Social factors in the development of a child’s personality. Physical and psychological factors of child development

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GOU SPO Transbaikal Regional School of Culture (technical school)

Course work

in psychology

Topic: “Biological and social factors of child development”

Completed by: student

correspondence department

3 ATS courses

Zhuravleva O.V.

Head: Muzykina E.A.

Introduction

1 Theoretical foundations of the influence of biological and social factors on child development

1.1 Biological foundations of child development

1.2 The influence of social factors on the mental development of a child

2 Empirical study of the influence of social factors on the development of a child in a boarding school

2.1 Research methods

2.2 Research results

Conclusion

Literature

Application

INTRODUCTION

Personal development of a person occurs throughout life. Personality is one of those phenomena that is rarely interpreted in the same way by two different authors. All definitions of personality, one way or another, are determined by two opposing views on its development.

From the point of view of some, each personality is formed and develops in accordance with its innate qualities and abilities (biological factors of personality development), and the social environment plays a very insignificant role. Representatives of another point of view completely reject the innate internal traits and abilities of the individual, believing that personality is a certain product that is completely formed in the course of social experience (social factors of personality development).

Obviously, these are extreme points of view of the process of personality formation. Despite the numerous conceptual and other differences that exist between them, almost all psychological theories of personality are united in one thing: they assert that a person is not born, but becomes a person in the process of his life. This actually means recognizing that a person’s personal qualities and properties are not acquired genetically, but as a result of learning, that is, they are formed and developed.

Personality formation is, as a rule, the initial stage in the formation of a person’s personal properties. Personal growth is determined by many external and internal factors. External ones include: the individual’s belonging to a particular culture, socio-economic class and unique family environment.

L.S. Vygotsky, who is the founder of the cultural-historical theory of the development of the human psyche, convincingly proved that “the growth of a normal child into civilization usually represents a single fusion with the processes of his organic maturation. Both plans of development - natural and cultural - coincide and merge with one another. Both series of changes interpenetrate one another and form, in essence, a single series of socio-biological formation of the child’s personality.”

The object of the study is the factors of mental development of the individual.

The subject of my research is the process of child development under the influence of biological and social factors.

The purpose of the work is to analyze the influence of these factors on the development of the child.

The following tasks follow from the topic, purpose and content of the work:

Determine the influence on the development of the child of such biological factors as heredity, congenital characteristics, health status;

In the course of a theoretical analysis of pedagogical and psychological literature on the topic of work, try to find out which factors have a more significant influence on the formation of personality: biological or social;

Conducting an empirical study to study the influence of social factors on the development of a child in a boarding school.

1 THEORETICAL BASIS OF THE INFLUENCE OF BIOLOGICAL AND SOCIAL FACTORS ON CHILD DEVELOPMENT

biological social development child

1.1 Biological foundations of child development

The experience of social isolation of the human individual proves that personality develops not simply through the automatic deployment of natural inclinations.

The word “personality” is used only in relation to a person, and, moreover, starting only from a certain stage of his development. We don't say "newborn personality." In fact, each of them is already an individual. But not yet a personality! A person becomes a person, and is not born one. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from his social environment.

First of all, biological development, and development in general, is determined by the factor of heredity.

A newborn carries within himself a complex of genes not only of his parents, but also of their distant ancestors, that is, he has his own, uniquely rich hereditary fund or a hereditarily predetermined biological program, thanks to which his individual qualities arise and develop. This program is naturally and harmoniously implemented if, on the one hand, biological processes are based on sufficiently high-quality hereditary factors, and on the other, the external environment provides the growing organism with everything necessary for the implementation of the hereditary principle.

Previously, all that was known about hereditary factors in personality development was that the anatomical and morphophysiological structure of the human body is inherited: metabolic characteristics, blood pressure and blood type, the structure of the central nervous system and its receptor organs, external, individual characteristics (facial features, hair color, eye refraction, etc.).

Modern biological science has dramatically changed our understanding of the role of heredity in the development of a child’s personality. Over the past decade, US scientists, with the participation of scientists around the world, developing the Human Genome program, have deciphered 90% of the 100 thousand genes that humans have. Each gene coordinates one of the body's functions. So, for example, one group of genes is “responsible” for arthritis, the amount of cholesterol in the blood, the tendency to smoke, obesity, another - for hearing, vision, memory, etc. It turns out there are genes for adventurism, cruelty, suicide, and even a gene for love. The characteristics programmed in the genes of the parents are inherited and in the process of life become hereditary characteristics of the children. This has scientifically proven the ability to recognize and treat hereditary diseases, inhibit the predisposition to negative behavior in children, that is, to some extent control heredity.

The time is not far when scientists will create a method for recognizing the hereditary characteristics of children, accessible to medical workers, teachers and parents. But already now a professional teacher needs to have up-to-date information about the patterns of physical and mental development of children.

Firstly, about sensitive periods, optimal periods for the development of certain aspects of the psyche - processes and properties, periods of ontogenetic development (ontogenesis - the development of the individual as opposed to the development of the species), that is, about the level of mental maturity and their new formations for performing certain types of activities . For ignorance of basic questions about the characteristics of children leads to involuntary disruption of their physical and mental development. For example, starting something too early can have an adverse effect on the child’s mental development, just as it does later. It is necessary to distinguish between the growth and development of children. Height characterizes the physical increase in body weight. Development includes growth, but the main thing in it is the progress of the child’s psyche: perception, memory, thinking, will, emotions, etc. Knowledge of innate and acquired qualities allows teachers and parents to avoid mistakes in organizing the educational process, work and rest schedules, hardening children and other types of their life activities.

Secondly, the ability to distinguish and take into account congenital and acquired qualities will allow the teacher, together with parents and medical workers, to prevent and possibly avoid the undesirable consequences of an innate predisposition to certain diseases (vision, hearing, heart ailments, a tendency to colds and much more), elements of deviant behavior, etc.

Thirdly, it is necessary to rely on the physiological foundations of mental activity when developing technologies for teaching, upbringing, and play activities of children. The teacher can determine what reaction the child will have when given certain advice, instructions, orders and other influences on the personality. Here there may be a dependence on an innate reaction or acquired skills to carry out the orders of elders.

Fourthly, the ability to distinguish between heredity and social continuity allows you to avoid mistakes and stereotypes in education, such as “An apple doesn’t fall far from the tree,” “Apples are born from an apple tree, and cones from a spruce tree.” This refers to the transmission from parents of positive or negative habits, behavior, professional abilities, etc. Here, genetic predisposition or social continuity is possible, and not only from the parents of the first generation.

Fifthly, knowledge of the hereditary and acquired qualities of children allows the teacher to understand that hereditary inclinations do not develop spontaneously, but as a result of activity, and the acquired qualities are directly dependent on the types of training, play and work offered by the teacher. Children of preschool age are in the stage of developing personal qualities, and a purposeful, professionally organized process can give the desired results in the development of the talents of each individual.

Skills and properties acquired during life are not inherited, science has not identified any special genes for giftedness, however, every born child has a huge arsenal of inclinations, the early development and formation of which depends on the social structure of society, on the conditions of upbringing and education, the cares and efforts of parents and the desires of the smallest person.

The traits of biological heritage are complemented by the innate needs of a human being, which include the needs for air, food, water, activity, sleep, safety and freedom from pain. If social experience explains mainly the similar, general traits that a person possesses, then biological heredity largely explains individuality personality, its original difference from other members of society. At the same time, group differences can no longer be explained by biological heredity. Here we are talking about a unique social experience, a unique subculture. Therefore, biological heredity cannot completely create personality, since neither culture nor social experience is transmitted with genes.

However, the biological factor must be taken into account, since, firstly, it creates restrictions for social communities (the helplessness of a child, the inability to stay under water for a long time, the presence of biological needs, etc.), and secondly, thanks to the biological factor, endless diversity is created temperaments, characters, abilities that make each human person an individual, i.e. a unique, unique creation.

Heredity manifests itself in the fact that the basic biological characteristics of a person are transmitted to a person (the ability to speak, to work with the hand). With the help of heredity, anatomical and physiological structure, the nature of metabolism, a number of reflexes, and the type of higher nervous activity are transmitted to a person from their parents.

Biological factors include innate human characteristics. These are features that a child receives during intrauterine development, due to a number of external and internal reasons.

The mother is the child's first earthly universe, so whatever she goes through, the fetus also experiences. The mother's emotions are transmitted to him, having either a positive or negative effect on his psyche. It is the mother’s incorrect behavior, her excessive emotional reactions to the stresses that fill our hard and stressful lives, that cause a huge number of postpartum complications such as neuroses, anxiety states, mental retardation and many other pathological conditions.

However, it should be especially emphasized that all difficulties are completely surmountable if the expectant mother realizes that only she serves the child as a means of absolute protection, for which her love provides inexhaustible energy.

The father also plays a very important role. The attitude towards the wife, her pregnancy and, of course, towards the expected child is one of the main factors that forms in the unborn child a feeling of happiness and strength, which is transmitted to him through a self-confident and calm mother.

After the birth of a child, the process of its development is characterized by three successive stages: absorption of information, imitation and personal experience. During prenatal development, experience and imitation are absent. As for the absorption of information, it is maximum and occurs at the cellular level. At no point in his future life does a person develop as intensively as in the prenatal period, starting from a cell and turning in just a few months into a perfect being, possessing amazing abilities and an unquenchable desire for knowledge.

The newborn has already lived for nine months, which largely formed the basis for his further development.

Prenatal development is based on the idea of the need to provide the embryo and then the fetus with the best materials and conditions. This should become part of the natural process of developing all the potential, all the abilities originally inherent in the egg.

There is the following pattern: everything that the mother goes through, the child also experiences. The mother is the child’s first universe, his “living raw material base” from both material and mental points of view. The mother is also an intermediary between the outside world and the child.

The emerging human being does not perceive this world directly. However, it continuously captures the sensations and feelings that the surrounding world evokes in the mother. This being registers the first information, capable of coloring the future personality in a certain way, in cell tissue, in organic memory and at the level of the nascent psyche.

1.2 The influence of social factors on the mental development of a child

The concept of personality development characterizes the sequence and progression of changes occurring in the consciousness and behavior of the individual. Education is associated with subjective activity, with the development in a person of a certain idea of the world around him. Although education takes into account the influence of the external environment, it mainly represents the efforts carried out by social institutions.

Socialization is the process of personality formation, the gradual assimilation of the requirements of society, the acquisition of socially significant characteristics of consciousness and behavior that regulate its relationship with society. Socialization of the individual begins from the first years of life and ends by the period of civil maturity of a person, although, of course, the powers, rights and responsibilities acquired by him do not mean that the socialization process is completely completed: in some aspects it continues throughout life. It is in this sense that we talk about the need to improve the pedagogical culture of parents, about the fulfillment of civic responsibilities by a person, and about observing the rules of interpersonal communication. Otherwise, socialization means the process of constant cognition, consolidation and creative development by a person of the rules and norms of behavior dictated to him by society.

A person receives his first elementary information in the family, which lays the foundations of both consciousness and behavior. In sociology, attention is drawn to the fact that the value of the family as a social institution has not been sufficiently taken into account for a long time. Moreover, in certain periods of Soviet history, they tried to remove the responsibility for educating the future citizen from the family, shifting it to the school, work collective, and public organizations. The downplaying of the role of the family brought great losses, mainly of a moral nature, which subsequently turned into major costs in working and socio-political life.

The school takes over the baton of individual socialization. As a young person grows older and prepares to fulfill his civic duty, the body of knowledge acquired by a young person becomes more complex. However, not all of them acquire the character of consistency and completeness. Thus, in childhood, a child receives his first ideas about his homeland, and in general terms begins to form his idea of the society in which he lives, about the principles of building life.

A powerful tool for the socialization of the individual is the media - print, radio, television. They carry out intensive processing of public opinion and its formation. At the same time, the implementation of both creative and destructive tasks is equally possible.

The socialization of the individual organically includes the transfer of the social experience of mankind, therefore continuity, preservation and assimilation of traditions are inseparable from the everyday life of people. Through them, new generations are involved in solving economic, social, political and spiritual problems of society.

Socialization of the individual represents, in essence, a specific form of appropriation by a person of those civil relations that exist in all spheres of public life.

So, supporters of the social direction in personal development rely on the decisive influence of the environment and especially upbringing. In their minds, a child is a “blank slate” on which everything can be written. Centuries of experience and modern practice show the possibility of forming both positive and negative qualities in a person despite heredity. The plasticity of the cerebral cortex indicates that people are susceptible to external influences from the environment and upbringing. If you purposefully and for a long time influence certain centers of the brain, they are activated, as a result of which the psyche is formed in a given direction and becomes the dominant behavior of the individual. In this case, one of the psychological methods of forming an attitude predominates - impression (impressions) - manipulation of the human psyche up to zombification. History knows examples of Spartan and Jesuit education, the ideology of pre-war Germany and militaristic Japan, which raised murderers and suicides (samurai and kamikazes). And at present, nationalism and religious fanaticism use impressions to prepare terrorists and other perpetrators of unseemly acts.

Thus, biobackground and environment are objective factors, and mental development reflects subjective activity, which is built at the intersection of biological and social factors, but performs a special function inherent only to the human personality. At the same time, depending on age, the functions of biological and social factors shift.

In preschool age, personality development is subject to biological laws. By high school age, biological factors are preserved, social conditions gradually exert an increasing influence and develop into the leading determinants of behavior. The human body, according to I.P. Pavlova, is a highly self-regulating system, self-supporting, restoring, guiding and even improving. This determines the role of synergy (unity of personality) as the methodological basis for the functioning of the principles of an integrated, differentiated and personality-oriented approach to the education and upbringing of preschool children, pupils and students.

The teacher must proceed from the fact that a child, like a person at any age, is a biosocial organism that functions depending on needs that are motivated and become the driving force of development and self-development, education and self-education. Needs, both biological and social, mobilize internal forces, move into the active-volitional sphere and serve as a source of activity for the child, and the process of satisfying them acts as motivated, directed activity. Depending on this, ways to satisfy your needs are chosen. This is where the guiding and organizing role of the teacher is needed. Children and primary and secondary school students cannot always determine for themselves how to meet their needs. Teachers, parents and social workers should come to their aid.

The internal motivating force for human activity at any age is the emotional sphere. Theorists and practitioners argue about the predominance of intellect or emotions in human behavior. In some cases, he thinks about his actions, in others, actions occur under the influence of anger, indignation, joy, strong excitement (affect), which suppress the intellect and are not motivated. In this case, the person (child, pupil, student) becomes uncontrollable. Hence, there are frequent cases of unmotivated actions - hooliganism, cruelty, crime and even suicide. The teacher’s task is to connect two spheres of human activity - intellect and emotions - into one stream of satisfying material, intellectual and spiritual needs, but certainly reasonable and positive ones.

The development of any personality quality at any age is achieved exclusively through activity. Without activity there is no development. Perception develops as a result of repeated reflection of the environment in the consciousness and behavior of the individual, in contact with nature, art, and interesting people. Memory develops in the process of formation, preservation, updating and reproduction of information. Thinking as a function of the cerebral cortex originates in sensory cognition and manifests itself in reflexive, analytical-synthetic activity. An “innate orientation reflex” also develops, which manifests itself in curiosity, interests, inclinations, and a creative attitude towards the surrounding reality - in study, play, work. Habits, norms and rules of behavior are also developed through activity.

Individual differences in children are manifested in the typological characteristics of the nervous system. Choleric, phlegmatic, melancholic and sanguine people react differently to the environment, information from educators, parents and people close to them, they move, play, eat, dress, etc. differently. Children have different levels of development of receptor organs - visual, auditory, olfactory, tactile, in the plasticity or conservatism of individual brain formations, the first and second signaling systems. These innate features are the functional basis for the development of abilities, manifested in the speed and strength of the formation of associative connections, conditioned reflexes, that is, in the memorization of information, in mental activity, in the assimilation of norms and rules of behavior and other mental and practical operations.

A far from complete set of qualitative characteristics of a child’s characteristics and his potential capabilities shows the complexity of the work on the development and upbringing of each of them.

Thus, the uniqueness of the individual lies in the unity of its biological and social properties, in the interaction of the intellectual and emotional spheres as a set of potential capabilities that make it possible to form the adaptive functions of each individual and to prepare the entire younger generation for active labor and social activities in conditions of market relations and accelerated scientific -technical and social progress.

2 EMPIRICAL STUDY OF THE INFLUENCE OF SOCIAL FACTORS ON CHILD DEVELOPMENT IN A BOARDING SCHOOL

2.1 Research methods

I conducted an empirical study on the basis of the Urulga correctional boarding school.

The purpose of the study was to study the influence of social factors on the development of children in a boarding school.

To conduct an empirical study, a research method such as interviewing was chosen.

The interview was conducted with three teachers working in a correctional institution with children of primary school age, based on a memo with a list of mandatory questions. The questions were compiled by me personally.

The list of questions is presented in the appendix to this course work (see Appendix).

The sequence of questions can be changed depending on the conversation. The answers are recorded using entries in the researcher's diary. The average duration of one interview is on average 20-30 minutes.

2.2 Research results

The results of the interview are analyzed below.

To begin with, the author of the study was interested in the number of children in the interviewees’ classes. It turned out that in two classes there are 6 children each - this is the maximum number of children for such an institution, and in the other there are 7 children. The author of the study was interested in whether all children in these teachers’ classes have special needs and what disabilities they have. It turned out that teachers know quite well the special needs of their students:

All 6 children in the class have special needs. All members require daily assistance and care as the diagnosis of childhood autism is based on the presence of three main qualitative disorders: lack of social interaction, lack of mutual communication, and the presence of stereotypical forms of behavior.

Diagnoses of children: mild mental retardation, epilepsy, atypical autism. That is, all children with mental development disabilities.

These classes mainly teach children with mild mental retardation. But there are also children with autism, which makes it especially difficult to communicate with a child and develop their social skills.

When asked about the desire of students with special needs to study at school, teachers gave the following answers:

Perhaps there is a desire, but it is very weak, because... It is quite difficult to catch the eyes of children and attract their attention. And in the future it can be difficult to establish eye contact, children seem to look through, past people, their gaze is floating, detached, at the same time they can give the impression of being very smart and meaningful. Often, objects rather than people are of greater interest: students can spend hours fascinated by watching the movement of dust particles in a beam of light or examining their fingers, twirling them in front of their eyes and not respond to the calls of the class teacher.

It's different for every student. For example, students with mild mental retardation is a desire. They want to go to school, wait for the school year to begin, and remember both the school and the teachers. I can’t say the same about autistic people. Although, at the mention of school, one of them becomes alive, starts talking, etc.

Based on the respondents’ answers, we can conclude that depending on the diagnoses of the pupils, their desire to learn depends; the more moderate their degree of retardation, the greater the desire to study at school, and with severe mental retardation there is a desire to study in a small number of children.

The teachers of the institution were asked to tell how developed the children’s physical, social, motivational and intellectual readiness for school was.

Weak, because children perceive people as carriers of individual properties that interest them, use a person as an extension, a part of their body, for example, they use an adult’s hand to get something or do it for themselves. If social contact is not established, then difficulties will be observed in other areas of life.

Since all pupils with mental retardation, intellectual readiness for school is low. All pupils, except autistic ones, are in good physical shape. Their physical fitness is normal. Socially, I think it’s a difficult barrier for them.

The intellectual readiness of the pupils is quite low, which cannot be said about the physical readiness, except for an autistic child. In the social sphere, readiness is average. In our institution, educators work with children so that they can cope with simple things every day, such as how to eat, fasten buttons, get dressed, etc.

From the above answers it is clear that children with special needs have low intellectual readiness for school; accordingly, children need additional training, i.e. More help is needed at boarding school. Physically, children are generally well prepared, and socially, educators do everything possible to improve their social skills and behavior.

These children have an attitude towards their classmates unusual. Often the child simply does not notice them, treats them like furniture, and can examine them and touch them as if they were an inanimate object. Sometimes he likes to play next to other children, watch what they do, what they draw, what they play, and it is not the children who are more interested, but what they are doing. The child does not participate in joint play; he cannot learn the rules of the game. Sometimes there is a desire to communicate with children, even delight at the sight of them with violent manifestations of feelings that children do not understand and are even afraid of, because hugs can be suffocating and the child, while loving, can be hurt. The child often attracts attention to himself in unusual ways, for example, by pushing or hitting another child. Sometimes he is afraid of children and runs away screaming when they approach. It happens that he is inferior to others in everything; if they take you by the hand, she doesn’t resist, but when they drive you away from you - doesn't pay attention to it. The staff also faces various problems when communicating with children. This may be feeding difficulties, when the child refuses to eat, or, on the contrary, eats very greedily and cannot get enough. The manager’s task is to teach the child how to behave at the table. It happens that trying to feed a child may cause a violent protest or, on the contrary, he willingly accepts food. Summarizing the above, it can be noted that playing the role of a student is very difficult for children, and sometimes this process is impossible.

Many of the children are able to successfully build relationships with adults and peers; in my opinion, communication between children is very important, as it plays a big role in learning to reason independently, defend their point of view, etc., and they also know how perform well as a student.

Based on the respondents’ answers, we can conclude that the ability to perform the role of a student, as well as interaction with the teachers and peers around them, depends on the degree of lag in intellectual development. Children with moderate mental retardation already have the ability to communicate with peers, but children with autism cannot take on the role of a student. Thus, from the results of the answers it turned out that communication and interaction of children with each other is the most important factor for the appropriate level of development, which allows him to act more adequately in the future at school, in a new team.

When asked whether pupils with special needs have difficulties in socialization and whether there are any examples, all respondents agreed that all pupils have difficulties in socialization.

Violation of social interaction is manifested in a lack of motivation or severe limited contact with external reality. Children seem to be fenced off from the world, living in their shells, a kind of shell. It may seem that they do not notice the people around them; only their own interests and needs matter to them. Attempts to penetrate their world, to bring them into contact lead to an outbreak of anxiety, aggressive manifestations. It often happens that when strangers approach school pupils, they do not react to the voice, do not smile back, and if they smile, then into space, their smile is not addressed to anyone.

Difficulties occur in socialization. After all, all the students - sick children.

Difficulties arise in the socialization of pupils. During holidays, pupils behave within the limits of what is permitted.

From the above answers it is clear how important it is for children to have a full-fledged family. Family as a social factor. Currently, the family is considered both as the main unit of society and as a natural environment for the optimal development and well-being of children, i.e. their socialization. Also, environment and upbringing are leading among the main factors. No matter how much the teachers of this institution try to adapt the pupils, due to their characteristics it is difficult for them to socialize, and also due to the large number of children per teacher, it is not possible to do much individual work with one child.

The author of the study was interested in how educators develop self-awareness, self-esteem and communication skills in schoolchildren and how favorable the environment is for the development of a child’s self-awareness and self-esteem in a boarding school. The teachers answered the question briefly, while others gave a complete answer.

Child - the creature is very subtle. Every event that happens to him leaves a mark on his psyche. And for all his subtlety, he is still a dependent creature. He is not able to decide for himself, make volitional efforts and defend himself. This shows how responsibly one must approach actions in relation to them. Social workers monitor the close connection between physiological and mental processes, which are especially pronounced in children. The school environment is favorable, pupils are surrounded by warmth and care. The creative credo of the teaching staff:« Children should live in a world of beauty, games, fairy tales, music, drawing, creativity» .

Not enough, there is no sense of security like children at home. Although all educators try to create a favorable environment in the institution on their own, with responsiveness and goodwill, so that conflicts do not arise between children.

Caregivers and teachers are trying to create good self-esteem for their students. We reward good actions with praise and, of course, for inappropriate actions we explain that this is not correct. The conditions in the institution are favorable.

Based on the respondents’ answers, we can conclude that in general the environment at the boarding school is favorable for children. Of course, children raised in a family have a better sense of security and home warmth, but educators do everything possible to create a favorable environment for the pupils in the institution, they themselves are involved in increasing the children’s self-esteem, creating all the conditions they need so that the pupils do not feel lonely.

The author of the study was interested in whether individual or special training and education programs are drawn up for the socialization of children with special needs and whether the children of the interviewed teachers have an individual rehabilitation plan. All respondents answered that all boarding school students have an individual plan. And also added:

Twice a year, a school social worker together with a psychologist draw up Individual development plans for each student with special needs. Where goals are set for the period. This mainly concerns life in an orphanage, how to wash, eat, self-care, the ability to make a bed, tidy up a room, wash dishes, etc. After half a year, an analysis is carried out to see what has been achieved and what still needs to be worked on, etc.

Rehabilitation of a child is a process of interaction that requires work both on the part of the student and on the part of the people around him. Educational correction work is carried out in accordance with the development plan.

From the results of the responses, it turned out that an individual development plan (IDP) and the preparation of a curriculum for a particular child care institution is considered as a team work - specialists participate in the preparation of the program. To improve the socialization of students of this institution. But the author of the work did not receive an exact answer to the question about the rehabilitation plan.

Teachers at the boarding school were asked to tell how they work closely together with other teachers, parents, and specialists and how important close work is in their opinion. All respondents agreed that collaboration is very important. It is necessary to expand the circle of membership, that is, to involve in the group the parents of children who are not deprived of parental rights, but have sent their children to be raised by this institution, pupils with different diagnoses, and cooperation with new organizations. The option of joint work between parents and children is also being considered: involving all family members in the work of optimizing family communication, searching for new forms of interaction between the child and parents, doctors, and other children. There is also joint work between social workers at the orphanage and school teachers, specialists, and psychologists.

The environment in a correctional boarding school is generally favorable, educators and teachers make every effort to create the necessary development environment, if necessary, specialists work with children according to an individual plan, but children lack the security that is present in children raised at home with their parents. Children with intellectual disabilities are generally not ready for school with a general education program, but are ready for education under a special program, depending on their individual characteristics and the severity of their illness.

CONCLUSION

In conclusion, the following conclusions can be drawn.

The biological factor includes, first of all, heredity, and also, in addition to heredity, the characteristics of the intrauterine period of a child’s life. The biological factor is important; it determines the birth of a child with its inherent human characteristics of the structure and activity of various organs and systems, and its ability to become an individual. Although people have biologically determined differences at birth, every normal child can learn everything that his social program involves. Natural characteristics of a person do not in themselves predetermine the development of a child’s psyche. Biological characteristics constitute the natural basis of man. Its essence is socially significant qualities.

The second factor is the environment. The natural environment influences mental development indirectly - through the traditional types of work activity and culture in a given natural area, which determine the system of raising children. The social environment directly influences development, and therefore the environmental factor is often called social. Social environment is a broad concept. This is the society in which the child grows up, its cultural traditions, the prevailing ideology, the level of development of science and art, and the main religious movements. The system adopted in it for raising and educating children depends on the characteristics of the social and cultural development of a society, starting with public and private educational institutions (kindergartens, schools, creative centers, etc.) and ending with the specifics of family education. The social environment is also the immediate social environment that directly influences the development of the child’s psyche: parents and other family members, later kindergarten teachers and school teachers. It should be noted that with age, the social environment expands: from the end of preschool childhood, peers begin to influence the child’s development, and in adolescence and high school years, some social groups can significantly influence - through the media, organizing rallies, etc. Outside the social environment, a child cannot develop - he cannot become a full-fledged personality.

An empirical study showed that the level of socialization of children in a correctional boarding school is extremely low and that children with intellectual disabilities studying there need additional work to develop the social skills of pupils.

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8. Kletsina I.S. Gender socialization: Textbook. - St. Petersburg, 2008.

9. Kondratyev M.Yu. Typological features of psychosocial development of adolescents // Questions of psychology. - 2007. - No. 3. - P.69-78.

10. Leontiev, A.N. Activity. Consciousness. Personality: textbook. allowance / A.N. Leontyev. - M.: Academy, 2007. - 298 p.

11. Mednikova L.S. Special psychology. - Arkhangelsk: 2006.

12. Nevirko D.D. Methodological foundations for studying personality socialization based on the principle of a minimal universe // Personality, creativity and modernity. 2005. Vol. 3. - P.3-11.

13. Rean A.A. Socialization of personality // Reader: Psychology of personality in the works of domestic psychologists. - St. Petersburg: Peter, 2005.

14. Rubinshtein S.L. Fundamentals of general psychology: textbook. allowance. - St. Petersburg: Peter, 2007. - 237 p.

15. Khasan B.I., Tyumeneva Yu.A. Features of the assignment of social norms by children of different sexes // Questions of psychology. - 2010. - No. 3. - P.32-39.

16. Shinina T.V. The influence of psychodynamics on the formation of the individual style of socialization of children of primary school age // Materials of the First International. scientific-practical conference “Educational Psychology: Problems and Prospects” (Moscow, December 16-18, 2004). - M.: Smysl, 2005. - P.60-61.

17. Shinina T.V. The influence of the psychological and pedagogical culture of parents on the level of mental development and socialization of children // Current problems of preschool education: All-Russian interuniversity scientific and practical conference. - Chelyabinsk: ChSPU Publishing House, 2011. - P.171-174.

18. Shinina T.V. Study of individual characteristics of socialization of children of senior preschool and primary school age // Scientific works of MPGU. Series: Psychological and pedagogical sciences. Sat. articles. - M.: Prometheus, 2008. - P.593-595.

19. Shinina T.V. Studying the process of socialization of children of senior preschool and primary school age. Materials of the XII International Conference of Students, Postgraduate Students and Young Scientists “Lomonosov”. Volume 2. - M.: Moscow State University Publishing House, 2005. - P.401-403.

20. Shinina T.V. The problem of identity formation for children aged 6-10 years in the process of their socialization // Scientific works of MPGU. Series: Psychological and pedagogical sciences. Digest of articles. - M.: Prometheus, 2005. - P.724-728.

21. Yartsev D.V. Features of socialization of a modern teenager // Questions of psychology. - 2008. - No. 6. - P.54-58.

APPLICATION

A list of questions

1. How many children are in your class?

2. What disabilities do the children in your class have?

3. Do you think your children have a desire to study at school?

4. Do you think your children have developed physical, social, motivational and intellectual readiness for school?

5. How well do you think the children in your class communicate with classmates and teachers? Do children know how to play the role of a student?

6. Do your students with special needs have difficulties in socialization? Can you give some examples (in the hall, at holidays, when meeting strangers).

7. How do you develop self-awareness, self-esteem and communication skills in students?

8. Does your institution provide a favorable environment for the development of a child’s self-awareness and self-esteem (for social development)?

9. Are individual or special training and education programs drawn up for the socialization of children with special needs?

10. Do the children in your class have an individual rehabilitation plan?

11. Do you work closely together with teachers, parents, specialists, and psychologists?

12. How important do you think teamwork is (important, very important)?

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Development

Conception has occurred. From this moment the life of a new person begins. From two cells 4 appear, and so on - the structure of the embryo becomes more complicated. At this stage, development is rapid—the clock is ticking. It takes 9 months before the baby is born. Even after birth, the development of internal organs, the circulatory system, and bones does not stop.
Then these processes slow down - now we count development periods in years. Even in adulthood, changes in the body do not stop.

It is very important that growing up takes place in a safe, comfortable environment. Even when the child is still in the womb, it is necessary to create the most favorable climate for him. All what happens in the first years of life will certainly affect the physical and psychological development and personality of an adult. Of course, it will not be possible to create ideal conditions, but it is quite possible to provide the child with the opportunity to develop normally.

Biological factors

The first factor is the biological environment. Many scientists agree that this factor is the most important. Biological (physiological) factors largely determine the child’s future capabilities, many facets of personality, character, and attitude to life. Daily routine and nutrition play a big role, because due to a lack of vitamins, a child’s development (both physical and mental) can slow down.

Heredity

Hereditary factors have a strong influence on development. We get our height and build from our parents. Short parents - short child. Of course, there are exceptions to the rules, but usually everything is natural. Of course, hereditary factors are corrected through social mechanisms.

Today, anyone can achieve anything they want if they want. The main thing is that hereditary problems do not stop the child from achieving what he wants. There are many positive examples of how a person was able to overcome birth defects through willpower.

Of course, when we say “heredity,” we do not always mean negative factors or diseases. “Positive” heredity is also common. From good external and constitutional data to high intelligence, aptitude for various types of sciences. Then the main thing is to help the child develop his strengths, not to lose the opportunity that is given from birth.

Nutrition

For the first 6 months, the baby must eat mother's milk. As a last resort - mixtures. This is a source of all necessary substances, minerals, vitamins. For a baby, mother's milk is the elixir of life. For now, the stomach and intestines are not ready to accept other food. But after 6 months, you need to introduce complementary foods: now active growth will not work only on milk. Juices, baby purees from vegetables, fruits, and boiled meat are suitable.

Already at 1.5 years old, the child begins to eat almost adult food. Now it is important to provide him with a balanced diet. Otherwise, due to a lack of nutrients and vitamins, his body will not be able to develop correctly. The bones are growing
muscle mass is gained, blood vessels, heart, lungs are strengthened - every cell of the body needs proper nutrition.

If parents cannot provide a normal diet, then the child lags behind primarily in physical development. Vitamin deficiencyDleads to a dangerous disease - rickets. The vitamin reacts with calcium, which is essential for bones. If there is a deficiency of this vitamin, then the bones become brittle and soft. Under the weight of the baby's body, flexible bones bend and remain that way for life..

At an early age, the structure of the brain continues to form and become more complex. If you deprive a child of vitamins, fats, and “building materials” - proteins, then brain development will go the wrong way. There may be a delay in the development of hearing, speech, and thinking. After a long “starvation”, the brain refuses to work as it should. Hence developmental delays and problems with the nervous system.

Psychological factors

Psychological development factors include everything that could affect the child’s psyche. A person lives in society, so the biosocial environment has always been and will be one of the main influencing factors. This includes:

Children learn by watching what happens around them. They adopt their parents' habits, their words and expressions. Society also leaves a strong imprint - concepts of morality, right and wrong, methods of achieving what you want. The environment where a baby grows up will shape his view of the world.

Wednesday

The environment can be favorable or unfavorable for personal development. The society that surrounds the child (this is not only parents) will form his understanding of moral standards. If everyone around gets their way with fists and threats, then this is how the child will perceive the world. This social attitude will remain with him for a long time.

The most dangerous thing here is that a person begins to see the world exactly as in our example - cruel, immoral, rude. It is very difficult or almost impossible for him to look at his life from a different angle. And vice versa: a child who grew up in
love and understanding, will be capable of empathy and friendly feelings. He knows how to find a way out of a situation using reason and logic.

In order for the environment to be unfavorable for the development of a child’s psyche, he does not necessarily have to grow up in a dysfunctional family. The most educated and wealthy parents can treat their children coldly, find fault with any mistakes, and morally humiliate them. At the same time, from the outside, the family’s life looks quite prosperous. The same applies to school.

The environment shapes the psyche and creates barriers to the manifestation of emotions. Or, on the contrary, it allows a person to be a person. Many people, thanks to their innate abilities, manage to escape from an unfavorable environment and change their lives. But it is not always possible to change your psychological values and learned emotional reactions.

Family

Of course, the most important factor will be the family:

From here the child draws information about relationships with people. Then he transfers the acquired knowledge to his peers and his games. What we see every day has a very strong influence on the psyche.

The family may not be very wealthy, live crowded, and take advantage of few opportunities. But if there is a normal climate in the family, warm relationships, then everything else can easily be experienced together. This is the basis for further relationships between a person and the opposite sex..

Communication

Communication influences the development of the psyche. A child 3-10 years old should have enough opportunities to communicate with peers and adults. This is how children and adults work through social mechanisms and remember behavioral norms well.. Without communication there is no development. First of all, this concerns speech.

A child learns to talk by listening to his parents. Communicating with peers, educators, teachers, he adopts new words, concepts, intonations. You can develop emotional intelligence only through live communication.

Today, children have many talking toys that help them learn. Of course, they will never replace a live interlocutor. After all, when a person talks, shares his experiences or joy, his emotions are associated with facial expressions. But toys have no facial expressions.

It is necessary to know about the manifestation of emotions, because this is the only way to talk about friendship, love, understanding, sympathy between people. If we do not understand each other on this subtle level, it will not be possible to establish social contacts.

Social factors

Another factor in human development is social. The child’s formation of self-esteem and self-esteem depends on it. This is where the social component of our “I” comes into play. A person begins to see himself from the outside only in society. This way, for the first time, he can be critical of behavior, appearance, and manners.
Society shapes his idea of life among other people.

Factors of social development determine the active role of a person in the social environment. Of course, you can’t control your children’s entire life, but parents definitely need to know how they live. It all starts from a young age. The first is kindergarten. What kind of children are there, who are their parents? What kind of educators work with children, what do they teach them?

Kindergarten

From the age of 3, the child finds himself in a completely new environment for him. At this age, all factors influencing the development of a child affect his physiology and psyche especially acutely. Now he is studying, gaining experience, and for the first time he is closely communicating with someone outside the family. Parents need to find out everything about the kindergarten they are enrolling their child in. This is easy to do: you can find reviews from parents on the Internet, see photos on the kindergarten website. Be sure to go to that garden and check what the conditions are like there.

School

School is necessary for every child with a normal level of development. Of course, school itself is also an important factor in all-round development. Here the child receives specific knowledge about the world and thinks about choosing a profession.

On the other side,
At school he has a lot of social contacts of various kinds:

friendship;
love;
sense of belonging to a team.

This is a small “world” that has its own laws. The strong-willed component of character is also cultivated here. This means that a person learns to control his desires, evaluate their significance, and strives to achieve results..

After entering first grade, the child’s development progresses much faster. There is a motivating moment here: studies, grades, praise. It is important that the school and teachers can interest the child and present him with the material in a bright, interesting form. Then interest is added to the motivating factors.

Labor activity

For the proper development of a child, work is necessary. It forms the concept of responsibility and self-control. This has a positive effect on mental development. A person must have responsibilities. This could be some kind of housework, caring for pets. Necessary
Let the child understand the importance of the task. Everything must be done without reminders, threats, or insults.

When giving a child or young person a task, parents must clearly explain the need for the activity.. With age, responsibilities become more. Of course, it is necessary to balance the child’s workload and the importance of the task. For example, if he goes to school, takes courses, attends sports clubs, etc., then the workload can be reduced. The child must have time to relax, the opportunity to do his favorite, interesting things.

Pathological factors

There is another important factor that describes human development. Any pathologies will interfere with normal development. This is especially noticeable if the child:

seriously reduced intelligence;
psychological deviations;
a disease that does not allow normal movement;
reduced or lost function of the sensory organs (loss of hearing, speech, vision).

Their development follows a different path.

Pathological development

As soon as a woman finds out that she is pregnant, her new life begins. Alcohol, smoking, drugs and strong medications (antibiotics, painkillers, toxic drugs) are not allowed here. It is necessary to exclude stress and overexertion. This is clear to everyone, because the result of incorrect behavior is serious problems with the baby’s health. Pathological developmental factors appear after birth, although Some diseases and pathologies can be detected during pregnancy.

It happens that a woman cares very much about the baby’s health, eats right, takes vitamins. And yet the child is born with pathologies. Here the second factor is structural changes in the fetus and developmental pathologies. Unfortunately, no one is immune from this. Some things can be fixed, but some things you have to learn to live with..

The third, no less important pathological factor is difficult childbirth. Here, fetal hypoxia, consequences of protracted labor processes, and injuries are possible. Sometimes a completely healthy baby is born to a healthy mother with a serious injury.. Difficult labor, lack of oxygen - the baby develops serious problems, and then a developmental delay is diagnosed.

All these factors will become the basis on which further development will be built. Here we cannot talk about the normal process of growth and maturation. However, today many doors are open for children with pathological problems:

special kindergartens;
special schools, defectology classes;
physical therapy, massage;
the opportunity to gain a profession (it all depends on the degree of damage, level of development);
opportunity to continue studying.

It will depend on the parents How will the child's life go?. Especially if he has severe pathologies.

“Social factors in the development of children at different stages of ontogenesis”

Verisova Irina Vladimirovna

Primary school teacher

BOU of Omsk "Lyceum No. 74"

Omsk - 2017

Introduction………………………………………………………………………………...3

Social development of a child in early ontogenesis…………………...4

The meaning of the mother’s presence for the baby………………………..4
The role of the emotional sphere in the context of mother-child relationships……………………………………………………………………………….4

Social conditions for the development of preschool children………….6

Play is the main activity of a preschooler………………......6
The importance of a child’s objective activity for the formation

his thinking……..……………………………………………………………………………….6

defining ………………………………………………………………………………….7

Social development of children of primary school age………….9

3.1. Stages of adaptation to school………………………………………………………...9

3.2. Characteristics of the first weeks of school………………….11

3.3. Difficulties in the process of children’s adaptation to school………………………13

3.4. Factors influencing the success of adaptation……………………..15

Conclusion……………………………………………………………...17

List of used literature……………………………….……..18

Introduction

The main condition for the favorable development of a child is a clear correspondence between the level of development of physiological systems and environmental factors. The latter include social factors.

The diversity of social relations contains historical experience, recorded in traditions, material values, art, morality, science; includes the achievements of universal human culture, reflected in forms of behavior, clothing, achievements of civilization, works of creativity, lifestyle; contains the real turn of the new relationships emerging in the present. And all this overflow of social relations of this moment—important for a growing personality entering the world—creates the social situation of the child’s development.

In society, as a space intended for human life, a child manifests and asserts his “I”, functioning as a social being and in this acquiring his social essence. When they say “the environment educates,” they mean that only in unity with others is the personality emancipated and autonomized.

But, of course, social space as such, in all its response, cannot act as a subject of the educational process and set a goal. Through the components of social space, society has a formative and developing influence.

And, first of all, through contact everyday groups in which the child’s real life takes place. Family, kindergarten, yard, school, creative center, sports section, club, studio - this is the main list of these components of social space.

The socio-psychological climate of a group (family, school, creative group, region, society) is a dynamic field of relationships in a group that influences the well-being and activity of each member of the group and thereby determines the personal development of each and the development of the group as a whole.

Social development of a child in early ontogenesis

The educational and training influences of adults determine the development of the child’s body and personality, his cognitive activity and the emotional-need sphere.

In recent decades, psychologists have made a number of remarkable discoveries. One of them is about the importance of communication style with a child for the development of his personality.

It has now become an indisputable truth that communication is as necessary for a child as food. An analysis of numerous cases of infant death in orphanages conducted in America and Europe after the First World War - cases inexplicable from a medical point of view alone - led scientists to the conclusion: the reason is the unsatisfactory need of children for psychological contact, that is, for care, attention and care from a close adult.

This conclusion made a huge impression on specialists all over the world: doctors, teachers, psychologists. Problems of communication have begun to attract even more attention from scientists.

The presence of the mother is of great importance for the child from the moment of birth. Everything is important - the feeling of the mother’s body, her warmth, the sound of her voice, the beating of her heart, the smell; on the basis of this, a feeling of early attachment is formed. The development of a child in infancy, starting from the neonatal period, is largely determined by the maturation of sensory systems that ensure the child’s contacts and interaction with the outside world. The insufficiency of sensory contacts, which are intensively formed in infancy, leads not only to the underdevelopment of sensory processes, but also to a violation of the neuropsychic status of the child.

Psychological studies have shown that the interaction of a child with his mother in the 1st year of life takes place in two forms. In the first half of the year this is situational-personal communication, and from the second half of the year throughout the entire early age - situational-business communication. In situational-personal communication, the relationship between an adult and a child is determined by his individual emotionality. Close emotional interaction between mother and child ensures the formation of positive emotions. Already in the first half of the year, the appearance of the so-called revitalization complex, which manifests itself in the form of rapid movements, increased breathing, humming, and smiling, is of great importance.

In the context of mother-child relationships, the emotional sphere plays an important role. The animation complex arises earlier and is more strongly expressed in response to living faces (primarily the mother’s face) than to objects. Its presence stimulates the development of the child. Individual details of the facial image at first replace the image, but quite soon, at the 4-5th month, its most typical features begin to stand out and the expression is differentiated. Invariance of face perception is formed: the child perceives the dissatisfied, joyful face of the mother with a changed hairstyle exactly as her face. This stabilization of perception creates a feeling of protection and comfort. People around you begin to differentiate according to the degree of familiarity, and unfamiliar faces can cause rejection, fear, and sometimes aggression.

The predominance of positive or negative reactivity in infants in the first months of life has important prognostic significance for further development. The negative reactivity characteristic of some infants (irritability, severe chaotic motor activity, resistance to reassurance, strong crying, delayed humming) leads to the predominance of negative emotional reactivity at 9 months and, accordingly, to difficulties in primary concentration, which negatively affects the development, behavior and psyche of the child. At the same time, the degree of severity of the revitalization complex positively correlates with the ability to pay attention and concentrate at 2-3 years of age. At the same age, difficulties in socialization arise when the appearance of positive emotions is delayed. The lack of interaction between a child and an adult, the lack of demand for the revitalization complex (orphans in orphanages) leads to its extinction, which can distort normal development (hospitalism syndrome).

An adult introduces the child to the objects of the surrounding world, and this is the basis of situational business communication. Based on complex sensory integration - visual-auditory and tactile familiarization with an object - a holistic image of it is formed in the child’s mind (the initial component of cognitive activity, including speech development).

Essential in the intellectual development of a child is the interaction of the child’s sensory function and motor skills.

A special role is played by the development of subtle hand movements, stimulating not only object-related function, but also the development of speech. In infancy and early childhood, two most important speech functions are realized: nominative, on the basis of which verbal symbols of objects are formed, and communicative. For the development of these functions, interaction between the child and adults is necessary. Under the influence of an adult, the main stages of communicative interaction are formed.

At 3-4 months, when communicating with adults, the child learns to smile and turn his head to the sound of a human voice. At 6 months, a child, imitating an adult, begins to make sounds reminiscent of the speech of others, containing elements of a given linguistic environment - humming turns into a gesture. At 8 months, the child actively responds to adult speech and repeats individual syllables. At 12 months, the child understands the speech of an adult, and the conditions for regulating his behavior are created.

Social conditions for the development of preschool children

2.1. Play is the main activity of a preschooler

Interaction with adults remains important throughout preschool age. The main activity of a preschooler is play. On its basis, the need for cognitive activity is formed, sensory and motor functions, speech and its regulatory and controlling functions develop. From the age of 3-4 years, play should not only be passive, set by an adult’s instructions, but also active, forming its own program of activity, supporting the child’s initiative and promoting the emergence of elements of arbitrariness. In such a game, involuntary attention and involuntary memorization begin to acquire a voluntary character.

Of particular importance for the development of a preschooler is visual activity, which contributes to the development of sensory and motor functions. Drawing, designing, and modeling allow the child to actively master new sensory properties of objects, such as color, shape, and visual-spatial relationships. In the process of such activities, complexly coordinated hand movements and hand-eye coordination develop. The peculiarities of the development of the emotional sphere of a preschooler are such that the positive reaction of adults to the child’s activity during play activities is of great importance for him. The intellectual development of a 3-4 year old preschooler is inextricably linked with his play activities.

2.2. The importance of a child’s objective activity for the formation of his thinking

At the next stage of the child’s development, new cognitive tasks begin to emerge and, accordingly, special intellectual actions aimed at solving them are formed. A characteristic expression of a new direction in children's activity is the endless “whys” of a preschooler.

The development of thinking is closely related to the development of other cognitive processes. Characterizing the general course of a child’s intellectual development, the famous Russian physiologist I.M. Sechenov wrote: “...The roots of a child’s thoughts lie in feeling. This follows from the fact that all the mental interests of early childhood are focused exclusively on objects of the external world, and the latter are cognized primarily through the organs of vision, touch and hearing.” I.M. Sechenov showed how complex spatial representations arise on the basis of elementary sensory processes, how an understanding of causal dependence and abstract concepts are formed. It was I.M. Sechenov who highlighted the importance of a child’s objective activity for the formation of his thinking.

The progressive development of a child’s functions in preschool age is facilitated by specially organized classes that include elements of preparation for writing, reading, and mathematics. The form of these activities should be playful. Classes should be novel and attractive and create a positive emotional mood. This is especially important, since it is emotional memory that is most stable and effective at this age.

Classes with a child are not teaching him writing, reading, mathematics, but a comprehensive system of individual development. To develop such a system, it is necessary to know the level of psychophysiological development of the child. It is important to remember L. S. Vygotsky’s thesis that “only that learning in childhood is good that runs ahead of development and leads development behind it. But it is possible to teach a child only what he is already capable of learning.”

The development of a preschool child is determined not only by communication with adults. He has a need to communicate with peers and the number of contacts with them increases. Contacts with peers contribute to the formation of awareness of one’s position in their environment and the formation of the child’s personality.

2.3. Children's readiness to study at school and its determining factors

The biological and social development of a child in preschool age determines his readiness to learn at school, on which the success and effectiveness of adaptation depends. A child’s readiness for systematic learning at school (school maturity) is that level of morphophysiological and psychophysiological development at which the requirements of systematic learning are not excessive and do not lead to disruption of the child’s health, physiological and psychological maladjustment, or a decrease in learning success.

Factors that determine children's readiness for school are as follows:

Visuospatial perception : children are able to distinguish the spatial arrangement of figures, details in space and on a plane (above - under, on - behind, in front - near, above - below, right - left, etc.); distinguish and highlight simple geometric shapes (circle, oval, square, rhombus, etc.) and combinations of shapes; capable of classifying figures by shape, size; distinguish and highlight letters and numbers written in different fonts; are able to mentally find a part of a whole figure, complete figures according to a diagram, construct figures (structures) from parts.

Hand-eye coordination : children can draw simple geometric shapes, intersecting lines, letters, numbers in compliance with sizes, proportions, and stroke ratios.

Auditory-motor coordination : children can distinguish and reproduce a simple rhythmic pattern; are able to perform rhythmic (dance) movements to music.

Development of movements : children confidently master the elements of technique of all everyday movements; capable of independent, precise, dexterous movements performed to music in a group of children; master and correctly implement complex coordinated actions when skiing, skating, cycling, etc.; perform complex coordinated gymnastic exercises; carry out coordinated movements of fingers, hands, arms when performing everyday activities, when working with construction sets, mosaics, knitting, etc.; perform simple graphic movements (vertical, horizontal lines, ovals, circles, etc.); able to master playing various musical instruments.

Intellectual development manifests itself in the ability to systematize, classify and group processes, phenomena, objects, and analyze simple cause-and-effect relationships; independent interest in animals, natural objects and phenomena; cognitive motivation. Children are observant and ask a lot of questions; have a basic supply of information and knowledge about the world around them, everyday life, and life.

Development of attention . Voluntary attention is possible, but its stability is still small (10-15 minutes) and depends on external conditions and the individual characteristics of the child.

Development of memory and attention span : the number of simultaneously perceived objects is small (1-2); involuntary memory predominates, the productivity of involuntary memory increases sharply with active perception; voluntary memorization is possible. Children are able to accept and independently set a mnemonic task and monitor its implementation when memorizing both visual and verbal material; visual images are much easier to remember than verbal reasoning; are able to master the techniques of logical memorization (semantic correlation and semantic grouping). However, they are not able to quickly and often switch attention from one object, type of activity, etc. another.

Voluntary regulation : the possibility of volitional regulation of behavior (based on internal motivations and established rules); the ability to persevere and overcome difficulties.

Organization of activities manifests itself in the ability to perceive instructions and carry out a task according to instructions, if a goal and a clear task of action are set; the ability to plan your activities, and not act chaotically, by trial and error, but are not yet able to independently develop an algorithm for complex sequential action; ability to work with concentration, without distractions, according to instructions for 10-15 minutes. Children can evaluate the overall quality of their work, but it is difficult to give a differentiated assessment of quality according to certain criteria; They are able to independently correct mistakes and adjust work along the way.

Speech development manifests itself in the correct pronunciation of all sounds of the native language; ability to perform simple sound analysis of words; a good vocabulary (3.5-7 thousand words); grammatically correct sentence construction; the ability to independently retell a familiar fairy tale or compose a story based on pictures; free communication with adults and peers (answer questions, ask questions, know how to express their thoughts). Children are able to convey various feelings through intonation; their speech is rich in intonation; They are able to use all conjunctions and prefixes, generalizing words, subordinate clauses.

Motives of behavior : interest in new activities; to the world of adults, the desire to be like them; cognitive interests; establishing and maintaining positive relationships with adults and peers; motives of personal achievements, recognition, self-affirmation.

Personal development , self-awareness and self-esteem: children are able to realize their position in the system of relationships with adults and peers; strive to meet the requirements of adults, strive for achievements in the activities they perform; their self-esteem in different types of activities may differ significantly; they are not capable of adequate self-esteem; it largely depends on the assessment of adults (teacher, educator, parents).

Social development : ability to communicate with peers and adults, knowledge of the basic rules of communication; good orientation not only in familiar, but also in unfamiliar surroundings; the ability to control their behavior (children know the boundaries of what is permitted, but often experiment, checking whether these boundaries can be expanded); the desire to be good, to be first, strong grief in case of failure; sensitive response to changes in attitudes and moods of adults.

The combination of these factors is the main condition for successful adaptation to school.

Social development of children of primary school age

3.1. Stages of adaptation to school

The normal growth and development of a child at school age is largely determined by environmental factors. For a child 6-17 years old, the living environment is school, where children spend up to 70% of their waking time.

In the process of a child's education at school, two physiologically most vulnerable (critical) periods can be distinguished - the beginning of education (1st grade) and the period of puberty (11 - 15 years, 5-7th grade).

At primary school age, the basic mechanisms of organization of all physiological and psychophysiological functions change, and the tension of adaptation processes increases. The most important factor in the transition of the whole organism to another level of functioning is the formation at this age of regulatory systems of the brain, the ascending influences of which mediate the selective systemic organization of the integrative function of the brain, and the descending influences regulate the activity of all organs and systems. Another important factor determining the critical nature of this period of development is the sharp change in social conditions - the beginning of schooling.

The child’s whole life changes - new contacts appear, new living conditions, a fundamentally new type of activity, new requirements, etc. The intensity of this period is determined primarily by the fact that from the first days the school sets before the student a number of tasks that are not directly related to previous experience and require maximum mobilization of intellectual, emotional, and physical reserves.

The high functional stress that a first-grader’s body experiences is determined by the fact that intellectual and emotional stress is accompanied by prolonged static stress associated with maintaining a certain posture when working in the classroom. Moreover, the static load for children 6-7 years old is the most tiring, since holding a certain position, for example, when writing, requires prolonged tension in the spinal muscles, which are not sufficiently developed in children of this age. The process of writing itself (especially continuous writing) is accompanied by prolonged static tension of the hand muscles (finger flexors and extensors).

Normal schoolchildren's activities cause serious tension in a number of physiological systems. For example, when reading aloud, metabolism increases by 48%, and answering at the blackboard, tests lead to an increase in heart rate by 15-30 beats per minute, to an increase in systolic pressure by 15-30 mm Hg. Art., to changes in biochemical blood parameters, etc.

Adaptation to school is a rather long process that has both physiological and psychological aspects.

First stage - indicative, when children respond to the entire complex of new influences associated with the beginning of systematic learning with a violent reaction and significant tension in almost all body systems. This “physiological storm” lasts quite a long time (2-3 weeks).

Second phase - an unstable adaptation, when the body searches for and finds some optimal (or close to optimal) variants of reactions to these influences. At the first stage, there is no need to talk about any saving of the body’s resources: the body spends everything it has, and sometimes “borrows” it; Therefore, it is so important for the teacher to remember what a high “price” the body of each child pays during this period. At the second stage, this “price” decreases, the “storm” begins to subside.

Third stage - a period of relatively stable adaptation, when the body finds the most suitable (optimal) options for responding to the load, requiring less stress on all systems. Whatever work the student does, be it mental work to assimilate new knowledge, the static load experienced by the body in a forced “sitting” position, or the psychological load of communication in a large and diverse group, the body, or rather each of its systems, must respond with its own stress, your work. Therefore, the more tension is required from each system, the more resources the body will use. The capabilities of a child’s body are far from limitless, and prolonged functional stress and associated fatigue and overwork can lead to health problems.

The duration of all three adaptation phases is approximately 5-6 weeks, i.e. this period lasts until October 10-15, and the greatest difficulties arise in the 1-4th week.

3.2. Characteristics of the first weeks of school

What are the first weeks of training characterized by? First of all, a fairly low level and instability of performance, a very high level of tension in the cardiovascular system, the sympathoadrenal system, as well as a low rate of coordination (interaction) of various body systems with each other. In terms of the intensity and intensity of the changes occurring in the child’s body in the first weeks of training, training sessions can be compared with the influence of extreme loads on an adult, well-trained body. For example, a study of the reaction of the body of first-graders during lessons on indicators of the activity of the cardiovascular system revealed that the tension of this system of a child can be compared with the tension of the same system of an astronaut in a state of weightlessness. This example convincingly shows how difficult the process of physiological adaptation to school is for a child. Meanwhile, neither teachers nor parents often realize the full complexity of this process, and this ignorance and forcing the workload further complicate an already difficult period. The discrepancy between the child's requirements and capabilities leads to unfavorable changes in the functional state of the central nervous system, to a sharp decrease in educational activity and performance. A significant proportion of schoolchildren experience pronounced fatigue at the end of school hours.

Only in the 5-6th week of training do performance indicators gradually increase and become more stable, and the tension in the body’s main life-support systems (central nervous, cardiovascular, sympathoadrenal) decreases, i.e. a relatively stable adaptation to the entire complex of loads associated with learning occurs. However, according to some indicators, this phase (relatively stable adaptation) lasts up to 9 weeks, i.e., lasts more than 2 months. And although it is believed that the period of acute physiological adaptation of the body to the educational load ends at the 5-6th week of study, the entire first year of study (if we compare it with the following periods of study) can be considered a period of unstable and intense regulation of all systems of the child’s body.

The success of the adaptation process is largely determined by the state of the child’s health. Depending on the state of health, adaptation to school and to changed living conditions can proceed in different ways. Groups of children with mild adaptation, moderate adaptation and severe adaptation are distinguished.

With easy adaptation, the tension of the functional systems of the child’s body decreases during the 1st quarter. With adaptation of moderate severity, disturbances in well-being and health are more pronounced and can be observed during the first half of the year. Some children have difficulty adapting to school. By the end of the 1st quarter, they have mental health problems, which manifest themselves in the form of various fears, sleep disorders, appetite, excessive excitability, or, conversely, lethargy and lethargy. Complaints of fatigue, headaches, exacerbation of chronic diseases, etc. are possible. Significant health problems increase from the beginning to the end of the school year.

The tension of all functional systems of the child’s body, associated with changes in the usual lifestyle, is most manifested during the first 2 months of education. Almost all children at the beginning of school experience motor agitation or retardation, complaints of headaches, poor sleep, and loss of appetite. These negative reactions are all the more pronounced the sharper the transition from one period of life to another, the less ready the body of yesterday’s preschooler is for this. Of great importance are such factors as the characteristics of the child’s life in the family (how sharply his usual home regime differs from the school one). Of course, children who attended kindergarten adapt to school much more easily than children at home, who are unaccustomed to a long stay in a group of children and the regime of a preschool institution. One of the main criteria characterizing the success of adaptation to systematic education is the child’s health status and changes in his indicators under the influence of the educational load. Mild adaptation and, to a certain extent, moderate adaptation can apparently be considered a natural reaction of children’s bodies to changed living conditions. The difficult course of adaptation indicates that the educational loads and training regime are unbearable for the body of a first-grader. In turn, the severity and duration of the adaptation process itself depend on the state of the child’s health at the beginning of systematic education.

Healthy children, with normal functioning of all body systems and harmonious physical development, endure the period of entering school more easily and cope better with mental and physical stress. The criteria for children’s successful adaptation to school can be improved performance dynamics during the first months of school, the absence of pronounced adverse changes in health indicators, and good assimilation of program material.

3.3. Difficulties in the process of children's adaptation to school

Which children have the most difficulty adapting? The most difficult adaptation is for children born during pregnancy and childbirth, children who have suffered traumatic brain injuries, who are often ill, who suffer from various chronic diseases, and especially those who have neuropsychic disorders.

The general weakening of the child, any disease, both acute and chronic, delayed functional maturation, negatively affecting the state of the central nervous system, cause more severe adaptation and cause decreased performance, high fatigue, deterioration of health and decreased learning success.

One of the main tasks that school sets for a child is the need for him to acquire a certain amount of knowledge, skills and abilities. And despite the fact that the general readiness to learn (desire to learn) is almost the same for all children, the actual readiness to learn is very different. Therefore, a child with an insufficient level of intellectual development, with poor memory, with low development of voluntary attention, will and other qualities necessary for learning will have the greatest difficulties in the adaptation process. The difficulty is that the beginning of education changes the main type of activity of a preschool child (it is play), but a new type of activity - educational activity - does not arise immediately. Studying at school cannot be identified with educational activities. “Children, as you know, learn through a wide variety of activities - in play, in work, while playing sports, etc. Educational activity has its own content and structure, and it must be distinguished from other types of activities performed by children both in primary school and at other ages (for example, from gaming, social-organizational, and labor activities). Moreover, at primary school age, children perform all the types of activities just listed, but the leading and most important among them is educational. It determines the emergence of the main psychological new formations of a given age, determines the general mental development of younger schoolchildren, the formation of their personality as a whole.” We cited this quote from the work of the famous Russian psychologist V.V. Davydov because it was he who showed and substantiated the difference between study and educational activity.

Starting school allows the child to take a new position in life and move on to socially significant educational activities. But at the very beginning of their education, first-graders do not yet have a need for theoretical knowledge, and it is this need that is the psychological basis for the formation of educational activities.

At the first stages of adaptation, motives associated with cognition and learning have little weight, and cognitive motivation for learning and will are not yet sufficiently developed; they are gradually formed in the process of the educational activity itself. The value of learning for the sake of knowledge, the need to comprehend new things not for the sake of getting a good grade or avoiding punishment (unfortunately, in practice these are the incentives that are most often formed) - this is what should be the basis of educational activity. “This need arises in a child in the process of his actual assimilation of elementary theoretical knowledge while performing simple educational actions together with the teacher, aimed at solving relevant educational problems,” says V.V. Davydov. He convincingly proved that educational activity “contains in its unity many aspects, including social, logical, pedagogical, psychological, physiological, etc.”, which means that the child’s adaptation mechanisms to school are just as different. Of course, we cannot analyze all of them, so we will take a closer look at the physiological and psychological adaptation of the child.

As a rule, changes in children’s behavior are an indicator of the difficulty of the process of adaptation to school. It could be excessive excitement and even aggressiveness, or it could be, on the contrary, lethargy or depression. A feeling of fear and reluctance to go to school may also arise (especially in unfavorable situations). All changes in a child’s behavior, as a rule, reflect the characteristics of psychological adaptation to school.

The main indicators of a child’s adaptation to school are the formation of adequate behavior, establishing contacts with students, the teacher, and mastering the skills of educational activities. That is why, when conducting special socio-psychological studies of children’s adaptation to school, the nature of the child’s behavior, the characteristics of his contacts with peers and adults, and the formation of skills in educational activities were studied.

Observations of first-graders have shown that children's socio-psychological adaptation to school can occur in different ways.

The first group of children (56%) adapts to school during the first 2 months of schooling, i.e. approximately during the same period when the most acute physiological adaptation takes place. These children relatively quickly join the team, get used to school, make new friends in the class; They are almost always in a good mood, they are calm, friendly, and conscientiously and without visible tension fulfill all the teacher’s demands. Sometimes they have difficulties either in contacts with children or in relationships with the teacher, since it is still difficult for them to fulfill all the requirements of the rules of behavior; I want to run during recess or talk with a friend without waiting for the call, etc. But by the end of October, these difficulties, as a rule, are leveled out, relationships are normalized, the child is completely accustomed to the new status of a student, and with new requirements, and with a new regime - he becomes a student.

The second group of children (30%) has a long period of adaptation, the period of inconsistency of their behavior with the requirements of the school is prolonged: children cannot accept the situation of learning, communicating with the teacher, children - they can play in class or sort things out with a friend, they do not respond to the teacher’s comments or react with tears or resentment. As a rule, these children also experience difficulties in mastering the curriculum. Only by the end of the first half of the year do the reactions of these children become adequate to the requirements of the school and teacher.

The third group (14%) are children whose socio-psychological adaptation is associated with significant difficulties; In addition, they do not master the curriculum, they exhibit negative forms of behavior, and negative emotions manifest themselves sharply. It is these children that teachers, children, and parents most often complain about: they “interfere with work in class,” “they bully the children.”

It is necessary to pay special attention to the fact that behind the same external manifestation of negative forms of behavior, or, as is usually said, bad behavior of a child, a variety of reasons can be hidden. Among these children there may be those who need special treatment, there may be students with psychoneurological disorders, but there may also be children who are not ready for learning, for example, those who grew up in unfavorable family conditions. Constant failure in studies and lack of contact with the teacher create alienation and negative attitudes from peers. Children become "outcasts". But this gives rise to a reaction of protest: they “get cocky” during breaks, shout, behave badly in class, trying at least in this way to stand out. If you do not understand the reasons for bad behavior in time and do not correct adaptation difficulties, then all together can lead to a breakdown, further delay in mental development and adversely affect the child’s health, i.e., a persistent disturbance in the emotional state can develop into a neuropsychic pathology.

Finally, these may simply be “overloaded” children who cannot cope with additional loads. One way or another, bad behavior is an alarm signal, a reason to take a closer look at the student and, together with parents, understand the reasons for the difficulties in adapting to school.

3.4. Factors influencing the success of adaptation

Which factors influencing the success of adaptation depend little on the teacher, and which are completely in his hands?

The success and painlessness of a child’s adaptation to school is primarily related to his readiness to begin systematic education. The body must be functionally ready (that is, the development of individual organs and systems must reach such a level as to adequately respond to environmental influences). Otherwise, the adaptation process is delayed and comes with great stress. And this is natural, since children who are not functionally ready for learning have a lower level of mental performance. A third of “unprepared” children already at the beginning of the year experience severe strain on the activity of the cardiovascular system during classes and loss of body weight; they often get sick and miss classes, which means they fall even further behind their peers.

Special attention should be paid to such a factor influencing the success of adaptation as the age at which systematic training begins. It is no coincidence that the duration of the adaptation period for six-year-olds is generally longer than for seven-year-olds. Six-year-old children experience higher tension in all body systems and lower and unstable performance.

The year separating a six-year-old child from a seven-year-old is very important for his physical, functional (psychophysiological) and mental development, so many researchers believe that the optimal age for entering school is not 6 (before September 1), but 6.5 years. It is during this period (from 6 to 7 years) that many important psychological new formations are formed: the regulation of behavior, orientation towards social norms and requirements are intensively developed, the foundations of logical thinking are laid, and an internal plan of action is formed.

It is necessary to take into account the discrepancy between the biological and passport ages, which at this age can be 0.5-1.5 years.

The duration and success of the process of adaptation to school and further education are largely determined by the state of health of children. Adaptation to school occurs most easily in healthy children who haveIhealth group, and most severely in children withIIIgroup (chronic diseases in a compensated state).

There are factors that significantly facilitate the adaptation to school of all children, especially those who are “unprepared” and weakened - factors that largely depend on the teacher and parents. The most important of them is the rational organization of training sessions and a rational daily routine.

One of the main conditions, without which it is impossible to maintain the health of children during the school year, is the correspondence of the educational regime, teaching methods, content and richness of educational programs, and environmental conditions to the age-related functional capabilities of first-graders.

Ensuring the correspondence of two factors - internal morphofunctional and external socio-pedagogical - is a necessary condition for successfully overcoming this critical period.

Conclusion

Age-related development, especially childhood development, is a complex process, which, due to a number of its features, leads to a change in the entire personality of the child at each age stage. For L.S. For Vygotsky, development is, first of all, the emergence of something new. Stages of development are characterized by age-related neoplasms, i.e. qualities or properties that were not previously available in finished form. But the new “does not fall from the sky,” as L.S. wrote. Vygotsky, it appears naturally, prepared by the entire course of previous development.

The source of development is the social environment. Each step in a child's development changes the influence of the environment on him: the environment becomes completely different when the child moves from one age situation to the next. L.S. Vygotsky introduced the concept of “social situation of development” - a relationship between the child and the social environment that is specific for each age. The interaction of a child with his social environment, which educates and educates him, determines the path of development that leads to the emergence of age-related neoplasms.

List of used literature:

1. Bezrukikh M. M Age-related physiology: (physiology of child development): textbook. manual for university students studying in the specialty "Preschool pedagogy and psychology" / M.M. