What factors of socialization include family environment. on the topic “Socialization as a factor in personality development”

Each of us is capable of becoming an individual only by being in society. If a small child is isolated from people, placed on a desert island or in another space where there is no one, he will not only not master the necessary skills, but also will not learn to understand himself. Everything is learned through comparison, through communication with others like oneself. Man is the whole Universe, each of us is an individual, but you can only become yourself if you are surrounded by people. We learn from each other.

Factors of personal socialization influence the overall development of the individual and have a direct impact on the formation of his views, beliefs, opinions, and life values. In this article we will look at what components the socialization of an individual includes.

home and family

Perhaps this is the most important thing a person has. If a child grows up in a prosperous family, then he develops positive ideas about marriage, relationships between spouses, etc. Of course, in this case there should be a warm, trusting relationship between mother and father. Sincerity and caring for each other are an indispensable basis for happiness. Socialization factors here act as a powerful incentive in the future to have the same strong family in which everyone takes care of each other. This is why, as adults, we so often choose a life partner who, depending on gender, resembles our father or mother. The family as a factor of socialization plays a key role in the formation and development of a person.

Kindergarten

This is the first social institution where a child ends up separated from his mother. The further attitude towards the children's team and teachers often depends on what the first impressions are. You need to introduce your child to the group and the guys gradually. First, you should leave your child in kindergarten for no more than three hours. This time is quite enough to get used to it a little. In the following days, you can gradually increase the length of your stay, especially if you notice that your baby likes it there. If the acquaintance was successful, the result will be the well-being of the child and his inevitable inclusion in the team, making friends among his peers. After some time, he will forget that he should be sad when his mother leaves him in the morning. Interest conquers fear!

If a child has a negative experience, it is necessary to understand the situation as soon as possible. Why didn’t the kid manage to make friends with his classmates? Maybe his peers didn’t accept him? Or is he timid, afraid of the teacher? Factors influencing socialization can vary greatly. In each specific case it is necessary to look at the problem individually. Parents should remember that it is very important for a child to receive attention and become a significant figure among their peers.

School as a social institution

Adaptation of a child upon entering first grade takes some time. Not only the internal state of the child, but also the degree of his success in the class in comparison with other children depends on how successful it turns out to be. Socialization factors may seem unimportant and uncomplicated to an adult, but for a child they are of great importance.

What you shouldn't do is compare one child to another. This golden rule should be remembered by both parents and teachers. You should never say that “the older brother studied better” or at the same age “he already knew all the letters and read quite fluently.” All these completely harmless statements can have a negative impact on the child’s self-perception, his abilities and desire to learn. He may think that he is good for nothing because he does not meet your requirements.

Companies by interest

Surely those parents who have teenage children have noticed in one way or another that at some point in their communication they begin to “cluster” with each other, that is, form small companies. Each small group has a leader who constantly feeds the rest of the group with new ideas, ways to have fun, or to learn something interesting. It’s good when guys are passionate about something worthy, together they look for goals in life, and try their hand at implementing some plans and projects.

The factors of a person’s socialization depend largely on how he perceives himself: lucky or not, worthy of success, creative, active or lazy. Parents should not interfere and prevent their child from spending time with friends when they know that it is good for their child. In early youth, communication with like-minded people, the opportunity to be heard and understood are just as important as starting a family in the future. Don't hinder your child's development! Let them strum the guitar until midnight, organize their own concerts, strive for new achievements and victories!

Self-realization

Social factors of socialization cannot be imagined without awareness of their purpose. Having realized himself in some business, a person brings undeniable benefits to society, because thanks to this step, he makes a significant contribution to the development of his native country. It is for this reason that each of us must take time to develop our talent. Find a job that you enjoy. Give it enough effort, time and attention, then it will undoubtedly begin to bear fruit.

However, most people live boring and monotonous lives. They not only do not engage in self-education, but also frankly do not want to learn anything new. Only a few truly think about what their true destiny is and can correctly distribute their forces. Socialization factors largely depend on how successful a person considers himself to be.

Ideals, values, aspirations

Almost everything in this life depends on our desire. It has long been noted that the more purposeful a person is, the more actively he acts in order to achieve what he wants. Personal socialization factors are undoubtedly among the main components of successful advancement.

When a person has a dream, any business literally burns in his hands: everything comes together in a wonderful way and works out. If there is no goal as such, then it is difficult to achieve it: after all, the person has no idea what he should look like! Now an adult is rushing through life, looking for a better life for himself!

Indicator of successful socialization

We all want to be self-sufficient. But how many people really think about what criteria can be used to determine the degree of external and internal achievements of a person? Here you should look first of all at whether the person feels happy or not.

There is no single measure; everything requires an individual approach. Socialization factors should not dictate what an individual should be like. They act as an analysis of his life activity and subjective feeling of fulfillment.

When you need help

Unfortunately, not all people have a clear idea of what they should achieve. Few people actually ask serious questions about the meaning of life. The majority are quite happy with a comfortable, well-fed existence, when the most essential needs are satisfied and you can calmly lie on the sofa in front of the TV. Or sit in front of a computer screen. It doesn't matter.

Help may be needed when a person realizes that his time is passing aimlessly, and he has not yet done anything useful. You need to consult a specialist psychologist who will help and show you the really right path. Of course, at this stage a person must take full responsibility for those events and changes that may occur in his life further. Few are ready to change, because it sometimes causes pain and requires changing habitual stereotypes. But otherwise there is no development.

Instead of a conclusion

The main factors of socialization of an individual are inherent in its nature. It is human nature to seek the truth, make mistakes, draw appropriate conclusions and try again. You can fall in the same place dozens of times until, finally, the answer comes from within what is the best thing to do.

Parents should monitor very closely how their children are joining any new team. It is advisable at this time to encourage the child in every possible way, help him maintain a daily routine, and not allow him to become overtired.

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Factors of socialization.

Socialization takes place in the interaction of children, adolescents, and young men with a huge number of different conditions that more or less actively influence their development. These conditions affecting a person are usually called socialization factors. Socialization factors can be roughly grouped into four groups.

First group- megafactors(mega - very large, universal) - space, planet, world, which to one degree or another through other groups of factors influence the socialization of all inhabitants of the Earth. This influence has become most obvious in our century, giving rise to the so-called global planetary processes and problems: environmental, economic, demographic, military-political.

Second group- macro factors(macro - large) - 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).

A country- a geographical-cultural phenomenon. This is a territory distinguished by geographical location, natural conditions, and having certain boundaries. The natural and climatic conditions of certain countries influence economic development, birth rates and population density, living standards, health status of residents, and finally, the formation of their ethnic characteristics.

Mentality ethnicity largely determines: the attitude of its representatives to work; ideas about everyday amenities and home comfort; ideals of the beautiful and the ugly; canons of family happiness and relationships between family members; norms of gender-role behavior, in particular the concept of decency in the manifestation of feelings and emotions; understanding of kindness, politeness, restraint, etc. The mentality of an ethnic group influences the upbringing of younger generations due to the fact that it includes implicit concepts of personality and upbringing. Implicit (i.e. implied, but not formulated) personality theories inherent in each ethnic group are a set of certain ideas that carry answers to a number of questions: what is the nature and capabilities of a person? What is, can and should be?

IN society socialization occurs through the inclusion of a person in his gender-role, age, professional structure; inclusion in economic life; influence of social ideology. Society also creates special institutions for the relatively socially controlled socialization of a person. First of all, it is an educational institution. Education as a social institution is a developing phenomenon that arises at a certain stage of development of a particular society, becoming autonomous from the process of socialization. Education is differentiated into family, religious and social. The basis of religious education is the phenomenon of sacredness (i.e. sacredness), and a significant role in it is played by the emotional component, which becomes leading in family education. At the same time, the rational component predominates in social education, and the emotional one plays a significant, but only complementary, role.

State can be considered as a factor of socialization insofar as its characteristic policies create certain conditions for the life of its citizens, their development and self-realization. The state carries out relatively guided socialization of its citizens. It determines the ages: the beginning of compulsory education and its duration, coming of age, marriage, the right to drive a car, conscription into the army, the beginning of working life, retirement. The state legislatively stimulates and, at times, finances the development 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 conditions that force organizations whose direct functions do not include this to engage in education to one degree or another. It develops a certain policy in the field of education (determines the tasks of education and strategies for solving them, develops legislation and allocates resources, supports educational initiatives) and forms a state education system (a set of state educational organizations), which includes three levels - federal, regional and municipal.

Third group- mesofactors(meso - average, intermediate), conditions of socialization of large groups of people, distinguished: by 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.

Mass Communications(QMS) to one degree or another have a relatively directed influence on socialization. Let us note only two aspects of this influence. Firstly, QMS have a very significant influence on the assimilation by people of all ages of a wide range of social norms and on the formation of their value orientations in the field of politics, economics, ideology, law, etc. Secondly, QMS actually represent a system of non-formal education, enlightenment of various layers of the population.

Mass media (print, cinema, television, Internet) are increasingly used in the process of socially controlled socialization.

Influence subcultures most clearly visible in a number of aspects. First of all, having more or less obvious features, the value orientations of a subculture influence the relationship of its bearers to the world and with the world, their self-awareness and self-determination, the choice of spheres and preferred methods of self-realization, etc.

Subcultural influence is manifested through following fashion and the use of jargon, which has a “direct organizing influence on the speech, style, and construction of images among the bearers of the subculture” (M. Bakhtin). Subcultural influence on the socialization of adolescents also comes through the musical preferences that are characteristic of them. Music allows young people to experience, express, formalize their emotions, feelings and sensations that cannot be expressed in words, which is so necessary at this age. Passion for a particular musical style is usually associated with joining a certain group of peers and sometimes dictates the observance of certain rituals, maintaining an appropriate image in clothing and behavior and even outlook on life.

When carrying out social education, teachers must, at a minimum, have an idea of the characteristics of the subcultures that their students encounter and the characteristic features of the teenage subculture. It is necessary to know this in order to take into account the positive and negative features of subcultures when organizing the life of educational organizations.

Plays a special role in socialization type of settlement. In rural settlements, social control of human behavior is very strong. Since there are few residents, the connections between them are quite close, everyone knows everyone and about everyone, the anonymous existence of a person is almost impossible, every episode of his life can become an object for evaluation by those around him. Today, the rural atmosphere is, unfortunately, characterized by the alienation of residents from the feeling of being the owner of the land on which they live, drunkenness and alcoholism. The bizarre economic life of many villages gives rise to a combination of conscience and dishonesty, “dashing theft” and “gloomy frugality and even miserliness,” “total double-mindedness” (V.G. Vinogradsky). All this leads to the fact that even the school, due to its close integration into rural life, influences the education of the younger generations much less than the urban one.

The city is characterized by weak social control of human behavior and a significant role of self-control due to the presence of various connections and anonymity. The city, as the center of culture, as well as prosocial, asocial and antisocial phenomena, provides each of its residents with a huge range of very different alternatives.

Thus, in a city during the day, a resident encounters a huge number of people. The child, through the power of his imagination, involuntarily continues and completes many fleeting encounters, which allows him to better navigate the surrounding reality. This can cultivate interest in someone else's life as a possible option or anti-option to one's own.

The city provides a wide choice of social circles and groups. In a modern city, a child is a member of many teams and groups. In the city, children also get the opportunity to exist anonymously for certain periods of time, that is, to come into contact with strangers while remaining unknown to them. All this creates opportunities for their significant personal autonomy from groups and collectives.

The city is characterized by a diversity of lifestyles, cultural stereotypes, and value orientations. A young city dweller not only sees and knows different lifestyles, but also has the opportunity to “try on” them for himself. In fact, he can simultaneously participate in several “social worlds,” as it were. Each of them develops its own code of requirements, its own standards of life and communication. All this significantly expands the general cultural and social horizons of children, adolescents, and young men, although not necessarily in a positive direction.

In general, the role of the city in socialization is determined by the fact that it provides each citizen with potentially wide opportunities to choose social circles, value systems, lifestyles, and, consequently, opportunities for self-realization and self-affirmation.

A settlement is a type of settlement specific to Russia. A village is an absolutely or relatively territorially limited concentrated form of settlement of people: a) emancipated from a rural lifestyle, b) not rooted in an urban lifestyle.

The norms of life in the village have their own characteristics. Here, even greater than in the village, is the openness of each person’s life and at the same time the rather strict isolation of each person, who does not consider it necessary to “look around” at the opinions of others when it comes to their own well-being. At the same time, everyone’s life is so dependent on the norms of the environment that it is almost impossible to oppose oneself to it. Therefore, young people here are little reflexive, little inclined to emotionally deep friendships. The main thing for teenagers is to disappear into the “pack” and find their own “backwater”. The general level of culture also determines the content level of communication - as a rule, pragmatic, purely event-based, information-poor.

In a village, a person finds himself at a crossroads between the traditional life characteristic of the village 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.

Mesofactors influence socialization both directly and indirectly through 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 and private organizations, microsociety.

As the primary territory of human socialization can be considered family and home (a special section will be devoted to them). Purely “geographically”, the next territory of socialization can be considered the immediate environment and peer groups. A peer group may include children united by a system of relationships, certain common values or situational interests and separating themselves from others by any signs of isolation, i.e. having a sense of “We”.

What are the functions of peer groups? Firstly, the group introduces its members to the culture of a given society, teaching behavior corresponding to the ethnic, religious, regional, and social affiliation of the group members.

Secondly, gender-role behavior is taught in a peer group. This occurs through the presentation of models of behavior expected from boys and girls, boys and girls, appropriate at a given age, as well as through negative sanctions in relation to disapproved gender-role behavior.

Third, the group helps its members achieve autonomy from others. Friendly and friendly groups, striving to meet the standards of peer society in clothing and style of behavior, at the same time can carefully protect their autonomy, limiting the opportunities for other guys to join the group and emphasizing the dissimilarity of their company from others (their secrets, conventional words, ways of spending time, walking routes, special items of clothing, your musical and other hobbies).

Fourthly, a group of peers creates conditions, stimulates or inhibits children’s solution of age-related tasks - the development of self-awareness, self-determination, self-realization and self-affirmation.

Fifthly, a group is a specific social organization that is perceived by its members as an “ecological niche.” Here you do not need to follow the rules of behavior necessary in relationships with adults; you can be yourself in them. The very presence of a group helps you feel that you are needed by someone, that you have confidence in yourself and your abilities.

Educators need to know the basic characteristics of a peer group. After all, social education is carried out in educational organizations, which precisely consist of formalized peer groups - a class at school, a squad in a camp, a group in a vocational school, a circle or section. It is possible to work effectively with these groups only by taking into account and using the characteristics inherent in the group.

In addition, informal friendship groups are formed in each team. It is important for teachers to know them, to take into account their characteristics (composition, leaders, orientation) in order to use these characteristics when organizing the life and activities of the team and educational organization, as well as to influence the position of students in the system of interpersonal relations of the team.

Effective social education is also possible only if teachers have an idea about the groups that their students belong to outside the educational organization. If we are talking about asocial and antisocial groups, then the teacher is faced with the task of helping his student get out of such a group, find a positive group of friends or buddies.

Religion as one of the social institutions has traditionally played a large role in the life of various societies. In the process of religious education, individuals and groups are purposefully instilled with a worldview, attitude, and norms of relationships and behavior.

Religious education is carried out by clergy; believing agents of socialization (parents, relatives, acquaintances, members of the religious community); teachers of religious educational institutions; various associations, including children's and youth associations, operating under religious organizations or under their influence; QMSs under the control of religious organizations, etc.

In the process of religious education, various forms are used, many of which are similar in appearance to forms of social education (lesson system, seminars, lectures, clubs for various groups of believers, festive events, amateur choirs, orchestras, excursions, etc.), but acquire sacred meaning, filled with content specific to religious education.

Educational organizations- specially created state and non-state organizations whose main task is the social education of certain age groups of the population. Educational organizations can be characterized by the following series of relatively autonomous parameters:

1) according to the principle of a person’s entry into an educational organization: compulsory (schools), voluntary (clubs, children’s associations), compulsory (special institutions for children with antisocial behavior, mental and other anomalies);

2) by legal status: state, public, commercial, religious, private;

3) by departmental affiliation: organizations of the Ministry of Education, other ministries (health, defense, labor and social protection, etc.), trade unions, sports unions;

4) by level of subordination: federal, regional, municipal;

5) according to the degree of openness-closedness: open (schools), boarding schools, closed (special institutions);

6) by leading function: educational, educational, developmental, socially oriented;

7) by duration of operation: permanent and temporary (for example, operating during the holidays).

8) by gender and age composition: same-sex, same-age, different-sex, different-age.

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.

An educational organization 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. In relatively socially controlled socialization, educational organizations play a leading role, because it is in them that a person acquires institutionalized knowledge, norms, experience, i.e. It is in them that social education is carried out.

Microsociety has a number of characteristics: spatial (where it is located); architectural and planning (features of development of the microdistrict); functional (the presence or absence of places for children and teenagers to play, opportunities for small groups to spend time); demographic (composition of its residents: their ethnicity, socio-professional composition, characteristics of gender and age composition; family composition); cultural and recreational (availability and quality of educational institutions, cinemas, clubs, gyms, stadiums, swimming pools, museums, theaters, libraries, local media). The most important characteristic of a microsociety from the point of view of the direction of its influence on socialization is the socio-psychological climate that has developed in it, which is largely the result of the interaction of all the previous characteristics of the microsociety.

An educational space can be created in a microsociety. However, it does not arise spontaneously, but is a consequence of special organizational work on its design and “cultivation”, which can be carried out by self-government bodies, social teachers and workers, initiative groups of residents, representatives of municipal authorities and management.

The educational space of a microsocium includes a system of interconnected educational, cultural, educational, public and other organizations, local QMS, specialists in various fields (social educators and workers, psychologists, doctors, etc.). All of these components complement each other in assisting the positive social functioning and personal development of members of the microsociety.

The creation of an educational space becomes most realistic if there is a certain body in the microsocium - a social and pedagogical service, which has its own budget, full-time employees of various profiles and creates a corps of volunteers from among local residents. The service implements a complex of functions, which makes the work on creating an educational space purposeful, systematic and systematic. They include:

· diagnosis of the situation in microsociety;

· integration of educational capabilities of microsociety;

· creation and development of cultural and leisure infrastructure;

· stimulation, support and development of initiatives to create amateur organizations;

· providing psychological, pedagogical, legal, medical and psychological assistance to those in need;

· psychological and pedagogical assistance in vocational guidance;

· work with socially disadvantaged and criminogenic families, socio-psychological and medical assistance to problematic, single-parent families;

· prevention and assistance in overcoming conflicts in microsociety;

· prevention and correction of illegal and self-destructive behavior;

· socio-psychological rehabilitation of socially disadvantaged residents, as well as those who have served their sentences.

Within the educational space, children, adolescents, and young men interact with microfactors of spontaneous socialization: family, neighbors, peer groups, microsociety. But the nature, process and results of this interaction are, to one degree or another, determined and adjusted by pedagogical influence.

Socialization factors are divided into megafactors and mesofactors. The following modern megafactors of socialization are identified.

Space. Its identification as one of the main factors of socialization is based on the fact that a person is not only a member of society, part of a society that includes a family, a people and all of humanity, he is also a part of the universe, the cosmos, which includes all existing creatures standing on different stages of development. The famous teacher of the early 20th century, K. N. Ventzel, coined the term “cosmic pedagogy.” He believed that if there is a social pedagogy that deals with the education of a person as a member of human society, then cosmic pedagogy should rightfully exist, in which education is understood much more broadly and has different goals, as well as techniques and methods for achieving these goals.

Planet, world. A planet is an astronomical concept, our Earth, on which the world lives - the totality of human society, leading different forms of social life, formed in the course of evolution. The organic relationship and interdependence between the planet and the world is obvious: first, the conditions on the planet gave rise to life and human society, and now, in the process of development, the world influences the state of the planet, giving rise to environmental pollution, poverty, unemployment and crime. Internet. This is a worldwide computer network that is accessed by people driven by a variety of motives: from searching for information, solving business issues, to entertainment, shopping and just communication. The influence of the Internet on human socialization is twofold. On the one hand, its resources can help a person in cultural and spiritual development and promote self-realization. On the other hand, the Internet can cause addiction in the user, which manifests itself in attachment to communication via the Internet, to gambling, to sex services, to shopping, and simply to an endless journey through the Internet. It is clear that this addiction does not harm health as much as drugs or alcohol, but it also reduces productivity and quality of life in society.

Mesofactors of socialization are as follows:

1)Regions. Each country consists of several geographical and administrative regions. Regions differ from each other not only in geographical location, climate, nature, but also in economics, cultural traditions, beliefs, spiritual life, which, of course, cannot but influence the socialization of the individual, the formation, change and preservation of living standards. 2) Types of settlement(territories where people directly live, perform economic, cultural, social functions and others):

Countryside. The factors of human socialization lie in the prevalence of the consciousness of the group (family, clan, village), rather than the individual. Stability is maintained when a person realizes and expresses himself against the backdrop of centuries-old traditions. The socio-psychological atmosphere is determined in rural areas.

City; The characteristic conditions for the socialization of urban residents are caused by a number of such features as the concentration of human and spiritual culture in the city, as well as counterculture in the form of religious, terrorist, criminal, political associations and, of course, the specific way of life of the city.

Small town; Factors of socialization in a small town: more than a century of history, population not exceeding 50,000, special psychological and social climate, employment of the population in non-agricultural activities.

Village; The factors of socialization of village residents have their own specificity due to the intermediate state of the village between the village and the city. The village allows its residents to be socially mobile.

3)Subculture. It influences spontaneously, but exactly to the extent that the group - the bearer of the subculture - to which he belongs is significant for a person. That is, the more a person identifies his norms and values with the norms and values of some subculture, the more this subculture influences him.

In the most general form, the factors of personality socialization can be presented in the form of two large groups: first includes social factors that reflect the socio-cultural aspect of socialization and affect the problems of its group, historical, cultural and ethnic specificity; in second– individual-personal factors, largely determined by the uniqueness of the individual’s life path.

Social factors usually include macro-, meso- and microfactors, reflecting socio-political, economic, historical, national, etc. features of personality development, including quality of life, environmental conditions, the occurrence of extreme and other social circumstances.

Macro factors – these are social and natural determinants of socialization and personal development, conditioned by its living as part of large social communities.

A country, state(in the common sense, synonyms) are concepts adopted to distinguish people living within certain territorial-administrative boundaries and united among themselves due to historical, socio-economic, political and psychological reasons. The specifics of the development of a country or state determine the most important features of the socialization of the population, especially young people.

Culture– a system of spiritual forms of supporting the life activity and socialization of people. It covers all aspects of human life - biological (food, sleep, rest, sexual intercourse, natural needs for something), production (creation of means of material life support - tools, food, clothing, housing), spiritual (language and speech activity , worldview, aesthetic activity, etc.), social (communication, social relations).

Mesofactors – these are the determinants of the socialization of the individual, conditioned by his living in communities of average size.

Ethnicity (nation)- a historically established stable collection of people in a certain territory, possessing a single language, common relatively stable characteristics of culture and psyche, as well as a common self-awareness (awareness of its unity and difference from all other similar entities), recorded in its self-name. Belonging to a particular nation and its traditions largely determines the specifics of a person’s socialization.

Regional conditions– conditions characteristic of the socialization of people living in one or another part of the country or state, who have their own distinctive characteristics (a single socio-economic system, a common historical past, cultural and social identity).

Type of settlement- a village, town, city, region, for certain reasons, giving originality to the socialization of the people living in them.

Mass Communications– technical means (print, radio, cinema, television), with the help of which information (knowledge, spiritual values, moral and legal norms, etc.) is disseminated to quantitatively large audiences.

Microfactors– these are the determinants of personal socialization related to the upbringing and training of people in small groups (family, work collective, religious organization or educational institution).

Of particular importance in the socialization of an individual is the historical development of the state, community, and groups of people to which he belongs. Each period and stage of development of human society places certain demands on the individual. The famous Russian historian A. Ya. Gurevich, a specialist in the Middle Ages, argued that “not originality, not difference from others, but, on the contrary, the most active inclusion in a group, corporation, in the divinely established order - such was the social valor required of the individual "in the Middle Ages (Gurevich A. Ya., 1984). A person of that era could only fully gain and realize himself within the framework of a collective.

Similar features of socialization in the Middle Ages in Rus' were noted by other researchers. And only with the development of capitalism did the destruction of a person’s integration into a social group, class, and the predominance of the individual-personal level of aspirations begin.

It was also noted that during stable periods of social development, people with a predominance of orientations towards group values turned out to be more socially adapted to the surrounding reality, while at turning points of crisis in history different personality types became more active: on the one hand, those in whom universal human values at the same time predominate. and individual and personal claims; and on the other, people fleeing social storms with the help of habitual stereotypes of orientation toward group norms inherent in a stable stage of social development. In conditions of a social crisis, the dominance of the last of these types of personalities leads to a search for “external” enemies, a preference for “one’s own” (national, professional, age, territorial, etc.) group.

Individual-personal factors of personality socialization are no less significant. From the point of view of psychology, socialization cannot be considered as a simple, mechanical reflection by a person of directly experienced or observed social experience. The assimilation of this experience is subjective. The same social situations are perceived differently and experienced differently by different individuals. Therefore, different individuals can extract different social experiences from objectively identical social situations.

Much depends on the conditions under which specific individuals develop and undergo socialization. In stable periods of social development, according to a study by an American scientist, children under 7 years of age are mostly at the pre-conventional level of moral development. Their behavior is determined mainly by the desire to avoid punishment or receive encouragement, i.e., according to all data, they are dominated by an immature individual level of aspirations. By the age of 13 and before finishing school, the majority of children have a predominant group level of identity, when the reality of an action is assessed depending on the point of view of the child’s reference group. Apparently, this level of identity remains dominant during stable periods of social development, since only 10% of children over 16 years of age achieve a post-conventional level of moral development, which corresponds to the simultaneous expression of individual-personal and universal characteristics of personality orientation (Kolberg L., 1977)

The process of socialization proceeds differently at different stages of ontogenesis in conditions of social crisis. A social crisis is characterized, as a rule, by a disruption of the normal life and activities of society, a weakening of its previous system of values, a state of anomie, i.e. alienation of people from each other. Three age groups find themselves in a fundamentally different situation: 1) children up to and including adolescence; 2) boys and young adults; 3) middle-aged and elderly people. In addition, individual, most developed people do not accept imposed views, but form their own value system, different from the accepted one.

This does not mean that the vast majority of middle-aged and older people are absolutely immune to fundamental social changes. However, their socialization takes place: 1) either through the experience of a deep personal crisis; 2) either quite easily, if during stable periods of social development such a person was among social outsiders (or did not fully realize his potential), and in crisis conditions his abilities were in demand.

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.

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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