment” was discredited for many years and disappeared from 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 was renewed 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 school staff, possessing the characteristics of complexly organized systems operating in different environments. The environment (natural, social, material) becomes the object of a holistic system analysis. Various types of environments are being studied and investigated: “educational environment”, “extra-school environment of the student community”, “home environment”, “neighborhood environment”, “environment of the socio-pedagogical complex”, etc. In the late 80s - early 90s years, research into the environment in which a child lives and develops was given a new impetus. This was largely facilitated by the separation of scientific field social pedagogy, for which this problem has also become the object of attention and in the study of which it finds its facets, its own aspect of consideration.
"Social factors in children's development different stages ontogeny"
Verisova Irina Vladimirovna
Teacher primary classes
BOU of Omsk "Lyceum No. 74"
Omsk - 2017
Introduction………………………………………………………………………………...3
The meaning of the mother’s presence for the baby………………………..4
The role of the emotional sphere in the context of mother-child relationships……………………………………………………………………………….4
Social development of a child in early ontogenesis…………………...4
Play is the main activity of a preschooler………………......6
The importance of a child’s objective activity for the formation
Social conditions for the development of preschool children………….6
his thinking……..……………………………………………………………………………….6
Children's readiness to study at school and its factors
defining ………………………………………………………………………………….7
Social development of children of primary school age………….9
3.1. Stages of adaptation to school………………………………………………………...9
3.2. Characteristics of the first weeks of school………………….11
3.3. Difficulties in the process of children’s adaptation to school………………………13
3.4. Factors influencing the success of adaptation……………………..15
Conclusion……………………………………………………………...17
List of used literature……………………………….……..18
Introduction
The main condition for the favorable development of a child is a clear correspondence between the level of development of physiological systems and environmental factors. The latter include social factors.
The diversity of social relations contains historical experience, recorded in traditions, material values, art, morality, science; includes the achievements of universal human culture, reflected in forms of behavior, clothing, achievements of civilization, works of creativity, lifestyle; contains the real turn of the new relationships emerging in the present. And all this overflow of social relations of this moment—important for a growing personality entering the world—creates the social situation of the child’s development.
In society, as a space intended for human life, a child manifests and asserts his “I”, functioning as a social being and in this acquiring his social essence. When they say “the environment educates,” they mean that only in unity with others is the personality emancipated and autonomized.
But, of course, social space as such, in all its response, cannot act as a subject of the educational process and set a goal. Through the components of social space, society has a formative and developing influence.
And, first of all, through contact everyday groups in which the child’s real life takes place. Family, kindergarten, yard, school, creative center, sports section, club, studio - this is the main list of these components of social space.
The socio-psychological climate of a group (family, school, creative group, region, society) is a dynamic field of relationships in a group that influences the well-being and activity of each member of the group and thereby determines the personal development of each and the development of the group as a whole.
Social development of a child in early ontogenesis
The meaning of the mother's presence for the baby
The educational and training influences of adults determine the development of the child’s body and personality, his cognitive activity and the emotional-need sphere.
IN last decades psychologists have made a number of remarkable discoveries. One of them is about the importance of communication style with a child for the development of his personality.
It has now become an indisputable truth that communication is as necessary for a child as food. An analysis of numerous cases of infant death in orphanages conducted in America and Europe after the First World War - cases inexplicable from a medical point of view alone - led scientists to the conclusion: the reason is the unsatisfactory need of children for psychological contact, that is, for care, attention and care from a close adult.
This conclusion made a huge impression on specialists all over the world: doctors, teachers, psychologists. Problems of communication have begun to attract even more attention from scientists.
The presence of the mother is of great importance for the child from the moment of birth. Everything is important - the feeling of the mother’s body, her warmth, the sound of her voice, the beating of her heart, the smell; on the basis of this, a feeling of early attachment is formed. The development of a child in infancy, starting from the neonatal period, is largely determined by the maturation of sensory systems that ensure the child’s contacts and interaction with the outside world. The insufficiency of sensory contacts, which are intensively formed in infancy, leads not only to the underdevelopment of sensory processes, but also to a violation of the neuropsychic status of the child.
Psychological studies have shown that the interaction of a child with his mother in the 1st year of life takes place in two forms. In the first half of the year this is situational-personal communication, and from the second half of the year throughout the entire early age - situational-business communication. In situational-personal communication, the relationship between an adult and a child is determined by his individual emotionality. Close emotional interaction between mother and child ensures the formation of positive emotions. Already in the first half of the year, the appearance of the so-called revitalization complex, which manifests itself in the form of rapid movements, increased breathing, humming, and smiling, is of great importance.
The role of the emotional sphere in the context of mother-child relationships
In the context of mother-child relationships, the emotional sphere plays an important role. The animation complex arises earlier and is more strongly expressed in response to living faces (primarily the mother’s face) than to objects. Its presence stimulates the development of the child. Individual details of the facial image at first replace the image, but quite soon, in the 4-5th month, its most prominent features begin to stand out. typical features, the expression is differentiated. Invariance of face perception is formed: the child perceives the dissatisfied, joyful face of the mother with a changed hairstyle exactly as her face. This stabilization of perception creates a feeling of protection and comfort. People around you begin to differentiate according to the degree of familiarity, and unfamiliar faces can cause rejection, fear, and sometimes aggression.
The predominance of positive or negative reactivity in infants in the first months of life has important prognostic significance for further development. The negative reactivity characteristic of some infants (irritability, severe chaotic motor activity, resistance to reassurance, strong crying, delayed humming) leads to the predominance of negative emotional reactivity at 9 months and, accordingly, to difficulties in primary concentration, which negatively affects the development, behavior and psyche of the child. At the same time, the degree of severity of the revitalization complex positively correlates with the ability to pay attention and concentrate at 2-3 years of age. At the same age, difficulties in socialization arise when the appearance of positive emotions is delayed. The lack of interaction between a child and an adult, the lack of demand for the revitalization complex (orphans in orphanages) leads to its extinction, which can distort normal development (hospitalism syndrome).
An adult introduces the child to the objects of the surrounding world, and this is the basis of situational business communication. Based on complex sensory integration - visual-auditory and tactile familiarization with an object - its complete image(the initial component of cognitive activity, including speech development).
