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Features of the socialization of children of primary school age. Features of socialization of younger schoolchildren Socialization of younger schoolchildren in the conditions of a modern school

1.2 Features of the socialization of younger students: essence, concept

Education is a social, purposeful creation of conditions (material, spiritual, organizational) for the new generation to assimilate socio-historical experience in order to prepare it for public life and productive labor. The category of "education" is one of the main ones in pedagogy. They single out education in a broad social sense, including in it the impact on the personality of society as a whole, and education in a narrow sense - as a purposeful activity designed to form a system of personality traits, attitudes and beliefs. Education is often interpreted in an even more local sense - as a solution to a specific educational task (for example, the education of certain character traits, cognitive activity, etc.). Thus, education is a purposeful formation of a personality based on the formation of 1) certain attitudes towards objects, phenomena of the surrounding world; 2) worldview; 3) behavior (as a manifestation of attitude and worldview). We can distinguish types of education (mental, moral, physical, labor, aesthetic, etc.). Golovanova N.F., Socialization of a junior schoolchild as a pedagogical problem. - St. Petersburg: Special Literature, 1997. P. 17.

Developing the general concept of humanism, educating education aimed at the formation of a full-fledged active personality, special attention is paid, according to V.S. Mukhina, on the formation of a child's attitude to the rights and obligations accepted in society. Experts offer the idea of converting children's responsibilities into their rights, the awareness and understanding of which raises the child's self-esteem.

According to A.V. Petrovsky, personality development can be represented as a unity of continuity and discontinuity. “Continuity in the development of a personality expresses relative stability in the pattern of its transition from one phase to another in a given community, which is referential for it. Discontinuity characterizes the qualitative changes generated by the features of the inclusion of the individual in new concrete historical conditions, which are associated with the action of factors related to its interaction with others, connected by systems. In this case, with the system of education accepted in society.” Reference by Rean A.A. Socialization of personality // Reader: Psychology of personality in the works of domestic psychologists. - St. Petersburg: Peter, 2000. P. 151.

Socialization is the process of assimilation and active reproduction of social experience by an individual, carried out in communication and activity. Socialization can take place both under the conditions of spontaneous influence on the personality of various multidirectional circumstances of life, and in the conditions of education and upbringing - a purposeful, pedagogically organized, systematic process and result of human development.

According to Petrovsky, the whole situation of social development determines the personal development of a person, the passing state of adaptation, individualization and integration as macro- and microphases. An analysis of the main provisions characterizing the process of a child's development shows that in reality all the lines under consideration are interdependent, interconnected; this means that only their joint implementation constitutes such a progressive change, which can be called mental personal development human in the full sense of the word.

At the same time, it is emphasized that this development occurs under the influence of the social environment, community in a certain situation and, above all, in the situation of education and upbringing. This is consistent with the fact that all provisions of the progressive educational psychology emphasize the importance of developing, educating education by means of all academic subjects.

The development of a person occurs in his interaction with other people, in activities, in the process of training and education, and this is one of the main provisions of educational psychology.

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

Sociologists consider socialization as a process of human development in its interaction with the outside world. Others define it as the process of forming the skills and social attitudes of individuals corresponding to their social roles, while others understand it as the introduction of an individual to participate in public life (understanding culture, behavior in groups, asserting oneself and performing various social roles).

Numerous comparative studies conducted by sociologists, teachers, psychologists and ethnographers in the 20th century showed that not only social habits, customs, traditions, but even the temperament and specific behavior of the sexes are a product of socialization. Thus, the very qualities of masculinity (masculinity) and femininity (femininity) are not, as it has long been considered, only “natural”, i.e. natural and biologically conditioned (hard, strong man and soft, weak woman). They are formed by the dominant views in a particular society on the image of a man and a woman. Khasan B.I., Tyumeneva Yu.A. Features of the appropriation of social norms by children of different sexes // Questions of Psychology. - 1997. - No. 3. - P.35.

The history of the emergence of the term "socialization" is associated with a "misunderstanding", or rather, with an inaccuracy when translating from German into English. Nevertheless, the new word took root and accumulated classical sociological problems. The concept of "socialization" is wider than the traditional concepts of "education" and "upbringing". Education involves the transfer of a certain amount of knowledge. Education is understood as a system of purposeful, consciously planned actions, the purpose of which is the formation of certain personal qualities and behavioral skills in a child.

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

There are two main approaches to determining the essence of the socialization process: 1) socialization is a kind of training, it is a “one-way street”, when society is the active side, and the person himself is a passive object of its various influences; 2) the vast majority of sociologists currently agree with this approach - it is based on the paradigm of interaction and emphasizes not only the activity shown by society (the so-called agents of socialization), but also the activity, selectivity of the individual. Kondratiev M.Yu. Typological features of the psychosocial development of adolescents // Questions of Psychology. - 1997. - No. 3. - S. 73.

At the same time, socialization is considered as a process that continues throughout a person's life. It is customary to single out primary socialization, covering the period of childhood, and secondary socialization, which occupies a longer time period and also includes mature and advanced age.

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

At the present stage, however, the ideal of a full-fledged member of society has many characteristics that are common or more or less similar for different societies. Consequently, the process of socialization in different societies, while retaining a certain specificity, acquires a number of universal and similar characteristics. This is primarily due to global global trends (urbanization, informatization, environmental, demographic and other changes).

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

· mastered the roles of a man or a woman (successful sex-role socialization);

could and would like to competently participate in productive activities (professional socialization);

created a strong family (learned family roles);

· were law-abiding citizens (political socialization), etc.

The above conditions of socialization characterize a person as an object of socialization, but a person becomes a full-fledged member of society, being not only an object, but also a subject of socialization.

As a subject, a person in the process of socialization assimilates social norms and cultural values in an inseparable unity with the realization of his activity, self-development and self-realization in society. Socialization becomes successful for a person if his personality develops in the process.

In modern pedagogical science, the following levels of human development are distinguished, which are closely interconnected: biological, psychological, social, worldview, but at different time stages one or another level acquires a dominant value. For example, if in childhood the physical development of a person occurs most intensively, then later the social and ideological components dominate.

Feature of younger children school age What they have in common with preschoolers, but even more intensified with school entry, is the boundless trust in adults, mainly teachers, submission and imitation of them. Children of this age fully recognize the authority of an adult, almost unconditionally accept his assessments. Even characterizing himself as a person, the younger schoolchild basically only repeats what the adult says about him. This is directly related to self-esteem. Unlike preschoolers, younger students already have self-assessments various types: adequate, overestimated and underestimated.

At primary school age, the child's independent control of his own actions reaches a level where children can already control behavior on the basis of a decision, intention, and long-term goal. In addition, on the basis of the experience already gained in educational, play and work activities, the child develops the prerequisites for shaping the motivation to achieve success. Between the ages of 6 and 11, the child develops an idea of how to compensate for the lack of his abilities by increasing the effort and vice versa.

In parallel with the motivation to achieve success and under its influence, diligence and independence are improved at primary school age. Industriousness arises as a result of repeatedly repeated success when applying sufficient effort and receiving rewards for this, especially when the child has shown perseverance in achieving the goal. The independence of younger schoolchildren is combined with their dependence on adults. At the same time, it is very important that the combination of independence and dependence be mutually balanced.

When a child enters school, there are also changes in his relationship with other people, and quite significant ones at that. First of all, the time allotted for communication is significantly increased. The topics of communication are changed, it does not include topics related to the game. In addition, children of grades III-IV show the first attempts to restrain emotions, immediate impulses and desires. In early school age, their individuality begins to manifest itself more strongly. There is a significant expansion and deepening of knowledge, the skills and abilities of the child are improved; in the majority of children in grades III-IV, both general and special abilities to various types of activities.

Of particular importance for development at this age is the stimulation and maximum use of achievement motivation in the educational, playful, and labor activities of children.

By the end of primary school age, by the 3rd-4th grades of the school, relationships with peers become more important for children, and here additional opportunities open up for the active use of these relationships for educational purposes.

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Socialization in childhood places limits on what can be achieved through socialization in adulthood.

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

Topic: "Socialization of younger students."

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

Socialization - the process of assimilation by an individual of patterns of behavior, psychological attitudes, social norms and values, skills, knowledge that allow him to successfully function in society. [Martsinkovskaya T. D., 2010]

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

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

It should be noted that such development proceeds under the influence of the social environment, in the situation of education and training. All this correlates with the provisions that emphasize the importance of educative, developmental education with the help of all academic subjects.

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

Let's note, S.L. Rubinstein emphasizes that “the child develops by learning and being brought up, and not developing and being taught and brought up. This means that upbringing and education is in the very process of the development of the child, and is not built on top of it; the personal mental properties of the child, his character traits, abilities are not only manifested, but also formed in the course of the child's own activity.

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

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

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

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

What qualities are necessary for successful socialization?

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

Socialization in the family depends on the relationships that develop within the family, on the authority and power of the parents, on the composition of the family. In the family, the child learns the norms of human relations. The family forms the child's personality through the implementation of a social function.

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

Thus, to determine the effectiveness of the process of socialization of a younger student, it is possible to single out groups of criteria: social adaptation, social autonomization, social activity.

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

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

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

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

Socialization in childhood places limits on what can be achieved through socialization in adulthood.

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

What social role appears at this age?

(the role of the student).

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

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

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

Children are realized within the framework of two main areas of the social structure in which they are trained:

Formal, associated with the school system;

Informal, associated with partnerships.

Status in both of these social structures determined primarily by the social skills and achievements of the child, and not by official status.

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

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

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

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

The process of socialization includes learning during which the younger student learns to interact with other people (students and teachers).

Children's social interactions with peers contribute to their cognitive development.

What is the leading activity in primary school age?

The leading activity in primary school age is educational. The attitude of children to learning is primarily characterized by the search for knowledge.

At primary school age, there is a significant expansion and deepening of knowledge, the skills and abilities of the child are improved.

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

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

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

Children at primary school age can control their behavior based on the intention, decision, thanks to the increased level of self-control. Having the experience gained in playing, educational and labor activities, the child has the prerequisites for motivating him to achieve success.

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

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

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

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

The younger schoolchild begins to realize himself not as isolated, but as being in the system of human relations. In this way he experiences himself as a social being.

It can be concluded that the socialization of a younger student is a process of acquiring experience in social relations and mastering new social roles, which takes place in areas of activity. Communication and self-knowledge through the development, recognition, appropriation, enrichment and transfer by the child of the experience of social interaction between children and adults. At the same time, in the process of socialization, the child develops a readiness for social actions.

Socialization is a positive result of socialization, which is understood in general terms as a set of individual personality traits that provide the greatest success in activities that are significant for a given individual, positive self-perception and emotional satisfaction with life in general.

Socialization E.P. Belinskaya and T.G. Stefanenko is understood as the main criterion for the socialization of the individual, the person's compliance with the social requirements that apply to this age stage, as the presence of personal and socio-psychological prerequisites for the transition to new situations of social development to fulfill the tasks of the next stage of socialization.

The effective implementation of these tasks largely depends on the readiness of teachers to realize the educational potential of folk pedagogy. Ideally, the school should be a public institution that transmits to the younger generation the culture of this society, accumulated by the previous generation.

The general concept of the socialization of the personality of a younger student. Indicators of the formation of the child's social activity. Content, types, forms of socio-pedagogical work with younger students.

Socialization - being an interdisciplinary term, reflects a rather complex social phenomenon.

The process of socialization- the most important multidimensional phenomenon in the life of mankind. In the course of it, the generation of the future is being formed under the influence of such factors as the family, mass media, communication, and children's public organizations.

Socialization is considered as a complex multifaceted process in terms of:

Assimilation by an individual during his life of social norms and cultural values of the society to which he belongs;

assimilation and further development individual socio-cultural experience;

The formation of personality, learning and assimilation by an individual of values, norms, attitudes, patterns of behavior inherent in a given society, social community, group;

The inclusion of a person in social practice, the acquisition of social qualities by him, the assimilation of social experience and the realization of his own essence through the performance of a certain role in practical activities, etc.

Common to all approaches is the consideration of socialization as a result and mechanism for the acquisition of social experience by a person in the process of life.

The author of the term "socialization" is the American sociologist F. G. Giddings, who in 1887 in the book "Theory of Socialization" used it in a meaning close to modern, - "the development of the social nature or character of the individual, the preparation of human material for social life."

In this way, socialization- this is a complex continuous process that takes place at the biological, psychological and social levels, in which, on the one hand, the needs of an individual person are adapted to the needs of the public. Adaptation is not passive, leading to conformism, but active, in which the individual voluntarily and creatively builds his role in society, while developing and improving human nature at the level of genetic memory. In turn, society forms the norms of morality and behavior, expedient forms of relations between people in the social environment.

Socialization as a step-by-step process proceeds in the minds and behavior of children in many parallels regarding each social information, and, having come to its logical conclusion - self-esteem, at a certain stage of life this process is repeated again for the same reason, but at a new qualitative level.

