3 factors of personality socialization. Questions for self-control

Socialization factors

Ways of socialization

Types of social impact

Forms of socialization

Personality. The main factors of personality formation.

Socialization process.

LECTURE 3/2009

The concept of socialization. Functions, forms, stages and content of socialization. Primary and secondary socialization, resocialization, desocialization. Agents and institutions of socialization. Conductors of social interactions. Theories of the “mirror self” and the “generalized friend”. Stages of the process of learning social roles. Individual needs and psychophysiological capabilities of a person are the basis of a person’s requests and needs. Their connection with social activity.

Socialization – it is the totality of all social processes through which an individual acquires a certain system of norms and values ​​that allow him to function as a member of society.

Main function of socialization– the formation of a personality capable of coexistence with other people and in accordance with the expectations of society.

The essence of socialization.

Socialization - ϶ᴛᴏ two-way process, including:

· on the one hand, the individual’s assimilation of social experience by entering into a social environment, a system of social connections;

· on the other hand, the process of active reproduction by an individual of a system of social connections due to his active activity.

Socialization has two main forms:

· adaptation– passive adaptation to the environment, as a result of which the person acts in accordance with its requirements, norms and values;

· integration– active interaction of the individual with the environment, as a result of which not only the environment influences the individual, but also the individual changes the environment.

Socialization includes both:

· purposeful, controlled, organized influence on the individual from various structures (upbringing);

· spontaneous influence.

Socialization is conceptualized in several ways:

· the individual voluntarily, without imposition from the outside, transforms external norms into an internal need in order to adapt to the surrounding social environment;

· an individual increases his social status, image, self-esteem, seeking approval and meeting the expectations of others;

· transmission of cultural values ​​and the ability to function in society as a whole.

Factors of socialization are those circumstances under which conditions are created for the processes of socialization to take place.

Of all the existing classifications of socialization factors, the most logical and productive is the classification of A.V. Mudrik. He identified 4 main groups of socialization factors:

· megafactors;

macro factors;

· mesofactors;

· microfactors .

Factors of socialization - concept and types. Classification and features of the category "Factors of Socialization" 2017, 2018.

- Factors of socialization and their classification.

The relationship between socialization and education. Education as a tool for accelerating and adjusting the socialization process. General principles of socialization and education (humanization, humanitarization, natural conformity, cultural conformity, integrity and continuity). ... .

- SOCIALIZATION FACTORS

In the works of sociologists, social psychologists and social educators, the concept of “socialization factor” defines the most important conditions that determine the social development of an individual. It is customary to arrange them in the following hierarchy: 1) megafactors (space, planet,... .

- TEXT 1. SOCIALIZATION FACTORS

In the works of sociologists, social psychologists and social educators, the concept of “socialization factor” defines the most important conditions that determine the social development of an individual. It is customary to arrange them in the following hierarchy: 1) megafactors (space, planet, world... .

- Stages of socialization. Factors of socialization. Areas of personality socialization.

Stages of socialization. In domestic social psychology, emphasis is placed on the fact that socialization involves the assimilation of social experience primarily in the course of work, therefore the attitude towards it serves as the basis for the classification of stages. Three main ones have been identified... .

- Factors of socialization and personality formation.

Socialization, as already noted, is carried out in various situations that arise as a result of the interaction of many circumstances. It is the cumulative influence of these circumstances on a person that requires him to behave and be active. Factors... .

The concept of socialization was first introduced in the works of A. Bandura, J. Coleman and others, and received different interpretations. Socialization is the process and result of the individual’s assimilation and active reproduction of social experience by entering social media. environment, carried out in activity and communication. (G.M. Andreeva).

The content of the process of socialization of the individual unfolds in three main spheres of human existence - in activity, communication and self-awareness. All areas are characterized by the process of social expansion. connections. Mastering new types of activity, identifying the most significant aspects of activity for the individual and assimilating them, focusing on the chosen type of activity, subordinating other types of activity to it. Communication see. with t.z. its expansion and deepening. Development of self-awareness (development in a person of his image of “I”, through the inclusion of a person in various social groups). Components of self-awareness: consciousness of identity (difference between oneself and the rest of the world), awareness of the Self as an active principle, a subject of action, awareness of one’s mental properties, social and moral self-esteem.

Based on the subject-subject approach socialization can be interpreted as the development and self-change of a person in the process of assimilation and reproduction of culture, which occurs in the interaction of a person with spontaneous, relatively guided and purposefully created living conditions at all age stages. Essence socialization consists in a combination of adaptation and isolation of a person in the conditions of a particular society.

Adaptation (social adaptation) is the process and result of the counter-activity of the subject and the social environment (J. Piaget, R. Merton). Adaptation involves coordinating the requirements and expectations of the social environment in relation to a person with his attitudes and social behavior; coordination of a person’s self-esteem and aspirations with his capabilities and with the realities of the social environment. Thus, adaptation is the process and result of an individual becoming a social being.

Separation is the process of autonomization of a person in society. The result of this process is a person’s need to have his own views and the presence of such (value autonomy), the need to have his own attachments (emotional autonomy), the need to independently resolve issues that concern him personally, the ability to resist those life situations that interfere with his self-change, self-determination, self-realization, self-affirmation (behavioral autonomy). Thus, isolation is the process and result of the formation of human individuality.

Stages of socialization: 1. adaptation - assimilation of existing forms of communication. 2. search for means for self-realization, personalization (co-suggestion, non-conformism), 3. disintegration - association with a group, isolation of the individual. The result of socialization is the socialization of the individual.

Stages of SOCIALIZATION

A person in the process of socialization goes through the following stages: infancy (from birth to 1 year), early childhood (1-3 years), preschool childhood (3-6 years), junior school age (6-10 years), junior adolescence (10- 12 years), senior adolescence (12-14 years), early youth (15-17 years), youth (18-23 years), youth (23-30 years), early maturity (30-40 years), late maturity (40-55 years), old age (55-65 years), old age (65-70 years), longevity (over 70 years).

Criteria effective socialization: cognitive / internalization of social. experience/, motivational, activity.

Factors of socialization. Socialization takes place in the interaction of children, adolescents, and young men with a huge number of different conditions. These conditions affecting a person are usually called factors. More or less studied conditions or factors of socialization can be conditionally combined into four groups.

First - megafactors - space, planet, world, which to one degree or another through other groups of factors influence the socialization of all inhabitants of the Earth.

Second - macro factors - a country, ethnic group, society, state that influence the socialization of everyone living in certain countries (this influence is mediated by two other groups of factors).

Third - mesofactors , 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 mass communication networks (radio, television, etc.); according to belonging to certain subcultures.

Mesofactors influence socialization both directly and indirectly through the fourth group - microfactors. These include factors that directly influence specific people who interact with them - family and home, neighborhood, peer groups, educational organizations, various public, state, religious, private and counter-social organizations, microsociety.

Means of socialization. These include: methods of feeding and caring for a baby; developed household and hygienic skills; products of material culture surrounding a person; elements of spiritual culture (from lullabies and fairy tales to sculptures); style and content of communication, as well as methods of reward and punishment in the family, in peer groups, in educational and other socializing organizations; the consistent introduction of a person to numerous types and types of relationships in the main spheres of his life - communication, play, cognition, objective-practical and spiritual-practical activities, sports, as well as in the family, professional, social, religious spheres.

Mechanisms of socialization. Thus, the French social psychologist Gabriel Tarde considered imitation to be the main thing. American scientist Uri Bronfenbrener considers the mechanism of socialization to be progressive mutual accommodation (adaptability) between an active, growing human being and the changing conditions in which it lives. V.S. Mukhina considers identification and separation of the individual as mechanisms of socialization, and A.V. Petrovsky - a natural change in the phases of adaptation, individualization and integration in the process of personality development. Summarizing the available data from the point we can highlight: Imprinting (imprinting) - a person’s fixation at the receptor and subconscious levels of the features of vital objects affecting him. Existential pressure - language acquisition and unconscious assimilation of norms of social behavior that are mandatory in the process of interaction with significant persons. Imitation - following an example or pattern. In this case, it is one of the ways of a person’s voluntary and, most often, involuntary assimilation of social experience. Identification (identification) is the process of a person’s unconscious identification of himself with another person, group, or model. Reflection - internal dialogue in which a person considers, evaluates, accepts or rejects certain values ​​inherent in various institutions of society, family, peer society, significant persons, etc.

The socio-pedagogical mechanisms of socialization include the following.

Components of the socialization process

In general, the process of socialization can be conditionally represented as a combination of four components: 1) spontaneous socialization of a person in interaction and under the influence of objective circumstances in the life of society, the content, nature and results of which are determined by socio-economic and socio-cultural realities;

2) regarding guided socialization, when the state takes certain economic, legislative, organizational measures to solve its problems, which objectively influence changes in the opportunities and nature of development, on the life path of certain socio-professional, ethnocultural and age groups (determining the mandatory minimum education , age of its onset, length of service in the army, etc.);

3) regarding socially controlled socialization (upbringing) - the systematic creation by society and the state of legal, organizational, material and spiritual conditions for human development;

4) more or less conscious self-change of a person who has a prosocial, asocial or antisocial vector (self-construction, self-improvement, self-destruction), in accordance with individual resources and in accordance with or contrary to the objective conditions of life.

Traditional mechanism of socialization(spontaneous) represents a person’s assimilation of norms, standards of behavior, views, stereotypes that are characteristic of his family and immediate environment (neighbors, friends, etc.). This assimilation occurs, as a rule, at an unconscious level with the help of imprinting, uncritical perception of prevailing stereotypes. The effectiveness of the traditional mechanism is manifested in the fact that certain elements of social experience, learned, for example, in childhood, but subsequently unclaimed or blocked due to changed living conditions (for example, moving from a village to a big city), can “emerge” in human behavior with the next change in living conditions or at subsequent age stages.

Institutional mechanism socialization, functions in the process of interaction of a person with the institutions of society and various organizations, both specially created for his socialization, and implementing socializing functions along the way, in parallel with their main functions (industrial, social, club and other structures, as well as mass media). In the process of interaction of a person with various institutions and organizations, there is an increasing accumulation of relevant knowledge and experience of socially approved behavior, as well as experience of imitation of socially approved behavior and conflict or conflict-free avoidance of fulfilling social norms.

Stylized mechanism socialization operates within a certain subculture. Subculture in general terms is understood as a complex of moral and psychological traits and behavioral manifestations typical of people of a certain age or a certain professional or cultural layer, which as a whole creates a certain style of life and thinking of a particular age, professional or social group. But a subculture influences a person’s socialization insofar and to the extent that the groups of people that bear it (peers, colleagues, etc.) are referent (meaningful) for him.