Essential in the intellectual development of a child is the interaction of the child’s sensory function and motor skills.
Special role plays the development of subtle movements of the hands, stimulating not only the object-effective function, but also the development of speech. In infancy and early childhood, two most important speech functions are realized: nominative, on the basis of which verbal symbols of objects are formed, and communicative. For the development of these functions, interaction between the child and adults is necessary. Under the influence of an adult, the main stages of communicative interaction are formed.
At 3-4 months, when communicating with adults, the child learns to smile and turn his head to the sound of a human voice. At 6 months, a child, imitating an adult, begins to make sounds reminiscent of the speech of others, containing elements of a given linguistic environment - humming turns into a gesture. At 8 months, the child actively responds to adult speech and repeats individual syllables. At 12 months, the child understands the speech of an adult, and the conditions for regulating his behavior are created.
Social conditions for the development of preschool children
2.1. Play is the main activity of a preschooler
Interaction with adults remains important throughout preschool age. The main activity of a preschooler is play. On its basis, the need for cognitive activity is formed, sensory and motor functions, speech and its regulatory and controlling functions develop. From the age of 3-4 years, play should not only be passive, set by an adult’s instructions, but also active, forming its own program of activity, supporting the child’s initiative and promoting the emergence of elements of arbitrariness. In such a game, involuntary attention and involuntary memorization begin to acquire a voluntary character.
Of particular importance for the development of a preschooler is visual activity, which contributes to the development of sensory and motor functions. Drawing, designing, and modeling allow the child to actively master new sensory properties of objects, such as color, shape, and visual-spatial relationships. In the process of such activities, complexly coordinated hand movements and hand-eye coordination develop. The peculiarities of the development of the emotional sphere of a preschooler are such that the positive reaction of adults to the child’s activity in the process is of great importance for him. play activity. The intellectual development of a 3-4 year old preschooler is inextricably linked with his play activities.
2.2. The importance of a child’s objective activity for the formation of his thinking
At the next stage of the child’s development, new cognitive tasks begin to emerge and, accordingly, special intellectual actions aimed at solving them are formed. A characteristic expression of a new direction in children's activity is the endless “whys” of a preschooler.
The development of thinking is closely related to the development of other cognitive processes. Characterizing the general course intellectual development child, the famous Russian physiologist I.M. Sechenov wrote: “...The roots of a child’s thoughts lie in feeling. This follows from the fact that everything mental interests early childhood focused exclusively on objects of the external world, and the latter are cognized primarily through the organs of vision, touch and hearing.” I.M. Sechenov showed how complex spatial representations arise on the basis of elementary sensory processes, how an understanding of causal dependence and abstract concepts are formed. It was I.M. Sechenov who highlighted the importance of a child’s objective activity for the formation of his thinking.
The progressive development of a child’s functions in preschool age is facilitated by specially organized classes that include elements of preparation for writing, reading, and mathematics. The form of these activities should be playful. Classes should be novel and attractive and create a positive emotional mood. This is especially important, since it is emotional memory that is most stable and effective at this age.
Classes with a child are not teaching him writing, reading, mathematics, but a comprehensive system of individual development. To develop such a system, it is necessary to know the level of psychophysiological development of the child. It is important to remember L. S. Vygotsky’s thesis that “only that learning in childhood is good that runs ahead of development and leads development behind it. But it is possible to teach a child only what he is already capable of learning.”
The development of a preschool child is determined not only by communication with adults. He has a need to communicate with peers and the number of contacts with them increases. Contacts with peers contribute to the formation of awareness of one’s position in their environment and the formation of the child’s personality.
2.3. Children's readiness to study at school and its determining factors
The biological and social development of a child in preschool age determines his readiness to learn at school, on which the success and effectiveness of adaptation depends. A child’s readiness for systematic learning at school (school maturity) is that level of morphophysiological and psychophysiological development at which the requirements of systematic learning are not excessive and do not lead to impairment of the child’s health, physiological and psychological maladjustment, decreased learning success.
Factors that determine children's readiness for school are as follows:
Visuospatial perception : children are able to distinguish the spatial arrangement of figures, details in space and on a plane (above - under, on - behind, in front - near, above - below, right - left, etc.); distinguish and highlight simple geometric shapes (circle, oval, square, rhombus, etc.) and combinations of shapes; capable of classifying figures by shape, size; distinguish and highlight letters and numbers written in different fonts; are able to mentally find a part of a whole figure, complete figures according to a diagram, construct figures (structures) from parts.
Hand-eye coordination : children can draw simple geometric shapes, intersecting lines, letters, numbers in compliance with sizes, proportions, and stroke ratios.
Auditory-motor coordination : children can distinguish and reproduce a simple rhythmic pattern; are able to perform rhythmic (dance) movements to music.
Development of movements : children confidently master the elements of technique of all everyday movements; capable of independent, precise, dexterous movements performed to music in a group of children; master and correctly implement complex coordinated actions when skiing, skating, cycling, etc.; perform complex coordinated gymnastic exercises; carry out coordinated movements of fingers, hands, arms when performing everyday activities, when working with construction sets, mosaics, knitting, etc.; perform simple graphic movements (vertical, horizontal lines, ovals, circles, etc.); able to master playing various musical instruments.
Intellectual development manifests itself in the ability to systematize, classify and group processes, phenomena, objects, and analyze simple cause-and-effect relationships; independent interest in animals, natural objects and phenomena; cognitive motivation. Children are observant and ask a lot of questions; have a basic supply of information and knowledge about the world around them, everyday life, and life.
Development of attention . Voluntary attention is possible, but its stability is still small (10-15 minutes) and depends on external conditions and the individual characteristics of the child.
Development of memory and attention span : the number of simultaneously perceived objects is small (1-2); involuntary memory predominates, the productivity of involuntary memory increases sharply with active perception; voluntary memorization is possible. Children are able to accept and independently set a mnemonic task and monitor its implementation when memorizing both visual and verbal material; visual images are much easier to remember than verbal reasoning; are able to master the techniques of logical memorization (semantic correlation and semantic grouping). However, they are not able to quickly and often switch attention from one object, type of activity, etc. another.
Voluntary regulation : the possibility of volitional regulation of behavior (based on internal motivations and established rules); the ability to persevere and overcome difficulties.
Organization of activities manifests itself in the ability to perceive instructions and carry out a task according to instructions, if a goal and a clear task of action are set; the ability to plan your activities, and not act chaotically, by trial and error, but are not yet able to independently develop an algorithm for complex sequential action; ability to work with concentration, without distractions, according to instructions for 10-15 minutes. Children can evaluate the overall quality of their work, but it is difficult to give a differentiated assessment of quality according to certain criteria; They are able to independently correct mistakes and adjust work along the way.
Speech development manifests itself in the correct pronunciation of all sounds native language; ability to perform simple sound analysis of words; in good vocabulary(3.5-7 thousand words); grammatically correct sentence construction; the ability to independently retell a familiar fairy tale or compose a story based on pictures; free communication with adults and peers (answer questions, ask questions, know how to express their thoughts). Children are able to convey various feelings through intonation; their speech is rich in intonation; They are able to use all conjunctions and prefixes, generalizing words, subordinate clauses.
Motives of behavior : interest in new activities; to the world of adults, the desire to be like them; cognitive interests; establishing and maintaining positive relationships with adults and peers; motives of personal achievements, recognition, self-affirmation.
Personal development , self-awareness and self-esteem: children are able to realize their position in the system of relationships with adults and peers; strive to meet the requirements of adults, strive for achievements in the activities they perform; their self-esteem in different types of activities may differ significantly; they are not capable of adequate self-esteem, it is to a large extent depends on the assessment of adults (teacher, educator, parents).
Social development : ability to communicate with peers and adults, knowledge of the basic rules of communication; good orientation not only in familiar, but also in unfamiliar surroundings; the ability to control their behavior (children know the boundaries of what is permitted, but often experiment, checking whether these boundaries can be expanded); the desire to be good, to be first, strong grief in case of failure; sensitive response to changes in attitudes and moods of adults.
The combination of these factors is the main condition for successful adaptation to school.
Social development of children of primary school age
3.1. Stages of adaptation to school
The normal growth and development of a child at school age is largely determined by environmental factors. For a child 6-17 years old, the living environment is school, where children spend up to 70% of their waking time.
In the process of a child's education at school, two physiologically most vulnerable (critical) periods can be distinguished - the beginning of education (1st grade) and the period of puberty (11 - 15 years, 5-7th grade).
At primary school age, the basic mechanisms of organization of all physiological and psychophysiological functions change, and the tension of adaptation processes increases. The most important factor in the transition of the whole organism to another level of functioning is the formation at this age of regulatory systems of the brain, the ascending influences of which mediate the selective systemic organization of the integrative function of the brain, and the descending influences regulate the activity of all organs and systems. Another important factor determining the critical nature of this period of development is the sharp change in social conditions - the beginning of schooling.
The child’s whole life changes - new contacts appear, new living conditions, a fundamentally new type of activity, new requirements, etc. The intensity of this period is determined primarily by the fact that from the first days the school sets before the student a number of tasks that are not directly related to previous experience and require maximum mobilization of intellectual, emotional, and physical reserves.
The high functional stress that a first-grader’s body experiences is determined by the fact that intellectual and emotional stress is accompanied by prolonged static stress associated with maintaining a certain posture when working in the classroom. Moreover, the static load for children 6-7 years old is the most tiring, since holding a certain position, for example, when writing, requires prolonged tension in the spinal muscles, which are not sufficiently developed in children of this age. The process of writing itself (especially continuous writing) is accompanied by prolonged static tension of the hand muscles (finger flexors and extensors).
Normal schoolchildren's activities cause serious tension in a number of physiological systems. For example, when reading aloud, metabolism increases by 48%, and answering at the blackboard, tests lead to an increase in heart rate by 15-30 beats per minute, to an increase in systolic pressure by 15-30 mm Hg. Art., to changes in biochemical blood parameters, etc.
Adaptation to school is a rather long process that has both physiological and psychological aspects.
First stage - indicative, when children respond to the entire complex of new influences associated with the beginning of systematic learning with a violent reaction and significant tension in almost all body systems. This “physiological storm” lasts quite a long time (2-3 weeks).
Second phase - an unstable adaptation, when the body searches for and finds some optimal (or close to optimal) variants of reactions to these influences. At the first stage, there is no need to talk about any saving of the body’s resources: the body spends everything it has, and sometimes “borrows” it; Therefore, it is so important for the teacher to remember what a high “price” the body of each child pays during this period. At the second stage, this “price” decreases, the “storm” begins to subside.
Third stage - a period of relatively stable adaptation, when the body finds the most suitable (optimal) options for responding to the load, requiring less stress on all systems. Whatever work the student does, be it mental work to assimilate new knowledge, the static load experienced by the body in a forced “sitting” position, or the psychological load of communication in a large and diverse group, the body, or rather each of its systems, must respond with its own stress, your work. Therefore, the more tension is required from each system, the more resources the body will use. The capabilities of a child’s body are far from limitless, and prolonged functional stress and associated fatigue and overwork can lead to health problems.
The duration of all three adaptation phases is approximately 5-6 weeks, i.e. this period lasts until October 10-15, and the greatest difficulties arise in the 1-4th week.
3.2. Characteristics of the first weeks of school
What are the first weeks of training characterized by? First of all, a fairly low level and instability of performance, a very high level of tension in the cardiovascular system, the sympathoadrenal system, as well as a low rate of coordination (interaction) of various body systems with each other. In terms of the intensity and intensity of the changes occurring in the child’s body in the first weeks of training, training sessions can be compared with the influence of extreme loads on an adult, well-trained body. For example, a study of the reaction of the body of first-graders during lessons on indicators of the activity of the cardiovascular system revealed that the tension of this system of a child can be compared with the tension of the same system of an astronaut in a state of weightlessness. This example convincingly shows how difficult the process of physiological adaptation to school is for a child. Meanwhile, neither teachers nor parents often realize the full complexity of this process, and this ignorance and forcing the workload further complicate an already difficult period. The discrepancy between the child's requirements and capabilities leads to unfavorable changes in the functional state of the central nervous system, to a sharp decrease in educational activity and performance. A significant proportion of schoolchildren experience pronounced fatigue at the end of school hours.
Only in the 5-6th week of training do performance indicators gradually increase and become more stable, and the tension in the body’s main life-support systems (central nervous, cardiovascular, sympathoadrenal) decreases, i.e. a relatively stable adaptation to the entire complex of loads associated with learning occurs. However, according to some indicators, this phase (relatively stable adaptation) lasts up to 9 weeks, i.e., lasts more than 2 months. And although it is believed that the period of acute physiological adaptation of the body to the educational load ends at the 5-6th week of study, the entire first year of study (if we compare it with the following periods of study) can be considered a period of unstable and intense regulation of all systems of the child’s body.
The success of the adaptation process is largely determined by the state of the child’s health. Depending on the state of health, adaptation to school and to changed living conditions can proceed in different ways. Groups of children with mild adaptation, moderate adaptation and severe adaptation are distinguished.
With easy adaptation, the tension of the functional systems of the child’s body decreases during the 1st quarter. With adaptation of moderate severity, disturbances in well-being and health are more pronounced and can be observed during the first half of the year. Some children have difficulty adapting to school. By the end of the 1st quarter, they have mental health problems, which manifest themselves in the form of various fears, sleep disorders, appetite, excessive excitability, or, conversely, lethargy and lethargy. Complaints of fatigue, headaches, exacerbation of chronic diseases, etc. are possible. Significant health problems increase from the beginning to the end of the school year.
The tension of all functional systems of the child’s body, associated with changes in the usual lifestyle, is most manifested during the first 2 months of education. Almost all children at the beginning of school experience motor agitation or retardation, complaints of headaches, bad dream, loss of appetite. These negative reactions are the more pronounced, the sharper the transition from one period of life to another, the less ready the body of yesterday’s preschooler is for this. Of great importance are such factors as the characteristics of the child’s life in the family (how sharply his usual home regime differs from the school one). Of course, children who attended kindergarten adapt to school much more easily than children at home, who are unaccustomed to a long stay in a group of children and the regime of a preschool institution. One of the main criteria characterizing the success of adaptation to systematic education is the child’s health status and changes in his indicators under the influence of the educational load. Mild adaptation and, to a certain extent, moderate adaptation can apparently be considered a natural reaction of children’s bodies to changed living conditions. The difficult course of adaptation indicates that the educational loads and training regime are unbearable for the body of a first-grader. In turn, the severity and duration of the adaptation process itself depend on the state of the child’s health at the beginning of systematic education.
Healthy children, with normal functioning of all body systems and harmonious physical development, endure the period of entering school more easily and cope better with mental and physical stress. Criteria for successful adaptation of children to school can include improved performance dynamics during the first months of schooling, the absence of pronounced adverse changes in health indicators and good absorption program material.
3.3. Difficulties in the process of children's adaptation to school
Which children have the most difficulty adapting? The most difficult adaptation is for children born during pregnancy and childbirth, children who have suffered traumatic brain injuries, who are often ill, who suffer from various chronic diseases, and especially those who have neuropsychic disorders.
The general weakening of the child, any disease, both acute and chronic, delayed functional maturation, negatively affecting the state of the central nervous system, cause more severe adaptation and cause decreased performance, high fatigue, deterioration of health and decreased learning success.
One of the main tasks that school sets for a child is the need for him to acquire a certain amount of knowledge, skills and abilities. And despite the fact that the general readiness to learn (desire to learn) is almost the same for all children, the actual readiness to learn is very different. Therefore, a child with an insufficient level of intellectual development, with poor memory, with low development voluntary attention, will and other qualities necessary for learning will be the greatest difficulties in the adaptation process. The difficulty is that the beginning of education changes the main type of activity of a preschool child (it is play), but a new type of activity - educational activity - does not arise immediately. Studying at school cannot be identified with educational activities. “Children, as you know, learn in the most various types activities - in play, in work, while playing sports, etc. Educational activity has its own content and structure, and it must be distinguished from other types of activities performed by children both in primary school and at other ages (for example, from play, social-organizational, labor activity). Moreover, at primary school age, children perform all the types of activities just listed, but the leading and most important among them is educational. It determines the emergence of the main psychological new formations of a given age, determines the general mental development of younger schoolchildren, the formation of their personality as a whole.” We cited this quote from the work of the famous Russian psychologist V.V. Davydov because it was he who showed and substantiated the difference between study and educational activity.
Starting school allows the child to take a new position in life and move on to socially significant educational activities. But at the very beginning of their education, first-graders do not yet have a need for theoretical knowledge, and it is this need that is the psychological basis for the formation of educational activities.
At the first stages of adaptation, motives associated with cognition and learning have little weight, and cognitive motivation for learning and will are not yet sufficiently developed; they are gradually formed in the process of the educational activity itself. The value of learning for the sake of knowledge, the need to comprehend new things not for the sake of getting a good grade or avoiding punishment (unfortunately, in practice these are the incentives that are most often formed) - this is what should be the basis of educational activity. “This need arises in a child in the process of his actual assimilation of elementary theoretical knowledge while performing simple educational actions together with the teacher, aimed at solving relevant educational problems,” says V.V. Davydov. He convincingly proved that educational activity “contains in its unity many aspects, including social, logical, pedagogical, psychological, physiological, etc.”, which means that the child’s adaptation mechanisms to school are just as different. Of course, we cannot analyze all of them, so we will take a closer look at the physiological and psychological adaptation of the child.
As a rule, changes in children’s behavior are an indicator of the difficulty of the process of adaptation to school. It could be excessive excitement and even aggressiveness, or it could be, on the contrary, lethargy or depression. A feeling of fear and reluctance to go to school may also arise (especially in unfavorable situations). All changes in a child’s behavior, as a rule, reflect the characteristics of psychological adaptation to school.
The main indicators of a child’s adaptation to school are the formation of adequate behavior, establishing contacts with students, the teacher, and mastering the skills of educational activities. That is why, when conducting special socio-psychological studies of children’s adaptation to school, the nature of the child’s behavior, the characteristics of his contacts with peers and adults, and the formation of skills in educational activities were studied.
Observations of first-graders have shown that children's socio-psychological adaptation to school can occur in different ways.
The first group of children (56%) adapts to school during the first 2 months of schooling, i.e. approximately during the same period when the most acute physiological adaptation takes place. These children relatively quickly join the team, get used to school, make new friends in the class; They are almost always in a good mood, they are calm, friendly, and conscientiously and without visible tension fulfill all the teacher’s demands. Sometimes they have difficulties either in contacts with children or in relationships with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of behavior; I want to run during recess or talk with a friend without waiting for the call, etc. But by the end of October, these difficulties, as a rule, are leveled out, relationships are normalized, the child is completely accustomed to the new status of a student, and with new requirements, and with a new regime - he becomes a student.
The second group of children (30%) has a long period of adaptation, the period of inconsistency of their behavior with the requirements of the school is prolonged: children cannot accept the situation of learning, communicating with the teacher, children - they can play in class or sort things out with a friend, they do not respond to the teacher’s comments or react with tears or resentment. As a rule, these children also experience difficulties in mastering the curriculum. Only by the end of the first half of the year do these children’s reactions become adequate to the requirements of the school and teacher.
The third group (14%) are children whose socio-psychological adaptation is associated with significant difficulties; In addition, they do not master the curriculum, they exhibit negative forms of behavior, and negative emotions manifest themselves sharply. It is these children that teachers, children, and parents most often complain about: they “interfere with work in class,” “they bully the children.”
It is necessary to pay special attention to the fact that behind the same external manifestation of negative forms of behavior, or, as is usually said, bad behavior of a child, a variety of reasons can be hidden. Among these children there may be those who need special treatment, there may be students with psychoneurological disorders, but there may also be children who are not ready for learning, for example, those who grew up in unfavorable family conditions. Constant failure in studies and lack of contact with the teacher create alienation and negative attitudes from peers. Children become "outcasts". But this gives rise to a reaction of protest: they “get cocky” during breaks, shout, behave badly in class, trying at least in this way to stand out. If you do not understand the reasons for bad behavior in time and do not correct adaptation difficulties, then all together can lead to a breakdown, further delay in mental development and adversely affect the child’s health, i.e., a persistent disturbance in the emotional state can develop into a neuropsychic pathology.
Finally, these may simply be “overloaded” children who cannot cope with additional loads. One way or another, bad behavior is an alarm signal, a reason to take a closer look at the student and, together with parents, understand the reasons for the difficulties in adapting to school.
3.4. Factors influencing the success of adaptation
Which factors influencing the success of adaptation depend little on the teacher, and which are completely in his hands?
The success and painlessness of a child’s adaptation to school is primarily related to his readiness to begin systematic education. The body must be functionally ready (that is, the development of individual organs and systems must reach such a level as to adequately respond to environmental influences). Otherwise, the adaptation process is delayed and comes with great stress. And this is natural, since children who are not functionally ready for learning have more low level mental performance. A third of “unprepared” children already at the beginning of the year experience severe strain on the activity of the cardiovascular system during classes and loss of body weight; they often get sick and miss classes, which means they fall even further behind their peers.
Special attention should be paid to such a factor influencing the success of adaptation as the age at which systematic training begins. It is no coincidence that the duration of the adaptation period for six-year-olds is generally longer than for seven-year-olds. Six-year-old children experience higher tension in all body systems and lower and unstable performance.
The year separating a six-year-old child from a seven-year-old is very important for his physical, functional (psychophysiological) and mental development, so many researchers believe that the optimal age for entering school is not 6 (before September 1), but 6.5 years. It is during this period (from 6 to 7 years) that many important psychological new formations are formed: the regulation of behavior, orientation towards social norms and requirements are intensively developed, the foundations of logical thinking are laid, and an internal plan of action is formed.
It is necessary to take into account the discrepancy between the biological and passport ages, which at this age can be 0.5-1.5 years.
The duration and success of the process of adaptation to school and further education are largely determined by the state of health of children. Adaptation to school occurs most easily in healthy children who haveIhealth group, and most severely in children withIIIgroup (chronic diseases in a compensated state).
There are factors that significantly facilitate the adaptation to school of all children, especially those who are “unprepared” and weakened - factors that largely depend on the teacher and parents. The most important of them is the rational organization of training sessions and a rational daily routine.
One of the main conditions, without which it is impossible to maintain the health of children during the school year, is the correspondence of the educational regime, teaching methods, content and richness of educational programs, and environmental conditions to the age-related functional capabilities of first-graders.
Ensuring the correspondence of two factors - internal morphofunctional and external socio-pedagogical - is a necessary condition favorable overcoming of this critical period.
Conclusion
Age development, especially childhood development, - difficult process, which, due to a number of its features, leads to a change in the entire personality of the child at each age stage. For L.S. For Vygotsky, development is, first of all, the emergence of something new. Stages of development are characterized by age-related neoplasms, i.e. qualities or properties that were not previously available in finished form. But the new “does not fall from the sky,” as L.S. wrote. Vygotsky, it appears naturally, prepared by the entire course of previous development.
The source of development is the social environment. Each step in a child's development changes the influence of the environment on him: the environment becomes completely different when the child moves from one age situation to the next. L.S. Vygotsky introduced the concept of “social situation of development” - a relationship between the child and the social environment that is specific for each age. The interaction of a child with his social environment, which educates and educates him, determines the path of development that leads to the emergence of age-related neoplasms.
List of used literature:
1. Bezrukikh M. M Age-related physiology: (physiology of child development): textbook. manual for university students studying in the specialty "Preschool pedagogy and psychology" / M.M. Bezrukikh, V.D. Sonkin, D.A. Farber. - 4th ed., erased. - M.: AcademiA, 2009. – 416 p.
2. Kulagina I.Yu., Kolyutsky V.N. Developmental psychology: The complete life cycle of human development. Tutorial For university students. – M.: TC Sfera, 2005. – 464 p.
3. Pedagogy. Textbook for students of pedagogical universities of pedagogical colleges / Edited by P.I. Faggot. –M.: Pedagogical Society of Russia, 2004. – 608 p.
4. Lysova N. F. Age anatomy, physiologyand school hygiene: textbook. aid for students universities / N. F. Lysova [and others]. - Novosibirsk; M.: Arta, 2011. - 334 p.
5. Gippenreiter Yu.B. Communicate with the child. How? / Yu.B. Gippenreiter. – Moscow: AST, 2013. – 238 p.
In psychology, there are two directions that explain the process of child development.
1) Biologization direction
2) Sociologization direction
Contradictions between the needs and abilities, needs and demands of society are source of child development. Resolving contradictions allows the child to rise to a higher level of development.
The process of individual development of each child occurs in certain conditions, surrounded by specific objects of material and spiritual culture, people and relationships between them. It depends on these conditions individual characteristics, the use and transformation into appropriate abilities of certain inclinations available from birth, qualitative originality and combination of psychological and behavioral properties acquired in the process of development.
Development factors can promote or hinder it, accelerate or, on the contrary, slow down the process of child development. They contain the sources of development and direct it
Development factors – these are the “driving forces” that determine the progressive development of the child and are its causes.
According to L.S. Vygotsky, the driving force of mental development is learning. Thus, development factors can be a set of teaching methods and means, the organization and content of training, and the level of pedagogical preparedness of teachers.
Learning goes ahead of development and creates zone of proximal development.
Zone of proximal development – this is the difference between what a child can do on his own and what he can do with the help of adults
Learning is inextricably linked with activities, which is also the source of the development of the child’s psyche. According to A.N. Leontiev, leading activities play a major role in development, others - a subordinate one.
Question 4. Periodization of a child’s mental development
Separation life path child for periods allows us to better understand the patterns of child development and the specifics of age stages. The strategy for building a system of education and training for younger generations largely depends on the correct solution to the problem of periodization.
Vygotsky L.S. Having studied the works of many scientists, he identified three groups of periodizations: by appearance; by internal characteristics (by one or several signs of child development); based on the definition of stable and crisis periods, as well as the social situation of development, leading activities and central new formations.
To the first group include periodization based on an external sign, but related to the development process itself.
Periodization by Rene Zazzo. In it, the stages of childhood coincide with stages of the education and training system. According to the author, development and education are interconnected .
Up to 3 years old - early childhood.
3-6 years - preschool stage ( education in a family or preschool institution).
6-12 years old - stage of primary school education ( acquisition of basic intellectual skills).
12 -16 years old - stage of education in secondary school ( the child receives general education).
After 16 years - the stage of higher or university education.
There are other periodizations ( Getchinson, A. Vallon).
In the second group periodizations used internal sign of child development (most often only one) .
Pavel Petrovich Blonsky selected for criterion development of bone tissue in children, appearance and change of teeth. According to this periodization, childhood is divided into three eras.
From 8 months up to 2.5 years is the era of toothless childhood.
From 2.5 years. up to 6.5 years - childhood of milk teeth.
Sigmund Freud believed that the main source of human behavior is unconscious, which is saturated with sexual energy - libido. The author believed that the stages of development differ from each other in the way libido is fixed. Sexual development serves as a criterion for this periodization. Stages of development are associated with displacement of erogenous zones.
Up to 1 year - oral stage. The erogenous zone is the mucous membrane of the mouth and lips.
1-3 years - anal stage. The erogenous zone is the intestinal mucosa. The child learns social norms.
3-5 years - phallic stage. Erogenous zone - genitals. Highest level development of child sexuality.
5-12 years - latent stage. There is a temporary interruption in the sexual development of the child. His interests are directed towards communicating with friends.
12-18 years - genital stage. All erogenous zones unite, a desire for normal sexual communication appears.
In the third group periodizations, periods of a child’s mental development are distinguished based on the definition: stable and crisis periods, as well as the social situation of development, leading activities and central new formations.
This group includes the periodizations proposed Lev Semenovich Vygotsky and Daniil Borisovich Elkonin.
L.S. Vygotsky considered the alternation of stable and crisis periods as a law of child development. Crises, unlike stable periods, do not last long, a few months, and under unfavorable circumstances they can last up to a year or even two years.
The crisis begins and ends imperceptibly, its boundaries are blurred and unclear. Exacerbation occurs in the middle of the period. For the people around the child, it is associated with a change in behavior, the appearance of “difficulty in education,” as L. S. Vygotsky writes. The child is out of the control of adults, and those measures of pedagogical influence that were previously successful now cease to work. Affective outbursts, whims, more or less acute conflicts with loved ones are a typical picture of a crisis, characteristic of many children. Schoolchildren's performance decreases, interest in classes weakens, academic performance decreases, and sometimes painful experiences and internal conflicts arise.
However, different children experience crisis periods differently. The behavior of one becomes difficult to bear, while the behavior of the other hardly changes.
The main changes that occur during crises are internal. The child's interests and values change.
Newborn crisis
0-1 month - neonatal period
1 month - 1 year - infancy
Year 1 crisis
1-3 years - early childhood
Crisis 3 years
3-7 years - preschool age
School enrollment crisis
7-10 years old - junior school age
10-15 years - adolescence
Crisis 12 years
15-18 years old - senior school age
Each of these age periods has its own characteristics and boundaries, which are relatively easy to notice by carefully observing the child’s development, analyzing his psychology and behavior. Each psychological age requires its own style of communication with children, the use of special techniques and methods of teaching and upbringing.
Additional Information.
Among other modern periodizations of child development, the periodizations of A. V. Petrovsky and D. I. Feldstein deserve attention.
A. V. Petrovsky considers personality development as a process of integration in various social groups. According to A.V. Petrovsky, childhood is mainly the child’s adaptation to the social environment, adolescence is the manifestation of one’s individuality. Integration into society must occur in youth.
D.I. Feldshtein determines the position of the “I” in society as the main criterion for the development of a child’s personality from birth to early adolescence.
He identifies two blocks of social development of the individual. These blocks can be designated as phases of personality formation.
In the first phase (from 0 to 10 years) - the phase of childhood itself - the formation of personality occurs at the level of not yet developed self-awareness.
In the second phase (from 10 to 17 years) - the phase of adolescence - there is an active formation of the self-awareness of a growing person, acting in the social position of a socially responsible subject.
The identified phases cover certain cycles of personality development, recording the result of this form of social development - the formation of the child’s position in the system of society and the implementation of this position.
Currently, most psychologists have adopted the following age periodization:
Neonatal period - up to 1 month;
Infancy period -1 – 12 months;
Early childhood period - 1 - 4 years;
Preschool period - 4 - 7 years;
Junior school - 7-12 years old;
Adolescence - 12 - 16 children;
Early adolescence - 16 - 19 years old;
Late youth - 19 - 21 years old;
Youth (early maturity) - 21 - 35 years;
Maturity - 35 - 60 years;
First old age (old age) - 60 - 75 years;
Old age (old age) - 75 - 90 years;
Longevity - over 90 years.
INTRODUCTION
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 the personality is formed: its values, preferences, guidelines. The way a child spends his childhood directly affects the success of his future life.
Social development is a valuable experience of this period. A child’s psychological readiness for school largely depends on whether he knows how to communicate with other children and adults and cooperate with them correctly. It is also important for a preschooler how quickly he acquires knowledge appropriate to his age.
A comprehensively developed harmonious personality is the goal, the desired result, which, ever since humanity began to think about educating the younger generation, about its future, has acted as a leading idea, an ideal worth striving for and worth living for.
Purpose of education- this is the expected result of activities aimed at shaping a person’s personality. The goal is the motive for such activity.
The goal - “raising a comprehensively developed personality” - is essentially an ideal, unrealistic goal of education.
The history of the development of society, the study of the patterns of individual development have shown that all aspects of the personality cannot be developed equally.
An ideal goal is needed; it is a guide to a person’s capabilities and helps to formulate the tasks of education in various areas of a multifaceted personality.
It is known that individuals are not born, but become. And the formation of a fully developed personality is greatly influenced by communication with people. That is why parents should pay enough attention to developing a child’s ability to find contact with other people.
1.1. Biological factors in child development
A child's development is influenced by various factors. The very first and most significant factor before the birth of a child is the biological factor. The biological factor finds its development in the intrauterine state.
The fundamental indicator is biological heredity. Biological heredity includes general indicators in its content. Heredity is individual for each representative of humanity. It allows us to distinguish and distinguish not only internal, but also external characteristics of each representative of humanity.
Heredity - this is what is passed on from parents to children, what is in the genes. The hereditary program includes a constant and variable part. The permanent part ensures that a person is born as a human being, a representative of the human race. The variable part is what unites a person with his parents. These can be external signs: body type, color of eyes, skin, hair, blood type, predisposition to certain diseases, characteristics of the nervous system.
Parents inherit certain characteristics and personality traits to their child. The transfer of hereditary qualities forms a genetic program.
The enormous significance of heredity lies in the fact that it serves as a source of obtaining human body, nervous system, brain,
organs of hearing.
External factors make it possible to distinguish one person from another. The specificity of the nervous system, transmitted by inheritance, develops certain type nervous activity. The influence of heredity is so great that it is capable of forming certain abilities in various types of activities. This ability is formed on the basis of natural inclinations.
Based on the data of physiology and psychology, we can conclude that at birth a child does not acquire abilities, but only the inclinations for some activity.
However, for the development and disclosure of certain inclinations, it is necessary to create a favorable atmosphere for proper development.
Heredity includes not only favorable, positive sides For the development of a child, it is not uncommon for a number of diseases to be inherited by the child. The cause of these diseases is a violation of the hereditary apparatus (genes, chromosomes).
IN modern world on proper development The child is influenced not only by heredity, but also by the environment itself.
A newborn carries within himself a complex of genes not only of his parents, but also of their distant ancestors, that is, he has his own, uniquely rich hereditary fund or a hereditarily predetermined biological program, thanks to which his individual qualities arise and develop. This program naturally and harmoniously comes to life if, on the one hand, the biological processes are based on sufficiently high-quality hereditary factors, and on the other, the external environment provides the growing organism with everything necessary for the implementation of the hereditary principle.
Skills and properties acquired during life are not inherited, science has not identified any special genes for giftedness, however, every born child has a huge arsenal of inclinations, early development and the formation of which depends on the social structure of society, on the conditions of education and training, the cares and efforts of parents and the desires of the smallest person.
Traits of biological heritage are complemented by the innate needs of a human being, which include the needs for air, food, water, activity, sleep, safety and freedom from pain. If social experience explains mainly the similar, general traits that a person possesses, then biological heredity largely explains individuality personality, its original difference from other members of society. At the same time, group differences can no longer be explained by biological heredity. Here we are talking about a unique social experience, a unique subculture.
Therefore, biological heredity cannot completely create personality, since neither culture nor social experience is transmitted with genes.
However, the biological factor must be taken into account, since, firstly, it creates restrictions for social communities (the helplessness of a child, the inability to stay under water for a long time, the presence of biological needs, etc.), and secondly, thanks to the biological factor, an endless diversity of temperaments, characters, abilities that make each human personality individuality, i.e. a unique, unique creation.
Heredity manifests itself in the fact that the basic biological characteristics of a person are transmitted to a person (the ability to speak, to work with the hand). With the help of heredity, anatomical and physiological structure, the nature of metabolism, a number of reflexes, and the type of higher nervous activity are transmitted to a person from their parents.
Biological factors include innate human characteristics. These are features that a child receives during intrauterine development, due to a number of external and internal reasons.
The mother is the child’s first earthly universe, so whatever she goes through, the fetus also experiences. The mother's emotions are transmitted to him, providing either positive or bad influence on his psyche. It is the mother’s incorrect behavior, her excessive emotional reactions to the stresses that fill our hard and stressful lives, that cause a huge number of postpartum complications such as neuroses, anxiety states, mental retardation and many other pathological conditions. However, it should be especially emphasized that all difficulties are completely surmountable if the expectant mother realizes that only she serves the child as a means of absolute protection, for which her love provides inexhaustible energy.
The father also plays a very important role. The attitude towards the wife, her pregnancy and, of course, towards the expected child is one of the main factors that forms in the unborn child a feeling of happiness and strength, which is transmitted to him through a self-confident and calm mother.
After the birth of a child, the process of its development is characterized by three successive stages: absorption of information, imitation and personal experience. During prenatal development, experience and imitation are absent.
As for the absorption of information, it is maximum and occurs at the cellular level. At no point in his future life does a person develop as intensively as in the prenatal period, starting from a cell and turning in just a few months into a perfect being, possessing amazing abilities and an unquenchable desire for knowledge. The newborn has already lived for nine months, which largely formed the basis for his further development.
Prenatal development is based on the idea of the need to provide the embryo and then the fetus with the best materials and conditions. This should become part of the natural process of developing all the potential, all the abilities originally inherent in the egg.
The emerging human being does not perceive this world directly. However, it continuously captures the sensations and feelings that it evokes in the mother the world. This being registers the first information, capable of coloring the future personality in a certain way, in cell tissue, in organic memory and at the level of the nascent psyche.
IN modern conditions along with heredity, negatively affect the development of the child external factors- pollution of the atmosphere, water, environmental problems, etc. More and more physically weakened children are being born, as well as children with developmental disorders: blind and deaf or who lost hearing and vision at an early age, deaf-blind children, children with musculoskeletal disorders, etc. .
For such children, the activities and communication necessary for their development are significantly hampered. Therefore, special methods are being developed to teach them, which makes it possible for such children to sometimes achieve high level mental development. Specially trained teachers work with these children. However, as a rule, these children have great problems communicating 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 child to lag in development due to his lack of contact with the surrounding reality. Therefore, special training for such children consists precisely in “opening” the child’s channels of communication with the outside world, using for this the preserved types of sensitivity - touch.
1.2 Social factors in child development
In the very first days after birth, the child begins to actively explore the world. Later, he learns to observe the behavior of his parents, and the first contacts with his environment are established.
Education is associated with subjective activity, with the development in a person of a certain idea of the world around him. Although education takes into account the influence of the external environment, it mainly represents the efforts carried out by social institutions.
The social development of a child involves the process of assimilation of traditions, culture and rules accepted in a particular society.
To carry out this process, certain social factors of the child’s development must be present. These include all kinds of environmental objects. The cooperation of all factors constitutes the features of the social development of children.
These factors can be divided into:
microfactors (these include family, school, friends, immediate social environment)
mesofactors (these include the conditions in which the child grows up, mass media, regional conditions and others)
macro factors (processes and things on a global scale play a role here: ecology, politics, demography, economics, state and society)
Socialization is the process of personality formation, the gradual assimilation of the requirements of society, the acquisition of socially significant characteristics of consciousness and behavior that regulate its relationship with society. Socialization of the individual begins from the first years of life and ends by the period of civil maturity of a person, although, of course, the powers, rights and responsibilities acquired by him do not mean that the socialization process is completely completed: in some aspects it continues throughout life.
It is in this sense that we talk about the need to improve the pedagogical culture of parents, about the fulfillment of civic responsibilities by a person, and about observing the rules of interpersonal communication. Otherwise, socialization means the process of constant cognition, consolidation and creative development by a person of the rules and norms of behavior dictated to him by society.
A person receives his first elementary information in the family, which lays the foundations of both consciousness and behavior. In sociology, attention is drawn to the fact that the value of family as social institution has not been sufficiently taken into account for a long time. Moreover, the responsibility for educating the future citizen at certain periods Soviet history tried to take it off the family, transferring it to the school, labor collective, public organizations.
The downplaying of the role of the family brought great losses, mainly of a moral nature, which subsequently turned into major costs in working and socio-political life.
Stages of child social development:
Infancy. Social development begins in a preschooler in infancy. With the help of a mother or another person who often spends time with the newborn, the baby learns the basics of communication, using means of communication such as facial expressions and movements, as well as sounds.
From six months to two years. The child’s communication with adults becomes situational, which manifests itself in the form of practical interaction. A child often needs the help of his parents, some kind of joint action for which he turns.
Three years. At this age, the baby already demands society: he wants to communicate in a group of peers. The child enters the children's environment, adapts to it, accepts its norms and rules, and parents actively help with this. They tell the preschooler what to do and what not to do: whether it is worth taking other people’s toys, whether it is good to be greedy, whether it is necessary to share, whether it is possible to offend children, how to be patient and polite, and so on.
From four to five years. This age period is characterized by the fact that children begin to ask an infinite number of questions about everything in the world (to which adults do not always have answers!). A preschooler’s communication becomes brightly emotionally charged and aimed at cognition. The baby’s speech becomes the main way of his communication: using it, he exchanges information and discusses the phenomena of the surrounding world with adults.
From six to seven years. 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 development of the child’s personality and citizenship. A preschooler needs explanations of many life moments, advice, support and understanding from adults, because they are role models. Looking at adults, six-year-olds copy their style of communication, relationships with other people, and the characteristics of their behavior. This is the beginning of the formation of your individuality.
The school takes over the baton of individual socialization. As a young person grows older and prepares to fulfill his civic duty, the body of knowledge acquired by a young person becomes more complex. However, not all of them acquire the character of consistency and completeness. Thus, in childhood, a child receives his first ideas about the Motherland, in general outline begins to form his idea of the society in which he lives, of the principles of building life.
A powerful tool for personal socialization is the means mass media- print, radio, television. They carry out intensive processing of public opinion and its formation. At the same time, the implementation of both creative and destructive tasks is equally possible.
The socialization of the individual organically includes the transfer of the social experience of mankind, therefore continuity, preservation and assimilation of traditions are inseparable from Everyday life of people. Through them, new generations are involved in solving economic, social, political and spiritual problems of society.
Thus, the socialization of personality represents, in essence, a specific form of appropriation by a person of those civil relations that exist in all spheres of public life.
CONCLUSION
Personal development of a person occurs throughout life. Personality is one of those phenomena that is rarely interpreted in the same way by two different authors. All definitions of personality are determined in one way or another by two opposing views on its development.
From the point of view of some, each personality is formed and develops in accordance with its innate qualities and abilities, and the social environment plays a very insignificant role.
Representatives of another point of view completely reject the innate internal traits and abilities of the individual, believing that personality is a certain product, completely formed in the course of social experience.
Obviously, these are extreme points of view of the process of personality formation. Despite the numerous conceptual and other differences that exist between them, almost all psychological theories of personality are united in one thing: they assert that a person is not born, but becomes a person in the process of his life. This actually means recognizing that a person’s personal qualities and properties are not acquired genetically, but as a result of learning, that is, they are formed and developed.
Personality formation is usually First stage formation of personal properties of a person. Personal growth due to many external and internal factors.
Bibliography
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4. Kolomensky, Ya.L. To the teacher about the psychology of six-year-old children / Ya.L. Kolomensky. - M.: Education, 1989. – 97 p.
5. Leontyev, A.N. Activity. Consciousness. Personality: textbook. allowance / A. N. Leontev. – M.: Education, 1977. – 298 p.
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