Functions of socialization not only reveal, but also determine the process of development of the individual and society. Functions guide the activity of the individual, determining more or less promising ways of personality development. They, realized in a complex, enable the individual to express himself in a certain field of activity.

The levels of socialization demonstrate the basis of the human personality, the influence of social institutions on its formation, considering the personality as an object and subject of the influence of the individual on himself and society, as well as public institutions on the individual. Inclusion in the above levels determines the spatial and temporal continuity of the process of socialization throughout a person's life.

Six stages of socialization:

1. Bioenergetic (prenatal)..

2. Identification stage (up to 3 years).

3. Correlation stage (3-5 years).

4. Expansive stage (6-10 years).

5. Convective stage (11-15 years). Characterized by "explosive".

6. Conceptual stage (16-20 years).

A directed form of socialization is a system of means of influencing a person specially developed by a certain society in order to shape him in accordance with the goals and interests of this society. Non-directional, or spontaneous form of socialization is the automatic formation of certain social skills in connection with the constant stay of the individual in direct social environment.

Features of the socialization of younger students

Primary school age covers the period of life from 6-7 to 9-11 years and is determined by the most important circumstance in a child's life - his admission to school. A new relationship structure emerges in the school. The system "child - adult" is differentiated into "child - teacher" and "child - parents". The relationship "child - teacher" acts for the child as the relationship "child - society" and begins to determine the relationship of the child to parents and relationships with other people. All activities contribute to the development of the cognitive sphere.

The predominant type of attention at the beginning of learning is involuntary, in primary school there is a process of formation of arbitrariness in general and voluntary attention in particular.

The dominant function in primary school age becomes thinking. The outlined in preschool age the transition from visual-figurative to verbal-logical thinking. Figurative thinking is becoming less and less necessary in educational activities.

Perception - insufficiently differentiated. In order for the student to more subtly analyze the qualities of objects, the teacher must carry out special work, teaching him to observe. If preschoolers were characterized by analyzing perception, then by the end of primary school age, with appropriate training, a synthesizing perception appears. Developing intellect creates an opportunity to establish connections between the elements of the perceived.

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

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

Speech is one of the most important mental processes of a younger student. One of the functions of speech becomes communicative. The speech of the younger schoolchild is varied in terms of the degree of arbitrariness, complexity, planning, but his statements are very direct.

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

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

2) reflection, analysis, internal action plan;

3) development of a cognitive attitude to reality

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

Internal motives:

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

2) Social motives - motives associated with factors affecting the motives of learning, but not related to educational activities, the desire to be a literate person, to be useful to society; the desire to get the approval of senior comrades, to achieve success, prestige; the desire to master ways of interacting with other people, classmates. Achievement motivation in primary school often becomes dominant. Children with high academic performance have a pronounced motivation to achieve success - the desire to do the task well, correctly, to get the desired result. Motivation to avoid failure. Children try to avoid the "deuce" and the consequences that a low mark entails - teacher dissatisfaction, parents' sanctions.

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

At this age, self-consciousness is actively developing. The development of learning motivation depends on the assessment, it is on this basis that in some cases there are difficult experiences and school maladaptation. School assessment directly affects the formation of self-esteem.

Assessment of progress at the beginning of schooling is an assessment of the personality as a whole and determines the social status of the child. High achievers and some well-performing children develop inflated self-esteem. For underachieving and extremely weak students, systematic failures and low grades reduce their self-confidence, in their abilities. The full development of the personality involves the formation of a sense of competence.

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

On the basis of self-assessment, the level of claims is also formed, i.e. the level of achievement that he is capable of. The more adequate the self-assessment, the more adequate the level of claims.

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

They evaluate only specific work, but not a person, do not compare children with each other, do not call on everyone to imitate excellent students, orient students to individual achievements - so that tomorrow's work will be better than yesterday's.

Based on the definition of social competence, it is necessary to highlight:

area of knowledge (linguistic and social);

area of skills (speech and social);

area of abilities and personal characteristics.

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

Social confidence as a quality of personality is manifested in the sphere of interactions of the child with other people. The effectiveness of interaction depends on social abilities and social skills that give the child the opportunity to choose a way of self-affirming behavior and creative self-expression that is acceptable for their own individuality.

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

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

psychological characteristics of this age category of students;

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

individual pace of development;

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

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

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

1) The emergence of a peer group orientation

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

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

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

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

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

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

modern science considers the role in the family in successful socialization as a set of all social processes through which the individual acquires and reproduces a certain system of knowledge, norms of values that allow him to function as a full member of society. Indicators of successful socialization in primary school age are manifestations of such qualities as independence, initiative, diligence, and the imposition of a certain measure of responsibility by the individual. The responsibility of primary school age is recognized as the most important criterion for the transition of social reactivity (responses limited to a specific situation) into socially active behavior. At this age, it becomes possible to self-regulate behavior based on acquired knowledge and rules of behavior. Persistent attempts are observed to restrain one's desires, which run counter to the requirements of adults, to subordinate one's actions to established social norms of behavior (L.I. Bozhovich, A.N. Leontiev, etc.).

The socialization of the family depends on relations within the family, the authority and power of the parents, and the composition of the family. On the state of the art families are influenced by all the changes taking place in society. In the family, the child learns the norms of human relations, absorbing all the positive and negative that is in the family. Carrying out a social function, the family forms the personality of the child.

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

Thus, to determine the effectiveness of the process of socialization of a younger student, groups of criteria can be distinguished:

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

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

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

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

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

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

3. socio-psychological (the formation of self-consciousness, self-determination of the individual).

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

It can be concluded that the socialization of a younger student is a process of acquiring experience in social relations and mastering new social roles that takes place in areas of activity. Communication and self-knowledge through recognition, development, appropriation, enrichment and transfer by the child of the experience of social interaction between children and adults. At the same time, in the process of socialization, the child develops a readiness for social actions.

Social orientation of cognitive, moral, communicative, artistic and aesthetic, labor, physical culture and sports activities of children of primary school age.

Socialization- this is the process of mastering the socio-cultural experience by an individual preparing for an independent life in society, the results of which allow you to actively, competently and responsibly participate in various types of social activities. It includes a certain system of values, attitudes, knowledge and skills, norms of interpersonal interaction and rules of conduct. The social process is complex. This is manifested in the fact that the tasks of developing the intellect, feelings, moral foundations of the personality are formed in interconnection, and it is impossible to separate one from the other. Socialization is carried out through games, classes, walks, excursions. In preparation for practical life, a great place is given to the communicative abilities of the child: this interpersonal communication, reading stories, dramatization, drawing competitions. As a result of the implementation of this program, children gain knowledge, they have an emotional experience in communication, they begin to evaluate different situations, and there is activity in various activities.

Cognitive orientation brings immediate satisfaction and has an independent value for a person. Here, the most serious way of spending free time is gaining momentum, designed directly not for consumption, but for the creation of cultural values - creativity. The need for creativity is deeply characteristic of every person, and especially the young. Creativity brings the highest satisfaction and at the same time is a means of spiritual perfection. The element of creativity is contained in many forms of leisure, and the opportunity to create is open to everyone without exception.

One of the tasks is development of communication skills. In an integrated approach to the socialization of the individual, such techniques are used as: sketches, writing stories, modeling and analyzing given creative situations, creative tasks for children, mini-competitions, improvisation, etc. Correctional and educational games that recreate relationships between people teach children to communicate with each other, help to master universal human values, teach respectful attitude towards peers.

Associations of artistic and aesthetic orientation in the system of additional education, they are focused on the development of children's artistic creativity, the transfer of the spiritual experience of mankind, contributing to the restoration of ties between generations, the education of a creative personality, early professional orientation and self-determination of the child, and students receiving the basics of future professional education. The main goal of this direction is: the moral and artistic and aesthetic development of the child's personality, the formation of the creative abilities of students.

primary goal- introduction to art through fine art, development of aesthetic responsiveness, formation of a creative and creative personality, social and professional self-determination.

Tasks:

Formation of emotional and valuable attitude to the world around through artistic creativity.

The development of creative abilities, fantasy and imagination, imaginative thinking, using the game of color and texture, non-standard techniques and solutions in the implementation of creative ideas.

Mastering practical techniques and skills of fine arts (drawing, painting and composition).

The formation of a personality essentially depends on the totality of conditions characteristic of a particular socio-economic situation, and therefore the process of education and training provides for the socialization of the student's personality.
L.V. Mardakaev in the Dictionary of Social Pedagogy gives the following definition: “Socialization is the process of becoming a person. In the process of such formation, the individual acquires the language, social values and experience (norms, attitudes, patterns of behavior), culture inherent in this society, social community, groups, and reproduces social ties and social experience. Socialization is seen as both a process and a result.”
The essence of socialization lies in the fact that in the process of it a person is formed as a member of the society to which he belongs.
Work on the socialization of younger students can begin with the study of families - this will allow you to get to know the student himself, understand the way of life of the family, spiritual values, and the style of relationships between parents and children.
When working with children on socialization, the goal is to create pedagogical and socio-psychological conditions that allow students elementary school master socialization skills.
AT modern conditions more and more active strong-willed individuals are required who are able to organize their work and themselves, who are able to take the initiative and independently overcome difficulties. In this regard, it became necessary to focus on the regulation of the social behavior of the child.
The first issue that was resolved was the formation of the social position of a child of 6-7 years old, and the task that follows from this: the formation of the ability to navigate in a new social environment among students of the 1st grade.

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

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

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

All activities contribute to the development of the cognitive sphere.

The predominant type of attention at the beginning of education is involuntary, in the primary grades there is a process of formation of arbitrariness in general and voluntary attention in particular. But voluntary attention is still unstable, since it does not yet have internal means of self-regulation. This instability is found in the weakness of the ability to distribute attention, in distractibility and satiety, fatigue, switching attention from one object to another.

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

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

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

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

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

Speech is one of the most important mental processes of a junior schoolchild. One of the functions of speech becomes communicative. The speech of the younger schoolchild is varied in terms of the degree of arbitrariness, complexity, planning, but his statements are very direct.

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

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

2) reflection, analysis, internal action plan;

3) development of a cognitive attitude to reality

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

Internal motives:

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

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

On the basis of self-assessment, the level of claims is also formed, i.e. the level of achievement that he is capable of. The more adequate the self-assessment, the more adequate the level of claims.

Based on the definition of social competence, it is necessary to highlight:

area of knowledge (linguistic and social);

area of skills (speech and social);

area of abilities and personal characteristics.

psychological characteristics of this age category of students;

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

individual pace of development;

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

1) The emergence of a peer group orientation

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

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

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

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

Despite the fact that the problem of gender identity is relatively new, there is a sufficient number of experimental and theoretical studies in this area (Sh. V. Popova, E. A. Zdravomyslova, A. A. Temkina, U. A. Voronina, L. P. Repina and others).

Currently, there are a number of theories and concepts of the formation of gender identity: the theory of sex-role socialization, which uses social models of the assimilation of a normal gender identity (R.W. Conell, J Stacey and B. Thome); theory of the dependence of the formation of a gender stereotype on the general intellectual development child (L. Kolberg, I.S. Kon); a theory that determines gender identity by encouraging children by adults for masculine behavior in boys, feminine behavior in girls (Ya.L. Kolominsky, M. Meltsas); the theory of the formation of the mental sex of a person (B.C. Ageev, T.A. Repina, Y. Tajfel, J. Turner, B.A. Yadov, etc.).

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

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

Modern science considers the role of the family in successful socialization as a set of all social processes, thanks to which the individual acquires and reproduces a certain system of knowledge, norms of values that allow him to function as a full member of society. Indicators of successful socialization in primary school age are manifestations of such qualities as independence, initiative, diligence, and the imposition of a certain measure of responsibility by the individual. The responsibility of primary school age is recognized as the most important criterion for the transition of social reactivity (responses limited to a specific situation) into socially active behavior. At this age, it becomes possible to self-regulate behavior based on acquired knowledge and rules of behavior. Persistent attempts are observed to restrain one's desires, which run counter to the requirements of adults, to subordinate one's actions to established social norms of behavior (L.I. Bozhovich, A.N. Leontiev, etc.).

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

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

Thus, to determine the effectiveness of the process of socialization of a younger student, groups of criteria can be distinguished:

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

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

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

O.M. Kodatenko in his study identifies the vectors of socialization, carried out on the basis of individual resources in accordance with or contrary to the objective conditions of life. As the latter stand out: pro-social (self-construction, self-improvement), asocial or anti-social (self-destruction).

I.S. Kohn, within the framework of the general process of socialization, singles out more particular subprocesses. As the core of directed education, the specified author singles out education, that is, the process of transferring knowledge and cultural values accumulated by past generations. Education, in turn, includes purposeful, specialized and formalized in its methods of education, as well as broad education, that is, the process of propaganda and dissemination of culture, which offers a relatively independent and free selection of information by individuals. These processes are interrelated, but not identical and can be implemented through different social institutions.

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

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

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

3. socio-psychological (the formation of self-consciousness, self-determination of the individual).