Interpersonal mechanism. It is based on the psychological mechanism of interpersonal transfer due to empathy, identification, etc. Significant persons can be parents (at any age), any respected adult, a peer friend of the same or opposite sex, etc. But there are often cases when communication with significant persons in groups and organizations can have an influence on a person that is not identical to that exerted on him by the group or organization itself. Therefore, it is advisable to distinguish the interpersonal mechanism of socialization as specific.

MEGA FACTORS OF SOCIALIZATION: SPACE, PLANET, WORLD

Space It seems quite likely that the accumulation of new knowledge will make it possible to meaningfully characterize space as a mega-factor of socialization; it is possible that in the long term the dependence of a person’s character and life path on certain cosmic influences will be revealed, which can become one of the natural foundations of an individual approach to human upbringing. Planet- an astronomical concept, denoting a celestial body, close in shape to a ball, receiving light and heat from the Sun and revolving around it in an elliptical orbit. On one of the large planets - Earth, in the process of historical development, various forms of social life of the people inhabiting it were formed.

World- the concept in this case is sociological and political, denoting the total human community existing on our planet.

MACRO FACTORS OF SOCIALIZATION

A country- a geographical-cultural phenomenon. This is a territory distinguished by geographical location, natural conditions, and having certain boundaries. It has state sovereignty (full or limited), and may be under the authority of another country (i.e., be a colony or trust territory). The natural and climatic conditions of various countries are different and have a direct and indirect impact on residents and their livelihoods. The geographical conditions and climate of the country affect the birth rate and population density. Geoclimatic conditions influence the health of the country's inhabitants, the spread of a number of diseases, and finally the formation of the ethnic characteristics of its inhabitants. Thus, natural and climatic conditions initially determine the historical development of the country, but one cannot speak of an unambiguous and unidirectional relationship between the geographical environment and socio-economic processes, cultural development of the country, and even more so the socialization of man.

Ethnos- a nation is a historical, socio-cultural phenomenon. The role of ethnicity as a factor in a person’s socialization throughout his life’s journey, on the one hand, cannot be ignored, and on the other hand, it should not be absolutized.

Socialization in a particular ethnic group has features that can be combined into two groups - vital (literally life-related, in this case biological-physical) and mental (fundamental spiritual properties). In this case, vital features of socialization mean methods of feeding children, features of their physical development, etc. The most obvious differences are observed between cultures that have developed on different continents, although there are actually interethnic, but less pronounced differences.

Society- is an integral organism with its own gender, age and social structures, economy, ideology and culture, which has certain ways of social regulation of people’s life.

The qualitative characteristics of the sex-role structure of society influence the spontaneous socialization of children, adolescents, and young men, first of all, by determining their assimilation of appropriate ideas about the status position of one or the other sex, sex-role expectations and norms, and the formation of a set of stereotypes of sex-role behavior. The qualitative features of the sex-role structure of society and their perception by a person can influence various aspects of his self-determination, the choice of areas and methods of self-realization and self-affirmation, and self-change in general.

State- can be considered as a factor of spontaneous socialization insofar as its characteristic policies, ideology, economic and social practices create certain conditions for the life of its citizens, their development and self-realization. The state determines the ages: the beginning of compulsory education (and its duration), coming of age, entry marriage, obtaining a driving license, conscription into the army (and its duration), starting work, retirement. The state legislatively stimulates and sometimes finances (or, conversely, restrains, limits and even prohibits) the development and functioning of ethnic and religious cultures. The state carries out more or less effective socially controlled socialization of its citizens, creating for this purpose both organizations whose functions are the education of certain age groups, and creating conditions that force organizations whose direct functions do not include this, to one degree or another, engage in education .

MESO FACTORS OF SOCIALIZATION

Region- a part of the country that represents an integral socio-economic system, possessing a common economic, political and spiritual life, a common historical past, cultural and social identity.

A region is a space in which human socialization occurs, the formation, preservation and transmission of lifestyle norms, the preservation and development (or vice versa) of natural and cultural resources.

Mass Communications (MSC)- Considering mass media as a factor of socialization, one must keep in mind that the direct object of influence of the flow of their messages is not so much an individual (although he too), but the consciousness and behavior of large groups of people who make up the audience of a particular means of mass communication - readers of one newspaper , listeners of a certain radio station, viewers of certain TV channels, users of certain computer networks. Social media play a primarily recreational role, since they largely determine people’s leisure time, both group and individual. This role is realized in relation to all people insofar as leisure time with a book, at the cinema, in front of the TV, with a computer distracts them from everyday worries and responsibilities.

Subculture- autonomous, relatively holistic education. It includes a number of more or less pronounced features: a specific set of value orientations, norms of behavior, interaction and relationships of its bearers.

lei, as well as status structure; a set of preferred sources of information; unique hobbies, tastes and ways of spending free time; jargon; folklore, etc.

The social basis for the formation of a particular subculture can be age, social and professional strata of the population, as well as contact groups within them, religious sects, associations of sexual minorities, mass informal movements (hippies, feminists, environmentalists), criminal groups and organizations, associations by gender occupations (hunters, gamblers, philatelists, computer scientists, etc.).

TYPE OF SETTLEMENT. RURAL SETTLEMENTS

Villages and hamlets as a type of settlement influence socialization on children, adolescents, and young men almost syncretically (undifferentiated), that is, it is practically impossible to track their influence in the process of spontaneous, relatively guided and relatively socially controlled socialization.

This is largely due to the fact that in rural settlements social control of human behavior is very strong. Since there are few inhabitants, the connections between them are quite close, everyone knows everyone and about everyone, the anonymous existence of a person is practically impossible, every episode of his life can become an object for evaluation by those around him.

City- (medium, large, giant) has a number of characteristics that create specific conditions for the socialization of its inhabitants, especially the younger generations.

A modern city is objectively the center of culture: material (architecture, industry, transport, monuments of material culture), spiritual (education of residents, cultural institutions, educational institutions, monuments of spiritual culture, etc.). Thanks to this, as well as the number and diversity of layers and groups of the population, the city is a center of information potentially available to its residents.

Village In a village, a person finds himself at a crossroads between the traditional life characteristic of a village or small town, and the urban way of life itself. As a rule, he assimilates a certain fusion of traditional and urban norms created in such villages, which is not similar to either one or the other. This peculiar fusion should hardly be considered a transition from rural to urban norms. Rather, it can be seen as a very special way of life.

MICROFACTORS OF SOCIALIZATION

Family- the most important institution for the socialization of younger generations. It represents the personal environment of life and development of children, adolescents, and young men, the quality of which is determined by a number of parameters of a particular family. These are the following parameters:

1. Demographic - family structure (large, including other relatives, or nuclear, including only parents and children; full or incomplete; one child, few or many children). 2. Socio-cultural - educational level of parents, their participation in society. 3. Socio-economic - property characteristics and parents’ employment at work. 4. Technical and hygienic - living conditions, home equipment, lifestyle features.

Family education- more or less conscious efforts to raise a child, undertaken by older family members, which are aimed at ensuring that younger family members correspond to the elders’ ideas about what a child, teenager, or young man should be and become.

Neighborhood. For adults, the neighborhood plays one or another role in their lives, depending on the type and size of the settlement, the socio-cultural status and age of the person. For children, the neighborhood is not only a living environment, but also a powerful factor of socialization. In relationships with neighbors and peers, they learn and learn new vocabulary, new, often different, compared to family norms, stereotypes and prejudices. In this communication, they gain an understanding of life values, lifestyles that are different from those learned in the family, and they learn the norms and style of gender-role behavior. They join a certain layer of culture, as well as a children's subculture, exchanging new information and children's (and not only children's) folklore with their neighbors and peers.

Religious organizations. Religion, as one of the social institutions, has traditionally played a large role in the life of various societies. In the socialization of a person, religion and religious organizations (communities of believers at prayer centers) were the most important factor - after the family.

Educational organizations. Educational organizations are specially created state and non-state organizations whose main task is the social education of certain age groups of the population.

The main functions of educational organizations in the process of socialization can be considered the following: introducing a person to the culture of society; creating conditions for individual development and spiritual and value orientation; autonomy of younger generations from adults; differentiation of those brought up in accordance with their personal resources in relation to the real socio-professional structure of society.

Socialization- the process of assimilation by a human individual of patterns of behavior, psychological attitudes, social norms and values, knowledge, and skills that allow him to function successfully in society.

Stages of socialization: pre-labor, labor and post-labor.

1) Primary socialization continues from the birth of a child until the formation of a mature personality. Primary socialization is very important for a child, as it is the basis for the rest of the socialization process. The family is of greatest importance in primary socialization, from where the child draws ideas about society, its values ​​and norms. So, for example, if parents express an opinion that is discriminatory regarding any social group, then the child may perceive such an attitude as acceptable, normal, and well-established in society. Subsequently, school becomes the basis of socialization, where children have to act in accordance with new rules and in a new environment. At this stage, the individual no longer joins a small group, but a large one.

2) Resocialization, or secondary socialization, is the process of eliminating previously established patterns of behavior and reflexes and acquiring new ones. In this process, a person experiences a sharp break with his past, and also feels the need to learn and be exposed to values ​​that are radically different from those previously established. Moreover, the changes that occur in the process of secondary socialization are less than those that occur in the process of primary socialization. Resocialization occurs throughout a person's life.

3) Group socialization is socialization within a specific social group. Thus, a teenager who spends more time with his peers, rather than with his parents, more effectively adopts the norms of behavior inherent in his peer group.

4) Gender socialization is the process of acquiring knowledge and skills necessary for a particular gender. Simply put, boys learn to be boys and girls learn to be girls.

5) Organizational socialization is the process of an individual acquiring the skills and knowledge necessary to fulfill his or her organizational role. Through this process, newcomers learn about the history of the organization they work for, its values, norms of behavior, jargon, get to know their new colleagues and learn about the peculiarities of their work.

6) Early socialization is a “rehearsal” for future social relationships. For example, a young couple may live together before marriage in order to have an idea of ​​what family life will be like.

Socialization factors- these are circumstances that encourage a person to take active action:

1) macro factors (space, planet, country, society, state),

2) mesofactors (ethnicity, type of settlement, media)

3) micro factors (family, peer groups, organizations).

Mechanisms of socialization:

– identification is a mechanism for identifying an individual with certain people or groups, which allows one to assimilate various socially accepted and approved patterns and norms of human behavior in society that are characteristic of others. An example of identification is gender-role typing - the process of an individual acquiring mental characteristics and behavior characteristic of representatives of a certain gender;

– imitation is a mechanism for an individual to consciously or unconsciously reproduce a model of behavior, the experience of other people, in particular, manners, movements, actions, and the like;

– suggestion is a mechanism of influence on human behavior and psyche, presupposing an uncritical perception by him of the features and specifics of the perceived information. Suggestion is the process of an individual’s unconscious reproduction of the internal experience, thoughts, feelings and mental states of those people with whom he communicates;

– facilitation is a mechanism that has a stimulating effect in the behavior of some people on the activities of others, as a result of which joint human activity proceeds more freely and more intensely (in a simplified description, the concept of “facilitation” can be understood as “facilitation”);

– conformity is a mechanism of awareness of the presence of differences in the opinions of a certain individual with the people around him and external agreement with them, which is realized and manifested in behavior.

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7. Family.

8. "Relation" of equality .

9. Schooling. Hidden.

10. Work. In all types of culture, work is an important factor of socialization.

11. Organizations. Church. School. And.

Ticket 9 Socialization of the individual: the essence of the concept, stages and factors of socialization of the individual

From the moment of birth until death, a person is included in various types of P. Berger and T. Luckman, the main representatives of this direction, identify two main forms of socialization - primary And secondary . Primary socialization that occurs in the family and immediate circle of relatives is of decisive importance for fate and society. “With primary socialization there are no problems with identification, since there is no choice of significant others. Parents are not chosen. Since the child chooses the choice of significant others, his identification, since there is no choice of others, his identification with him turns out to be quasi-automatic. The child internalizes the world of his significant others not as one of many possible worlds, but as a unity that exists and is the only conceivable one.

“Secondary socialization” represents the internalization of institutional, or institutionally based subworlds...Secondary socialization is the acquisition of specific - role knowledge, when roles are directly or indirectly related to the division of labor.

In the process of primary socialization, a person acquires a “basic world”, and all subsequent steps of educational or socialization activity must in one way or another be consistent with the constructs of this world.

Closely related to this classification is the division of forms of socialization according to the degree of focus and breadth of coverage of the object into individual And totalitarian socialization. The first is aimed at the individual and forms the self-identification of the self with other individuals or with a specific community. The second covers the entire specific community, forming the self-identification We, which is total. It is especially important for civil and political socialization; it fosters patriotism, ensures the flourishing of society and the state, and wins wars and historical actions.

Let us present a classification of forms of socialization associated with education or informal socialization. The latter is formed by the structures of everyday life,

Another classification of forms of socialization is based on types of future, simple and complex. On this basis, accordingly, there is a division into adaptive and innovative socialization. Let us supplement the proposed classification with two more forms that are quite appropriate here. This also includes transitional socialization characteristic of societies in transition. When old traditions have not yet been completely destroyed, and new ones have not yet been fully built, society chooses new guidelines (goals and values), but has difficulty adapting existing social factors to them; the form in this set is mobilization socialization. The mobilization type of development (of society and its corresponding socialization) is called “development focused on achieving emergency goals using emergency means and emergency organizational forms. Its distinctive feature is that it occurs under the influence of external, extreme factors that threaten the integrity and viability of the system.”

- according to the socializing environment, i.e. depending on the action with which objects, phenomena and processes the individual and generations develop and socialize

material-objective(interaction with which occurs objectively, spontaneously and gives such unpredictable consequences of socialization that were never designed), social-institutional and informational(MASS MEDIA).

There are, respectively, three forms of socialization - material, social and informational.

The famous Bulgarian sociologist P. Mitev called it “juventization" This concept “describes the changes that youth bring to social relations. In its content, youthization is a specific type of creativity generated by young people’s new access to the socio-political and value system of society.”

So, the inclusion of young people in public life is two-sided: socialization as a form of acceptance of social relations and youthization as a form of renewal of society associated with the inclusion of young people in its life. The optimal way to balance socialization and juvenileization is a social initiative,

The following factors have a decisive influence on the formation of a young person’s personality:

· Purposeful influence of society on the individual, i.e. education in the broad sense of the word.

· The social environment in which a person is constantly located, is brought up and formed.

· The activity of the individual himself, his independence in the selection and assimilation of knowledge and its comprehension;

· Ability to compare different points of view and evaluate them critically;

· Active participation in practical, transformation activities.

Thus, the socialization of youth is carried out under the general influence of social (primarily general youth) economic, cultural, educational and demographic processes occurring in society.

Currently, three leading trends can be identified among young people.

The first is typical for young people engaged in small business (majors).

The second trend is manifested in the activities of lyubers, gopniks, etc.

The third group is the most numerous, but also the most blurred in its boundaries. These come from middle- and low-income families. They are focused on providing themselves with a normal life in the future (material wealth) and on moving up the social and career ladders.

Today's youth have almost completely no desire for any social activity. In most territories of Russia there are no strong communities or local associations that perform the functions of self-government in civil society. There are also no traditions of self-government. Young people, for the most part, are skeptical and sometimes ironic about representative bodies of power. More than half of young people believe that the current composition of the State Duma pursues exclusively corporate interests.

As a result of the elections, regardless of their outcome, no changes occur in the lives of the majority of young men and women.

Conclusion:

Parents and teachers must, on the one hand, support the emerging professional interests of boys and girls (psychologists can provide them with qualified assistance in this), on the other hand, prepare children for any work - both physical and mental - without which no profession is unthinkable. And one more quality is necessary for the successful professional development of an individual (and in other areas of life you cannot do without it): the ability to overcome life’s difficulties. And the state should pay more attention to youth. Its formation and development. New youth support programs are needed. After all, in 10-15 years they will become the basis of society. And if a person is poorly socialized, then he will not adapt to a given society and will not become a full citizen of the state.

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The process of human development in interaction with the surrounding world is called socialization. In various dictionaries, socialization is defined as:

- the process of assimilation by an individual throughout his life of social norms and cultural values ​​of the society to which he belongs;

— the process of assimilation and further development of socio-cultural experience by the individual;

— this is the educational potential of society and its influence on the younger generation;

- the process of including the younger generation in the system of social roles determined by the socio-economic system of a given society, through the active development and development of existing systems of values ​​and norms of behavior.

The scope of the concept of “socialization” is somewhat broader than that of “education”. Education primarily implies a system of directed influences with the help of which they try to instill in the individual the desired traits, while socialization also includes unintentional spontaneous influences through which the individual is introduced to culture and becomes a full member of society.

Socialization occurs in conditions of spontaneous interaction between a person and the environment, in a relatively directed by society or state process of influence on certain age, social, professional groups of people, as well as in the process of relatively expedient and socially controlled education. The essence of socialization is that it shapes a person as a member of the society to which he belongs.

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 unity with the implementation of his activity, self-development and self-realization.

Personal development in the process of socialization occurs as a person solves a number of problems. Conventionally, we can distinguish three groups of tasks of each age or stage of socialization: natural-cultural, socio-cultural, socio-psychological.

TO socialization factors relate:

— megafactors: planet, world, space;

— macro factors: country, society, state;

— mesofactors: region, city, media;

- microfactors: family, home, friends.

The media also determine the socialization of the individual.

Mass Communications– technical means (print, radio, cinema, television) that disseminate information to quantitatively large, dispersed audiences. Modern means of mass communication, especially television, are acquiring a planetary character, creating a new type of audiovisual culture, accordingly determining the results of individual socialization. But the media of mass communication are not omnipotent, people’s reaction to what they see and hear significantly depends on the attitudes of those dominant in primary groups (family, peers, etc.). The negative influence of the media is determined by narrowness and standardization. There is also a threat of excessive, omnivorous consumption of television and other mass culture, which negatively affects the development of the creative potential of the individual and the social activity of the individual.

When considering the media of mass communication as a mesafactor of socialization, one must keep in mind that the direct object of influence of the flow of information is not an individual, but the consciousness and behavior of large social groups, i.e.

Factors of socialization and personality formation

mass consciousness and behavior.

The influence of mass media on an individual is indirect, because “In general, people tend to use messages that are consistent with their existing interests and attitudes. To the main functions of the media relate:

1. Informative function. Thanks to information influence, very diverse, contradictory, unsystematized information is acquired about the types of behavior of people and lifestyles in various social strata, regions and countries;

2. The recreational function consists of leisure time for people, both group and individual;

3. The relaxation function takes on a specific connotation when it comes to teenagers and young men who have difficulties communicating with others or in other areas of life. They can, by increasing the consumption of cinema, print, and television products, divert attention from communication with people, troubles, muffle or dissipate emotional dissatisfaction;

4. The normative function determines the assimilation of a wide range of norms by people of all ages, which influences the formation of material, spiritual and social needs.

Questions for self-control:

1. Compare different definitions of socialization. Highlight what they have in common.

2. Name the main factors of socialization.

3. Expand the functions of the media.

4. Analyze the influence of modern media on the socialization of the younger generation. Show the positive and negative aspects of this influence.

5. Name the microfactors and reveal their influence on the socialization of the individual.

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Stages of socialization. In domestic social psychology, emphasis is placed on the fact that socialization involves the assimilation of social experience primarily in the course of labor activity, in connection with this, the attitude towards it serves as the basis for the classification of stages. Three main stages are identified: pre-labor, labor And post-work. (V.N. Andreenkova)

Pre-labor stage socialization covers the entire period of a person’s life before starting work.

Labor stage socialization covers the period of human maturity, although the demographic boundaries of “mature” age are conditional; fixing such a stage is not difficult - this is the entire period of a person’s working activity.

Post-labor stage socialization is an even more complex issue. The main positions in the discussion are polar opposites: one of them believes that the very concept of socialization is simply meaningless when applied to that period of a person’s life when all his social functions are curtailed. From this point of view, this period cannot be described at all in terms of “assimilation of social experience” or even in terms of its reproduction. An extreme expression of this point of view is the idea of ​​“desocialization”, which occurs after the completion of the socialization process. Desocialization in this understanding is interpreted as personality degradation.

Another position, on the contrary, actively insists on a completely new approach to understanding the psychological essence of old age. in particular, old age is perceived as an age that makes a significant contribution to the reproduction of social experience under the motto “wisdom”. The question is raised only about changing the type of activity of the individual in a given period.

Main factors- the mechanisms of human socialization are: heredity, family, school, street, television and the Internet, books, public organizations (army, sports team, party, prison, etc.)

d.), type of social system, type of civilization. Their correlation in the history of mankind and the individual is different. IN family and school the foundations of worldview, morality, aesthetics are laid, primary roles, skills, and traditions are acquired. IN school, institute, The media generates a variety of knowledge.

Socialization factors

On at work, on the street, in the army Professional, civil, parental, etc. roles are formed.

The role of the listed factors in human socialization is based, according to T. Parsons, on several need-cognitive-evaluative mechanisms. Reinforcements - a process that links a need and its satisfaction, where the latter reinforces a standard of behavior. Repression - the ability to be distracted from one need for the sake of another. Substitution - the process of moving a need from one item to another. Imitation - abstraction of knowledge, skills, values ​​from the consumption process and their independent consideration. Identification - acceptance of the values ​​and roles of a given society as one’s own on the basis of mutual affection between the educator and the educated.

There are three spheres of socialization:

1) Activity as a sphere of socialization. Socialization in activity occurs in 3 stages.

— Orientation in the system of activities, allowing you to make a choice of the main type of activity.

— Centering around the main activity and subordinating all others to it.

— Mastering new roles and activities after a person becomes a professional in the chosen type of activity. In this area, a person acquires practical experience.

2) Communication as a sphere of socialization. In the process of socialization, all aspects of an individual’s communication expand and deepen, i.e., the number of contacts increases and a transition occurs from monologue to dialogical communication with a more accurate perception of the partner. in this area a person acquires theoretical experience.

3) Self-awareness as a sphere of socialization. This sphere of socialization involves reflection, ᴛ.ᴇ. a look inside oneself, as well as the formation in a person of the image of his ʼʼIʼʼ. This image does not appear immediately, but develops throughout life under the influence of numerous social influences. The sphere of self-awareness helps a person to understand the acquired experience and transform it into personal attitudes and value orientations.

In the process of activity and communication, ideas about oneself are corrected in accordance with the ideas that develop in the eyes of other people.

The concept of socialization. Stages and factors of personality socialization

Part C: Write a detailed answer to the question

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C5. What meaning do social scientists give to the concept of “social group”? Using your social science course knowledge, write two sentences containing information about social groups in society.

The meaning of the concept: a social group is any collection of people who have some common socially significant feature,

Information about social groups in society:

- social groups are divided by number, nature of relationships, method of organization, degree of organization, duration of existence, biosocial characteristics (race, gender, age),

- according to the number of participants, social groups are divided into large and small groups, according to the nature of relationships - formal and informal groups,

— in groups a person realizes his social (public) essence.

Maximum score – 2.

C5. Name any three reasons for uniting people into social groups.

- groups satisfy a person’s need for social belonging,

- in a group a person satisfies one or another interest,

- in a group a person carries out activities that he cannot carry out alone,

Maximum score – 2.

C5. List any three features that characterize education as a social institution.

Social institution –This is a sustainable form of organizing joint activities, regulated by norms, traditions, customs and aimed at meeting the fundamental needs of society.

— presence of a role system (student, teacher),

— the presence of a set of institutions (institute, school),

— the presence of regulatory rules or norms (education law, school charter),

— presence of important social functions (socialization of youth).

Maximum score – 2.

C5. Name any three factors of personality socialization.

- family educational traditions,

- social environment,

- social norms,

- communication skills.

Maximum score – 2.

C5. Name any three traits of a person that predetermine his negative deviant behavior.

Human traits that predict negative deviant behavior:

- limited needs and interests,

- a distorted idea of ​​“what is good and what is bad”,

- lack of a sense of social responsibility,

- habit of uncritical assessment of one’s own behavior,

- psychical deviations.

Maximum score – 2.

C6. Give any three examples of the impact of various social institutions on the process of individual socialization.

- the family as a social institution contributes to the assimilation of socially accepted views on good and evil, justice, and so on,

— school (education) as a social institution provides the necessary knowledge,

— the media as a social institution contribute to the development of attitudes towards the values ​​existing in society.

Maximum score – 3.

C6. Based on social science knowledge and personal experience, model a specific situation that illustrates positive deviant behavior. Give three examples of formal positive sanctions that are possible in this case.

Model of the situation: Sidorov, an employee of the advertising department of a large real estate company, used an unconventional clothing style to attract customers, which resulted in a significant increase in sales in a short period of time.

Positive sanctions: the company's management approved of his innovation, and Sidorov was given a bonus, or was awarded a certificate, or was offered a new position with the prospect of career growth.

Maximum score – 3.

C6. Use examples to illustrate each of the three types of social norms: tradition, custom, and ceremony.

- traditions - hospitality, regular meetings of school graduates,

- ceremony - coronation, inauguration.

Maximum score – 3.

C6. Name two trends in the development of modern interethnic relations and illustrate each of them with an example.

Answer

The main trends in the development of interethnic relations are:

— integration, economic, cultural and political rapprochement of nations, destruction of national barriers (for example, the European Community),

— opposition to the economic, political and cultural expansion of superpowers (anti-globalization movement).

Maximum score – 3.

C6. According to scientists, the family, along with other functions, performs the function of supporting the physical health of parents and children. Name and illustrate with examples three manifestations of this function.

Answer

Manifestations of the function of supporting the physical health of parents and children are:

— giving up bad habits (for example, after the birth of a child, a young father quit smoking),

— active recreation (for example, parents and children go to the skating rink every Sunday in winter),

— mastering hygiene skills (for example, parents teach children to brush their teeth twice a day, wash their hands before eating),

— carrying out preventive and health measures (for example, in the fall, parents and children decided and received flu vaccinations).

Maximum score – 3.

C7. The family, which arose in ancient times, initially concentrated all the basic functions of ensuring human life. Gradually it began to share its individual functions with other institutions of society. List three such functions. Name the social institutions that began to implement them.

Answer

Examples of functions:

— socialization of children,

— economic,

— social status.

The function of socializing children is now also carried out by the school; the economic function is associated with the institution of material production; a person’s social status can be provided by the army, the church, the media, and profession.

Maximum score – 3.

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

Socialization factors. A factor is presented as a cause, a driving force (condition) of a process, determining its character or individual features. Human socialization occurs in interaction with a huge number of different conditions that more or less actively influence his development. Such conditions are usually called factors that are the cause, the driving force of a process, determining its nature or individual features. A. V. Mudrik combines socialization factors into four groups:

1. Megafactors– space, planet, world, which to one degree or another through other groups of factors influence the socialization of all inhabitants of the Earth.

2. Macro factors- a country, ethnic group, society, state that influence the socialization of everyone living in certain countries.

3. Mesofactors– conditions for the socialization of large groups of people, identified by the area and type of settlement in which they live (region, village, city, town), by belonging to the audience of certain communication networks (the influence of the media), by belonging to certain subcultures.

4. Microfactors directly affect specific people who interact with them - family, neighborhood, peer group, educational organizations, various public, state, religious, private and counter-social organizations, microsociety.

– physiological characteristics of the child’s development and health status;

– socio-psychological characteristics of a person’s perception of the surrounding reality (individual characteristics of sensations, characteristics of the asocial and conditional significance of the perceived material, figurativeness of perception of objects of the external world);

– socio-psychological characteristics of thinking (ability to generalize, selectivity of thinking, its stereotypes);

– social attitudes, level of development of the need-motivational sphere;

– the child’s own activity in assimilating socio-historical experience.

Agents of Socialization. The most important role in how a person grows up, how his formation goes, is played by the people in direct interaction with whom his life takes place.

They are usually called agents of socialization. As I. S. Kon notes, functionally, by the nature of their influence, the agents are guardians, authorities, teachers, educators. By family affiliation agents are parents, adult family members, relatives. According to the age agents can be adults, older children of the family, peers.

At different age stages, the composition of agents is specific. In their role in socialization, agents differ depending on how significant they are for a person, how interaction with them is structured, in what direction and by what means they exert their influence.

Means of socialization. The socialization of a person is carried out by a wide range of universal means, the content of which is specific to a particular age of the person being socialized. These include A.V. Mudrik, N.I. Shevandrin, P.A. Sheptenko:

methods of feeding and caring for a baby; developed household and hygienic skills; products of material culture surrounding a person; elements of spiritual culture; style and content of communication, as well as methods of reward and punishment in the family, in peer groups, in educational and other socializing organizations; the consistent introduction of a person to numerous types and types of relationships in the main spheres of his life - communication, play, cognition, objective-practical and spiritual-practical activities, sports, as well as in the family, professional, social, religious spheres.

Each society, state, social group develops in its history a set of positive and negative formal and informal sanctions - methods of suggestion and persuasion, instructions and prohibitions, measures of coercion and pressure up to the use of physical violence, ways of expressing recognition, distinction, awards, etc. With the help of these methods and measures, the behavior of a person and entire groups of people is brought into line with the patterns, norms, and values ​​accepted in a given culture.

Mechanisms of socialization.

§ 5. Factors of socialization and personality formation

A. V. Mudrik considers the following to be the socio-pedagogical mechanisms of socialization.

Traditional mechanism of socialization(spontaneous) represents a person’s assimilation of norms, standards of behavior, views, stereotypes that are characteristic of his family and immediate environment. It occurs on an unconscious level through the imprinting, uncritical perception by a person of prevailing stereotypes, which can manifest themselves with the next change in life conditions or at subsequent age stages.

Institutional mechanism socialization functions in the process of interaction of a person with the institutions of society and various organizations, both specially created for his socialization, and those implementing socializing functions along with their main functions (industrial, social structures, mass media). In the process of such interaction of a person with various institutions and organizations, there is an increasing accumulation of relevant knowledge and experience of socially approved behavior and conflict or conflict-free avoidance of fulfilling social norms.

Stylized mechanism socialization operates within the framework of a certain subculture, which is understood as a complex of moral and psychological traits and behavioral manifestations typical of people of a certain age or professional, cultural layer, which generally creates a certain style of life and thinking.

Interpersonal mechanism socialization functions in the process of human interaction with persons who are subjectively significant to him. It is based on the psychophysiological mechanism of interpersonal transfer of empathy, identification, etc.

Components of the socialization process. In general, the socialization process can be conventionally represented as a combination of four components:

1. spontaneous socialization of a person in interaction and under the influence of objective circumstances of society, the content, nature and results of which are determined by socio-economic and socio-cultural realities.

2. Regarding the guided socialization, when the state takes certain economic, legislative, organizational measures to solve its problems, affecting changes in the opportunities and nature of development, the life path of socio-professional, ethnocultural and age groups.

3. Relatively socially controlled socialization (upbringing) - the systematic creation by society and the state of legal, organizational, material and spiritual conditions for human development.

4. More or less conscious self-change of a person, having a prosocial, asocial or antisocial vector (self-improvement, self-destruction), in accordance with individual resources and in accordance with or contrary to the objective conditions of life.

Stages of socialization. Among them are the following: – Primary socialization or adaptation stage(from birth to adolescence). The child assimilates social experience uncritically, adapts, adjusts, and imitates.

– Individualization stage– there is a desire to distinguish oneself from others, a critical attitude towards social norms of behavior.

– Integration stage– the desire to find one’s place in society.

– Labor stage of socialization– covers the entire period of a person’s maturity, his work activity, when social experience is not only acquired, but also reproduced through active influence on other people and the surrounding reality through one’s activities.

– Post-work stage of socialization considers old age, which makes a significant contribution to the reproduction of social experience during its transmission to new generations.

From the point of view of psychology, G. M. Andreeva gives her classification of the stages of human socialization. As the author notes, the “extension” of socialization to the periods of childhood, adolescence and youth can be considered generally accepted. However, there is lively debate regarding other stages. It concerns the fundamental question of whether the same assimilation of social experience that constitutes a significant part of the content of socialization occurs in adulthood. Therefore, the basis for classifying stages is the attitude towards work activity. If we accept this principle, then we can distinguish three main stages: pre-labor, labor and post-labor (Andreenkova, 1970; Gilinsky, 1971).

Pre-labor stage socialization covers the entire period of a person’s life before starting work. In turn, this stage is divided into two more or less independent periods:

a) early socialization, covering the time from the birth of a child to his entry into school, that is, the period that in developmental psychology is called the period of early childhood; b) the stage of learning, which includes the entire period of adolescence in the broad sense of the term.

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Introduction

Socialization of a person is carried out in the process of interaction with people. The development and self-change of a person and his socialization of upbringing depend on how this interaction develops.

A person’s personality is formed and developed as a result of the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals. At the same time, the person himself is not thought of as a passive being who photographically reflects external influences. He acts as the subject of his own formation and development.

The relevance of the research topic is due to the current socio-economic situation, which places new demands on the results of the upbringing and education of the younger generation.

Successful socialization is one of the conditions for preparing schoolchildren who are capable of reviving the society and spirituality of the nation and developing the idea of ​​statehood addressed to the individual.

The problem of socialization was studied by such scientists as Vasilkova Yu.V., Galaguzova M.N., Lipsky I.A., Mudrik A.V., Mustavaeva F.A., Mardakhaev L.V. and others.

The purpose of this course work is to study the factors of individual socialization.

To achieve the goal, the following tasks were set:

Study the concept and essence of personality socialization;

Characterize the main factors and show their role in the education and socialization of the individual.

ChapterI . Socialization of personality - as a socio-pedagogical problem

1.1 Personality in the process of socialization

In its original meaning, personality is a mask, a role played by an actor in Greek theater. For the ancient Greeks, the individual did not exist outside the community, outside the polis. In Christianity, personality was understood as a special entity, as a synonym for the immaterial soul, and the Renaissance brought self-awareness to the forefront, and personality was practically identified with the concept of “I”.

Along with the concept of “personality,” science often uses such concepts as “man,” “individual,” and “individuality.” Their difference from the concept of “personality” is as follows.

The term “man” does not refer to an individual person (if its volume and content are compared with the volume and content of other concepts), but to the entire human race. Therefore, the concept of “man” is sometimes called generic and includes in its content all the properties inherent in people as opposed to animals. In addition to the actual psychological properties, this also includes the physical characteristics of a person, his lifestyle, culture, etc.

An individual is a single person or a single representative of the human race. This concept, like the concept of “man,” implies all kinds of human properties that are inherent in a given, individual, specific person. An individual is, first of all, a genotypic formation. But the individual is not only a genotypic formation; its formation, as is known, continues in ontogenesis, during life. An individual becomes a personality only by being included in the system of existing social relations, i.e., he acquires a new systemic quality, becoming an element of a larger system - society .

The socialization of an infant begins not with objective activity, but with a revival complex, when he begins to react to another person differently than to the rest of the world, that is, he begins to enter into certain relationships with him, including communication.

The term “individuality” has two similar but different meanings. One of the meanings of this word indicates a peculiar combination of human properties in a given individual. The second meaning of the term emphasizes how a given person, as an individual, differs from other people (individuals). The first understanding of the term may also include common properties inherent in people being compared to each other, while the second definition of the term involves indicating only how one person differs from another.

The concept of “personality” is used to characterize the universal qualities and abilities inherent in all people. This concept emphasizes the presence in the world of such a special historically developing community as the human race, humanity, which differs from all other material systems only in its inherent way of life.

Personality is most often defined as a person who has a set of stable psychological properties that determine the socially significant actions of a given person. Many definitions of personality emphasize that personal qualities do not include the psychological qualities of a person that characterize his cognitive processes or changeable mental states, with the exception of those that manifest themselves in relationships with people and society. The concept of “personality” usually includes such properties that are more or less stable and indicate the individuality of a given person.

Personality is the social appearance of a person as a subject of social relations and actions, reflecting the totality of social roles that he plays in society. It is known that each person can act in many roles at once. In the process of fulfilling all these roles, he develops the corresponding character traits, behavior patterns, forms of reaction, ideas, beliefs, interests, inclinations, etc., which together form what we call a personality.

The nature of personality is biosocial: it has biological structures on the basis of which mental functions and the personal principle themselves develop. Different teachings highlight approximately the same structures in personality: natural, lower, layers and higher properties (spirit, orientation, super-ego), but explain their origin and nature in different ways.

Reasonable adaptation to social conditions that does not cause damage to both the individual and others should not only not be condemned, but in many cases supported. Otherwise, questions about social norms, discipline, organization, and even the integrity of society become meaningless. The question of the role of the environment in determining the behavior of an individual is related to its social and moral responsibility.

Elements of the social structure of personality:

The method of realizing social qualities in activities, manifested in

way of life and such types of activities as labor, socio-political, cultural-cognitive, social and everyday.

At the same time, work should be considered as a central, essential link in the personality structure, determining all its elements.

2. Objective social needs of the individual.

Personality is an organic part of society, therefore its structure is based on social needs. In other words, the structure of personality is determined by those objective laws that determine the development of man as a social being. A person may or may not be aware of these needs, but this does not make them cease to exist and determine his behavior.

3. Abilities for creative activity, knowledge, skills, it is creative abilities that distinguish a mature personality from an individual who is at the stage of formation as a personality.

Moreover, creative abilities can manifest themselves not necessarily in such areas of activity that by their nature require creative individuals (science, art), but also in those that at first glance cannot be called creative. For example, routine work in the labor sphere, and yet creativity is manifested in it, and various machines and mechanisms are created that facilitate people’s work, making it interesting and effective. In a word, creativity is a distinctive feature of a person as an individual.

4. The degree of mastery of the cultural values ​​of society, that is, the spiritual world of the individual.

Three parameters are distinguished in the structure of personality: the breadth of a person’s connections with the world, the degree of hierarchization and their general structure.

5. Moral norms and principles that guide the individual.

And finally, beliefs are the deepest principles that determine the main line of human behavior.

Beliefs are associated with a person’s awareness of his objective (existing independently of consciousness) needs, which constitute, as it were, the core of the personality structure.

Each person, one way or another, participates in the life of society, possessing knowledge, and is guided by something. The social structure of an individual is constantly changing because his social environment is constantly changing. The individual receives new information, new knowledge. This knowledge turns into beliefs. In turn, beliefs determine the nature of a person’s actions. Hence, socialization can be understood as the application of the social structure of the individual in accordance with the requirements of society.

1.2 The concept and essence of socialization. Stages of socialization. Mechanisms of socialization

The concept of “socialization” characterizes in a generalized form the process of assimilation by an individual of a certain system of knowledge, norms, values, attitudes, patterns of behavior, which are included in the concept of culture inherent in a social group and society as a whole, and allows the individual to function as an active subject of social relations.

The socialization of the individual is carried out under the influence of a combination of many conditions, both socially controlled, directionally organized, and spontaneous, arising spontaneously. The leading conditions are the successful upbringing and education of a person.

Socialization is an attribute of an individual’s lifestyle, and can be considered both its condition and its result. An indispensable condition for socialization is the cultural self-actualization of the individual, his active work on his social improvement.

No matter how favorable the conditions of socialization may be, its results largely depend on the activity of the individual himself.

In traditional Russian sociology, socialization is considered as the self-development of an individual in the process of his interaction with various social groups, institutions, organizations, as a result of which an active life position of the individual is developed.

It is important to keep in mind that socialization is a process that continues throughout a person's life.

In this regard, certain stages of socialization are usually distinguished: pre-labor (childhood, education), labor and post-labor. The foundations for functioning at each stage are laid in institutions of socialization, the most important of which is school.

Socialization of a personality is a complex process of its interaction with the social environment, as a result of which the qualities of a person are formed as a true subject of social relations.

One of the main goals of socialization is adaptation, adaptation of a person to social reality, which serves, perhaps, as the most possible condition for the normal functioning of society.

However, there may be extremes that go beyond the normal process of socialization and are ultimately associated with the place of the individual in the system of social relations, with his social activity. Such extremes can be called negative types of adaptation.

A person always has a choice and, therefore, must have social responsibility. A reasonable structure of society presupposes the mutual balance of the individual to society and the responsibility of society to the individual.

Beliefs are associated with a person’s awareness of his objective (existing independently of consciousness) needs, which constitute, as it were, the core of the personality structure.

The process of socialization is a process of interaction between the individual and society. This interaction includes, on the one hand, a way of transmitting social experience to an individual, a way of including it in the system of social relations, and, on the other hand, a process of personal change. This last interpretation is the most traditional for modern sociological literature, where socialization is understood as the process of social formation of a person, which includes the individual’s assimilation of social experience, a system of social connections and relationships. The essence of socialization is that in the process a person is formed as a member of that society to which he belongs.

Personal socialization is a complex, contradictory process that lasts throughout a person’s life.

There are different approaches to identifying the stages of socialization. The grounds for its periodization are different: the leading type of activity, the leading institution of socialization. The most recognized point of view is that the stages of socialization correlate with the age periodization of a person’s life. Thus, they distinguish infancy, early childhood, preschool childhood, primary school age, adolescence, early adolescence, youth, youth, maturity, old age, old age, longevity.

Many researchers pay attention to the decisive role in this process of the primary stages of socialization associated with the period of childhood, with the formation of basic mental functions and elementary forms of significant behavior.

For each age or stage of socialization, three groups of tasks are distinguished: natural-cultural, socio-cultural and psychological.

Solving these problems is an objective necessity for human development.

Natural-cultural tasks are the achievement at each age stage of a certain level of physical and sexual development. This level is of a specific historical nature (different peoples have different ideas about the ideals of masculinity and femininity, different rates of puberty).

Socio-cultural tasks - cognitive, moral, value-semantic. At each stage of socialization, a person must have not only a certain amount of knowledge, skills, and abilities, but also take an appropriate part in the life of society. These tasks will be objectively determined by society as a whole, its level of development, regional and immediate environment of a person.

Social and psychological tasks are the formation of a person’s self-awareness, his self-determination in current life and in the future, self-realization and self-affirmation. Of course, for each stage of socialization the content of the tasks and the means of their implementation are different.

According to A.V. Mudrika, if any group of tasks or essential tasks of any group remain unresolved at one or another age stage, then this either delays the development of a person or makes him incomplete. Socialization occurs through a number of different mechanisms. There are socio-psychological mechanisms of socialization: imitation, suggestion, etc., various social institutions as a mechanism of socialization: school, family, etc. All of them form universal mechanisms of socialization: traditional, institutional, stylized, interpersonal, reflexive.

The traditional mechanism of socialization is the assimilation by a person of the norms of behavior, views and beliefs that are inherent in his family and his immediate environment.

Institutional mechanism - is implemented in the process of human interaction with various organizations and institutions. Some of these institutes are specialized, i.e. they were created specifically to carry out the function of socialization (for example, institutions of the education system), others are non-specialized, i.e. they perform this function incidentally, in parallel with their main functions (for example, the army).

The stylized mechanism of socialization operates within the subculture. A subculture is a set of norms, values, behavioral manifestations characteristic of a certain group of people, which determines a certain lifestyle of this group [Appendix 2].

The interpersonal mechanism of socialization functions in the process of a person’s interaction with other people, and the latter must be significant for him. Significant persons can be parents, teacher, friend, etc.

The reflexive mechanism of socialization is carried out through individual experience and awareness, internal dialogue in which a person considers, evaluates, accepts or rejects certain values ​​inherent in various institutions of society, family, peer society, etc.

The socialization of each person is carried out through all these mechanisms. But the role of each of these mechanisms, their “specific” weight in the implementation of the socialization process is different. Thus, the decisive role in the first stages of socialization belongs to the traditional mechanism, while in adolescence the institutional mechanism of socialization comes to the fore. Moreover, the school, as an institutional mechanism of socialization, is a system-forming factor in the self-development of the individual in conjunction with other mechanisms of socialization. This is due to the “laying” of the fundamental foundations for human adaptation in modern society, the creation of response patterns in a certain situation.

ChapterII . Factors of socialization and personality formation

2.1 Megafactors and their influence on the socialization of the individual

The state as a factor in the socialization of the individual

The state is a link in the political system of society, which has power functions. It is a set of interconnected institutions and organizations (government apparatus, administrative and financial bodies, courts, etc.) that manage society. The state can be considered as a factor of spontaneous socialization insofar as its characteristic policies, ideology (economic and social) and spontaneous practices create certain conditions for the socialization of the lives of its citizens, their development and self-realization. Children, adolescents, young men, adults, functioning more or less successfully in these conditions, voluntarily or involuntarily assimilate norms and values, both established by the state and (even more often) received in social practice. All this can in a certain way influence a person’s self-change in the process of socialization.

The state carries out relatively guided socialization of its citizens belonging to certain gender, age, socio-professional, national and cultural groups. Relatively guided socialization of certain groups of the population is objectively carried out by the state in the process of solving the tasks necessary for the implementation of its functions.
Thus, the state determines the ages of: compulsory education, coming of age, marriage, obtaining a license to drive a car, conscription into the army (and its duration), working life, retirement. The state legislatively stimulates and sometimes finances (or, conversely, restrains, limits and even prohibits) the development and functioning of ethnic and religious cultures. Let's limit ourselves to just these examples.
Thus, relatively guided socialization carried out by the state, addressed to large groups of the population, creates certain conditions for specific people to choose a life path, for their development and self-realization. The state contributes to the education of its citizens; for this purpose, organizations are created that, in addition to their main functions, also carry out the education of various age groups. The state took over the educational organization from the middle of the 19th century. It is very interested in the education of citizens, using it to achieve the formation of a person who would correspond to the social order. To achieve its goals, the state develops some policies in the field of education and creates a state education system.

Society as a factor in the socialization of the individual

The process of socialization covers all layers of society. Within its framework adoption of new norms and values ​​to replace old ones called resocialization, and a person’s loss of social behavior skills - desocialization. Deviation in socialization is usually called deviation.

The socialization model is determined by, what society is committed to values what type of social interactions should be reproduced. Socialization is organized in such a way as to ensure the reproduction of the properties of the social system. If the main value of society is personal freedom, it creates such conditions. When a person is provided with certain conditions, he learns independence and responsibility, respect for his own and others’ individuality. This manifests itself everywhere: in the family, school, university, work, etc. Moreover, this liberal model of socialization presupposes an organic unity of freedom and responsibility.

The process of socialization of a person continues throughout his life, but it is especially intense in his youth. It is then that the foundation for the spiritual development of the individual is created, which increases the importance of the quality of education and increases responsibility society, which sets a certain coordinate system of the educational process, which includes formation of a worldview based on universal and spiritual values; development of creative thinking; development of high social activity, determination, needs and ability to work in a team, desire for new things and the ability to find optimal solutions to life problems in non-standard situations; the need for constant self-education and the formation of professional qualities; ability to make decisions independently; respect for laws and moral values; social responsibility, civil courage, develops a sense of inner freedom and self-esteem; nurturing the national self-awareness of Russian citizens.

2.2 The role of meso- and microfactors in the education and socialization of the individual

Family as a factor in personal socialization

The process of socialization of a child begins literally from the very first minutes of his life. In the first months and years of life, a child masters the world around him especially intensively, his psyche is the most plastic, so the loss of these years is practically not made up for.

The first unit of socialization of a child is the family. Already the physical care of the baby (whether he is swaddled tightly, whether he is fed strictly according to a schedule, or as soon as he starts screaming, etc.) has a certain impact on his psyche.

Traditionally, the main institution of education is the family. What a child acquires in the family during childhood, he retains throughout his entire subsequent life. The importance of the family as an educational institution is due to the fact that the child stays in it for a significant part of his life, and in terms of the duration of its impact on the individual, none of the educational institutions can compare with the family. It lays the foundations of the child’s personality, and by the time he enters school, he is already more than half formed as a person.

The family can act as both a positive and negative factor in education. The positive impact on the child’s personality is that no one, except the people closest to him in the family - mother, father, grandmother, grandfather, brother, sister, treats the child better, loves him and cares so much about him. And together with

However, no other social institution can potentially cause as much harm in raising children as a family can do.

The family is a special kind of collective that plays a fundamental, long-term and most important role in education. Anxious mothers often have anxious children; ambitious parents often suppress their children so much that this leads to the appearance of an inferiority complex; an unrestrained father who loses his temper at the slightest provocation often, without knowing it, forms a similar type of behavior in his children, etc.

The formation of a child’s personal qualities is influenced not only by the conscious educational influences of parents, but also by the general tone of family life. If parents live with great social interests, this also helps to broaden the horizons of children, who often learn more lessons from overheard conversations between adults than from special conversations. And vice versa, if the father does not consider it shameful to bring government property from production, the children also begin to consider this normal and natural.

The importance of the family as the primary unit of society and the most important factor in the socialization of a child is difficult to exaggerate.

Not only parents influence the formation of a child’s personality. Both in the family and outside it (nursery, kindergarten, etc.) the child also encounters other adults. And if it is true that the human self is formed in the process of interaction with other people, it is logical to assume that the expansion of this interaction at an early age will affect the properties of the individual.

As the child’s personality develops, external regulation of his behavior increasingly gives way to his inner world. If at first the child relies mainly on the assessment of him by other people, then with age, self-esteem acquires a decisive role.

The process of socialization continues throughout a person's life, and it is argued that the socialization of adults differs from the socialization of children in several ways. The socialization of adults rather changes external behavior, while the socialization of children shapes value orientations. Socialization in adults is designed to help a person acquire certain skills; socialization in childhood deals more with the motivation of behavior.

2.2 School as a factor in the socialization and development of a child’s personality

To a greater extent, the spiritual crisis affects children who, in conditions of revaluation of values, find themselves in a kind of moral vacuum, which negatively affects the personal development of the younger generation. When talking about these negative trends, it is actually necessary to keep in mind the negative factors of socialization, by which researchers understand the process of personal development under the influence of and in interaction with the social environment. Socialization has two sides. The first is characterized by the processes of adaptation of the individual to social conditions, the assimilation of social experience by a person. The second side refers to the individual’s self-realization of his potentials, creative forces in society and presupposes a certain result of human activity, expressed in an objectively significant cultural element. An important pattern in the process of socialization is that the results of an individual’s self-realization in society are determined by the results of his social adaptation. If a person assimilates negative social experience during socialization, then the results of his self-realization will be asocial in nature.

There is an increasing Western orientation among young people in the sphere of culture, lifestyle, and art, which is greatly facilitated by the media, through all channels introducing new and by no means perfect patterns of behavior into the consciousness of a growing person. And these parameters have already been repeatedly discussed in the work.

Childhood is one of the most crucial periods, since here the foundations of morality are formed, social attitudes and attitudes towards oneself, towards people, and towards society are formed. In addition, character traits and basic forms of interpersonal behavior are stabilized. The child strives to understand himself: to comprehend his claims to recognition; evaluate yourself as a future boy or girl; determine for yourself your past, the meaning of your personal present, look into your personal future; define oneself in the social space, comprehend one’s rights and responsibilities. Naturally, all these signs undergo evolution throughout the development of a child from a primary school student to a graduate of an educational institution.

An indispensable condition for the socialization of a teenager is his communication with peers, which develops in a comprehensive school and various informal teenage associations. Belonging to a group plays a significant role in a teenager’s self-determination and in determining his status in the eyes of his peers.

The child’s acquisition of social experience depends on what kind of interpersonal relationships develop in the community of peers, in all specific small groups in which he is a member. And this emphasizes the important role of the social environment on the development of a teenager’s personality and his socialization.

Modern science considers socialization as the totality of all social processes, thanks to which an individual assimilates and reproduces a certain system of knowledge, norms, and values ​​that allow him to function as a multi-legal member of society, exhibiting the following qualities: independence, initiative, diligence, and the individual’s assumption of a certain amount of responsibility. . In a broad sense, the problem of socialization is implemented through the entire system of education and training. In order to form a creative personality with cognitive needs and active qualities, a purposeful integration of all forces of society is required; the economic, socio-political, spiritual and informational influence of the educational and surrounding socio-cultural environment is required. It is in this environment that the personality is formed, develops, manifests its active essence, reflecting itself in the world and the world in itself.

Analysis of scientific and pedagogical literature on the problem of socialization of adolescents, as well as the real state of this problem in practice, allows us to identify some persistent contradictions between:

The growing needs and opportunities for improving the process of socialization of adolescents in interpersonal relationships and the insufficiently effective use of these opportunities in the pedagogical process;

New requirements for the life activity of adolescents in an interpersonal environment and insufficient scientific, methodological and practical development of pedagogical recommendations that ensure the effectiveness of adolescents’ interpersonal relationships as a means of their socialization.

Personal socialization is a complex continuous process of interaction between a person and society. A person lives in a constantly changing social environment, is involved in various types of activities, experiences various environmental influences, and performs new social roles. The essence of socialization is that in the process a person is formed as a member of the society to which he belongs.

The child is constantly included in one or another form of social practice, and if there is no special organization of it, then the educational impact on the child is exerted by its existing, traditionally established forms, the result of which may be in conflict with the goals of education.

The historically formed educational system ensures that children acquire a certain range of abilities, moral standards and spiritual guidelines that meet the requirements of a particular society, but gradually the means and methods of organization become ineffective.

And if a given society requires the formation of a new range of abilities and needs in children, then this requires a transformation of the education system, capable of organizing the effective functioning of new forms of reproductive activity. The developing role of the education system appears openly, becoming the object of special discussion, analysis and purposeful organization.

The formation of a person as an individual requires from the school constant and consciously organized improvement of the education system, overcoming stagnant, traditional, spontaneously formed forms. Such a practice of transforming existing forms of education is unthinkable without relying on scientific and theoretical psychological knowledge of the patterns of child development in the process of ontogenesis, because without relying on such knowledge there is a danger of the emergence of a voluntaristic, manipulative influence on the development process, distortion of its true human nature, technicalism in the approach to man .

The essence of a truly humanistic attitude to the upbringing of a child is expressed in the thesis of his activity as a full-fledged subject, and not an object of the upbringing process. The child’s own activity is a necessary condition for the educational process, but this activity itself, the forms of its manifestation and, most importantly, the level of implementation that determines its effectiveness, must be formed, created in the child on the basis of historically established models, but not their blind reproduction, but creative use .

Consequently, it is important to structure the pedagogical process in such a way that the teacher directs the child’s activities, organizing his active self-education by performing independent and responsible actions. A teacher-educator can and must help a growing person go through this - always unique and independent - path of moral and social development.

Education is not the adaptation of children, adolescents, and youth to existing forms of social existence, nor is it adaptation to a certain standard. As a result of the appropriation of socially developed forms and methods of activity, the formation of children’s orientation towards certain values ​​and independence in solving complex moral problems further develops. The condition for the effectiveness of education is the independent choice or conscious acceptance by children of the content and goals of the activity.

Education is understood as the purposeful development of each growing person as a unique human individuality, ensuring the growth and improvement of the moral and creative powers of this person, through the construction of such social practice, in which what is in the child’s infancy or is still only a possibility, turns into reality. To educate means to direct the development of a person’s subjective world, on the one hand, acting in accordance with the moral model, the ideal that embodies the requirements of society for a growing person, and on the other hand, pursuing the goal of maximum development of the individual characteristics of each child.

But the socialization of the individual does not represent a passive reflection of social relations. Acting as both a subject and a result of social relations, a personality is formed through its active social actions, consciously transforming both the environment and itself in the process of purposeful activity. It is in the process of purposefully organized activity that the most important need for the good of another is formed in a person, defining him as a developed personality.

The main functions of the school as an educational organization in the process of socialization can be considered according to A.V. Mudrika are as follows:

introducing a person to the culture of society;

creating conditions for individual development and spiritual value orientation;

autonomy of the younger generation from adults;

differentiation of those brought up in accordance with their personal resources in relation to the real socio-professional structure of society.

The growth of the range of needs, the law of increasing needs, the development of the need-motivational sphere determine the nature of the formation of specific personality traits and qualities, which are most often formed in the microenvironment of a teenager, including at school. These specific personality traits that are formed in the process of upbringing within the walls of school include:

responsibility and a sense of inner freedom, self-esteem (self-esteem) and respect for others;

honesty and conscientiousness; readiness for socially necessary work and desire for it; criticality and conviction;

the presence of firm ideals that are not subject to revision; kindness and severity;

initiative and discipline; desire and (ability) to understand other people and demands on oneself and others;

the ability to reflect, weigh and will;

willingness to act, courage, willingness to take some risks and caution, avoidance of unnecessary risks.

It is no coincidence that this series of qualities is grouped in pairs. This emphasizes that there are no absolute qualities. The best quality must balance the opposite. Each person usually strives to find a socially acceptable and personally optimal measure of the relationship between these qualities in his personality. Only under such conditions, having found oneself, developed and formed as an integral personality, which is capable of becoming a full-fledged and useful member of society. School, being for a child, regardless of his age, is a “cradle” for cultivating certain personality qualities. It has been repeatedly emphasized that there is a mismatch between the demands of family and school, school and society. So, if an adult can independently find a way out of the variety of demands, then a child cannot. School, as one of the factors of socialization, organizes the process of guided and spontaneous socialization at the same time, becoming the leading source of information support for the child, since communication with adults - teachers and peers - children is concentrated in it (school).

Accordingly, a two-channel exchange of social experience is carried out, the transfer of knowledge, abilities, skills, the formation of a certain stereotype or model of behavior of the child.

Naturally, in addition to school, a child can get the same experience in other institutions of socialization - the street, at home, youth clubs, sections. But this will already be a different form, transformed by these institutions, a form of socialization, in which socialization will already occur in the relative direction of these same institutions. In addition, the time period that children spend at school, and, for example, in a section, is different, and the amount of information and types of activities of the child are more diverse. The mentality of our people has formed a point of view aimed at the fact that school is the basis of pre-professional, or, so to speak, pre-start preparation of a person into adulthood. And its demands, its foundations are perceived as the most correct, even if in a modern distortion.

In the process of spontaneous socialization, the school, like any socio-psychological community, influences the people included in it during the actual practice of interaction of its members, which in its content, style and character is not identical, and sometimes significantly diverges from the declared aspirations of educators. The knowledge and experience of real life that students spontaneously receive for the most part turn out to be “impractical” for interaction in an educational organization from the point of view of its main function - education, but they help to adapt to the life of society.

The school influences the process of self-change of its members depending on its way of life, content and forms of organization of life activity and interaction, which create more or less favorable opportunities for the development of a person, satisfying his needs, abilities and interests. At the same time, the practice of real life in an organization influences the vector of self-change (prosocial, asocial, antisocial), especially in cases where those being educated seek to minimize their stay in the organization and realize themselves outside its framework.

In relatively socially controlled socialization, school plays a leading role, because it is in them that a person, to a greater or lesser extent, acquires institutionalized knowledge, norms, experience, i.e. It is in them that social education is carried out.

Peer group as a factor in personality socialization

Peer groups play the most significant role in the life and socialization of younger generations, especially in adolescence and adolescence. Adolescents and young men simultaneously belong to several groups - formalized and informal, communication in which can have significant differences.
Formal groups (class, study group, vocational school, technical school, etc.) can play a very different role in the socialization of adolescents and young men, depending on the content of life activity, the nature of the relationships that have developed in them, as well as the degree of significance for their members.
They play a positive role if the interaction in a group is not only intense, but also meaningful, when a teenager or young man feels accepted in it on an equal basis, but also has friends and friends, when his non-group connections are perceived by his comrades and by himself as something alien to this group. But this is ideal. But in reality there are many options - positive and not so positive.
So, in the group everyone is friendly towards each other and enjoys spending a lot of time together in addition to training or other compulsory activities. But in some cases, this pastime is occupied by useful things, talking about serious problems, in others, time is “killed” by doing nothing together, savoring jokes, etc.
In formalized groups there is obvious stratification for various reasons. Sometimes - based on interests. If they are meaningful, then the interaction provides food for thought. But if they are primitive, then the situation is fundamentally different. There are groups where the company is formed “by clothes” in the literal sense of the word. Those who are dressed “on brand” despise those whom they call “gray”, “suckers”, etc. There are no contacts between them.
It may be this: interaction in the group is generally positive, but not for everyone. A group may turn out to be higher than its individual members in terms of development, interests, and social activity. But it happens the other way around: this or that teenager or young man is significantly ahead of his peers in development - intellectual, mental, social, physical. In both cases, difficulties arise in communicating with the group.
Adolescents and young men who are not satisfied with their position in a formalized group tend to minimize their contact with its members and seek compensation in informal groups [Appendix 1].

The influence of school microclimate on the socialization of adolescents

Sexual emancipation and promiscuity have become an indispensable attribute of a modern person, and among teenagers and young people it is also an indicator of their “advancement.” It is obvious that this trend is in close connection with the unfavorable social climate in society, and its reflection is the current decline in the general level of morality of schoolchildren.

It is safe to say that a student who habitually and often uses profanity already has deviations in the field of moral and mental health, and the process of his further degradation will continue. The primitivization of a student's personality is accompanied by an increased likelihood of making erroneous decisions, as well as the use of far from the best models of behavior. The close connection of this phenomenon with the level of antisocial behavior, the likelihood of a criminal environment, and the abuse of alcohol and other intoxicating substances is also well known. Profanity destroys not only mental, but also somatic (physical) health, affecting cellular structures with resonant vibrations. If prayer has a healing effect not only on a believer, but on anyone who prays, then profanity can be compared to “anti-prayer,” which destroys both soul and body. Schoolchildren who use profanity have an increased level of nervous excitability and hostility towards others. Such students, as a rule, have an inadequate perception of the social environment, they are often dissatisfied with their lives, they have reduced self-esteem and a fairly low level of socio-psychological adaptation.

In schools and places where children interact in informal settings, the use of profanity combined with a poor vocabulary has become the norm rather than the exception. We see the main task of the school to be to prevent this trend, to direct efforts to attract attention to speech culture as an integral part of the general human culture. For this purpose, at the initial stage, it is possible to draw the attention of schoolchildren, focused on the European ideal of a modern young man, to the oral speech of outwardly attractive announcers of information and leading popular science programs on central television channels, since their language generally corresponds to the norms of pronunciation, stress and grammatical forms, and the intonation of sentences is determined by the national characteristics of the language.

Sex education is of no small importance in the process of socialization of students at school. We should not forget that the nature of intimate life is determined not only by appearance, temperament, age, state of health, but also by public morality, relationships accepted in the family, among work and study comrades.

In modern schools, relationships between teenagers are sometimes surprising in their frankness: kissing girls when they meet has become common. And if a boy and a girl “meet”, then hugs and kisses become proof for everyone of their union and an indispensable condition for their further “meetings”. Meanwhile, the relationships of today's teenagers from a sexological point of view, oddly enough, are characterized by monogamy and the desire for a single partnership. In this case, the problem moves from the purely biological to the social.

Every teacher should be able to conduct a competent conversation with children on topics such as sexually transmitted diseases, prostitution, homosexuality, rape, contraception, abortion.

An important point in the moral improvement of schoolchildren is the choice of clothes in which they prefer to wear during school hours.

A distinctive feature of a modern school is freedom in the choice of clothing on the part of both students and teachers. It is important that the teacher’s costume is attractive and serves as an example for students and stimulates the formation of taste in the choice of clothing. Nowadays, most schools do not have a standard uniform, and this leads to the fact that students, particularly high school students, wear everything in the latest fashion: from tight trousers and short tops for girls to wide pants and shirts that are several sizes larger for boys. And yet, the introduction of a single school uniform in our time, at least for each individual school, is not a nostalgic retrograde; this step, as experience shows, will help relieve tension and even social stratification between students. A uniform school uniform, and not just clothes, teaches order, discipline, and “pretentiousness,” which A.S. sought in his time. Makarenko, she sets a businesslike tone in relationships and, blurring the line between rich and poor, makes all students outwardly inconspicuous.

Another important moral aspect of the socialization of students at school is the social position of the teacher.

It can be confidently stated that increasing the social status of the teacher, the level and quality of his life is a necessary condition for the socialization of students. This is so because students will always be interested in the life of their teacher, they want to know more about him, visit him, spend time with him outside of class... The teacher should not feel discomfort due to the lack of a tracksuit or computer , not to mention having an office or living room at home.

This is another option for changing the situation for the better, but a huge number of factors influence a child in the process of his life at school: this is not only a peer and a teacher, but also the administration, public opinion about the educational institution, a family that continuously analyzes the activities of their child and the school itself as a whole. The microclimate at school is the most important component of a child’s socialization during the entire period of the child’s stay at school, if not its only, dominant part.

The child absorbs all the influence of the microsociety, becoming its full-fledged participant with all the pros and cons, and it is the educational institution with the leading role of the teaching staff and the group of peers, mutually complementing each other, that provides all the moral, social experience and level of knowledge necessary for a person in the future .

Conclusion

Thus, socialization plays a huge role in the formation of personality. Socialization occurs throughout life, but socialization during childhood is especially important. The issue under consideration of the influence of school as a leading factor in socialization implies that it is during this period that both the laying of new personality qualities and the consolidation of existing ones, acquired at the previous stage of the child’s socialization, occur. Socialization covers all processes of cultural inclusion, training and education, through which a person acquires a social nature and the ability to participate in social life. The entire environment of the individual takes part in the process of socialization: family, neighbors, peers in a children's institution, school, the media, etc.

Socialization factors are a developmental environment that must be designed, well organized and even built. The main requirement for a developmental environment is to create an atmosphere in which humane relations, trust, safety, and the opportunity for personal growth will prevail.

As already noted, the process of socialization necessarily includes educational functions and is aimed at the education of a person, the development of his inclinations and abilities, the formation of a harmoniously developed personality, the formation of his moral and cultural qualities and appropriate behavior in society. And part of it is education and training, which, figuratively speaking, can be called the cultivation of a person, i.e. instilling in him predetermined cultural traits.

This course work examines in detail the concept and essence of socialization, and also characterizes the main factors, such as: family, school, education, peer group, as well as the influence of the school microclimate on the socialization of adolescents and shows their role in the upbringing and socialization of the individual. A detailed study of the listed factors will make it possible to meet new requirements for the results of upbringing and education of the younger generation.

List of used literature

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Vasilkova Yu.V. Lectures on social pedagogy. - M., 1991.

Galaguzova M.N. Social pedagogy. - M., 1999.

Gretsov A.G. Get to know yourself. Psychologist. tests for teenagers - M., 2007.

Humanization of Russian education and problems of childhood protection: Collection of articles. - M., 1995.

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Dolnik V.R. “The Naughty Child of the Biosphere,” Chapter 4.

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Methodology and technology of work of a social teacher: Textbook for universities / Ed. M.A. Galaguzova, L.V. Mardakhaeva. - M. 2002

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Annex 1

Projective technique “You and your environment”

Purpose: to study the influence of the microenvironment on the child

Instructions: Each of us wants to know more about ourselves and our friends.

We offer you a small drawing test that will help you better understand this. Rate each of the 15 proposed figures according to the following scheme: a) very cute; b) cute; c) indifferent; d) not very nice; d) very unattractive

Interpretation of the result:

Block A (120-130 points). He cannot stand coercion and any kind of obligations and therefore tries not to allow him to be ordered in any area. But where relationships are built on voluntariness, I am ready for anything. He knows how to accommodate others, although he doesn’t always want to, because he always considers his own independence to be the main thing.

Block B (131-143). Without any special difficulties or internal resistance, he can always meet halfway those people whom he needs or likes. He has a certain sense of his own superiority, which removes barriers to communication with others. He is not afraid that he will not be able to cope with the requests and expectations of others. If you put pressure on the respondent, his response will be an aggressive reaction.

Block B (144-156). He manages to find a common language with everyone, and, above all, because he sees everyone as an equal partner.

This does not mean, however. That one easily gives in or is influenced by others. In case of conflicts with others, he always knows how to soberly assess the real situation and expects the same from others.

Block G (157-169). He always strives to achieve understanding and recognition in his environment. It is not easy to establish contact only with those people who mask their true attitude towards him. Then he feels insecure. His position is dictated by emotions and therefore it will be better. If he listens from time to time to the voice of reason, and not to the chorus of feelings.

Block D (170-190). I am ready to do everything to come to an agreement with my environment, even at the cost of conformity and renunciation of my own “I”. Anyone who is familiar with him may well use this to his advantage, and he will not even notice it. His manner of relationships with people forces him to spend more energy and emotion on these relationships than is actually necessary.

Key to the technique:

Figure evaluation position

Serial number of the figure

Appendix 2

Subculture ( sub - under and culture- culture; subculture ) ( ) in and - denoting a part society, (positive or negative) from the prevailing majority, and carriers of this culture. Subculture may differ from own value system, , demeanor, clothing and other aspects. There are subcultures that are formed on national, demographic, professional, geographical and other bases. In particular, subcultures are formed by ethnic communities that differ in their dialect from the linguistic norm. Another well-known example is youth subcultures.

History of the term

In 1950 in his research, he developed the concept of subculture as a group of people who deliberately choose the style and values ​​preferred by a minority. A more thorough analysis of the phenomenon and concept of subculture was carried out by a British sociologist and in his book Subculture: The Meaning of Style. In his opinion, subcultures attract people with similar tastes who are not satisfied with generally accepted standards and values.

Fandom and the emergence of youth subcultures

(English fandom - fandom) - a community of fans, usually of a specific subject (writer, performer, style). A fandom may have certain features of a single culture, such as “party” humor and slang, similar interests outside the fandom, its own publications and websites. According to some signs, fandom and various may acquire features of a subculture. This, for example, happened with -rock, gothic music and many other interests. However, most And do not form subcultures, being focused only around the subject of their interest.

If fandom is most often associated with individuals (musical groups, musical performers, famous artists), whom fans consider their idols, then the subculture does not depend on obvious or symbolic leaders, and one ideologist is replaced by another. Communities of people with a common hobby (, etc.) can form a stable fandom, but at the same time do not have signs of a subculture (common image, worldview, common tastes in many areas).

Subcultures can be based on different interests: from musical styles and art movements to political beliefs and sexual preferences. Some of the youth subcultures originated from different ones. Other subcultures, for example, the criminal one, which occurs as a result of the conflict between the main culture and persons who have broken the law, are formed on a different basis.

Most often, subcultures are closed in nature and strive for isolation from mass culture. This is caused both by the origin of subcultures (closed communities of interests) and by the desire to separate from the main culture and oppose it to the subculture. Coming into conflict with the main culture, subcultures can be aggressive and sometimes even extremist. Such movements that come into conflict with the values ​​of traditional culture are called. Youth subcultures are characterized by both protest and

Socialization factors are circumstances that encourage a person to take active action. There are only three of them - macrofactors (space, planet, country, society, state), mesofactors (ethnicity, type of settlement, media) and microfactors (family, peer groups, organizations). Let's look at each of them in more detail.

Macrofactors of socialization

Macro factors affect all inhabitants of the planet or very large groups of people living in certain countries.

The modern world is full of global problems that affect the vital interests of all humanity: environmental (environmental pollution), economic (increasing gaps in the level of development of countries and continents), demographic (uncontrolled population growth in some countries and a decrease in its number in others), military- political (increasing number of regional conflicts, proliferation of nuclear weapons, political instability). These problems determine living conditions and directly or indirectly affect the socialization of younger generations.

Human development is influenced by the geographical factor (natural environment). In the 30s of the 20th century, V.I. Vernadsky noted the beginning of a new stage in the development of nature as the biosphere, which was called the modern ecological crisis (changes in dynamic balance that are dangerous for the existence of all life on earth, including humans). Currently, the environmental crisis is becoming global and planetary in nature, and the next stage is predicted: either humanity will intensify its interaction with nature and be able to overcome the environmental crisis, or it will perish. To get out of the environmental crisis, it is necessary to change the attitude of every person towards the environment.

The socialization of the younger generation is influenced by the qualitative characteristics of the gender role structure of society, which determine the assimilation of ideas about the status position of one or the other sex. For example, gender equality in Europe and patriarchy in a number of societies in Asia and Africa.

Different social strata and professional groups have different ideas about what kind of person their children should grow up, that is, they develop a specific lifestyle. The top layer is the political and economic elites; upper middle - owners and managers of large enterprises; medium - entrepreneurs, social sector administrators, etc.; basic - intelligentsia, workers in mass professions in the economic sphere; lowest - unskilled workers of state enterprises, pensioners; social bottom. The values ​​and lifestyle of certain strata, including criminal ones, can become for children whose parents do not belong to them, unique standards that can influence them even more than the values ​​of the strata to which their family belongs.

The state can be viewed from three sides: as a factor of spontaneous socialization, since the politics, ideology, economic and social practices characteristic of the state create certain conditions for the life of its citizens; as a factor regarding directed socialization, since the state determines the mandatory minimum of education, the age of its beginning, the age of marriage, the length of military service, etc.; as a factor of socially controlled socialization, since the state creates educational organizations: kindergartens, secondary schools, colleges, institutions for children, adolescents and young men with significantly impaired health, etc.

Mesofactors of socialization

These are the conditions for the socialization of large groups of people, distinguished: by nationality (ethnicity); by location and type of settlement (region, village, city, town); by belonging to the audience of certain media (radio, television, cinema, computers, etc.).

A person's ethnicity or nationality is determined primarily by their native language and the culture behind that language. Each nation has its own geographical habitat, which has a specific impact on national identity, demographic structure, interpersonal relationships, lifestyle, customs, and culture.

Ethnic characteristics associated with methods of socialization are divided into vital, that is, vital (methods of physical development of children - feeding a child, the nature of nutrition, protecting the health of children, etc.) and mental, that is, spiritual (mentality - a set of attitudes of people towards a certain type of thinking and action).

Features of socialization in the conditions of rural, urban and village lifestyles: in the lifestyle of villages, control over human behavior is strong, openness in communication is characteristic; the city provides the individual with the opportunity to choose a wide range of communication groups, value systems, lifestyle, and diverse opportunities for self-realization; The result of the socialization of the younger generation in villages is the assimilation of experience created in them from the traditional life characteristic of the village and the norms of the urban lifestyle.

The main functions of mass communications: maintaining and strengthening public relations, social regulation and management, dissemination of scientific knowledge and culture, etc. The media perform socio-psychological functions, satisfying a person’s need for information for orientation in society, the need for connections with other people , in a person receiving information that confirms his values, ideas and views.

Microfactors of socialization

These are groups that have a direct impact on specific people: family, peer groups, organizations in which education is carried out (educational, professional, social, etc.).

Society is always concerned that the pace of socialization of the younger generation does not lag behind the pace and level of development of society itself; it carries out this process through agents of socialization (generally accepted norms, the family, as well as state and public institutions and organizations).

The leading role in the process, along with the family, belongs to educational institutions - kindergartens, schools, secondary and higher educational institutions. An indispensable condition is also his communication with peers, which develops in kindergarten groups, school classes, and various children's and adolescent associations. Teachers are agents of socialization, responsible for teaching cultural norms and internalizing roles.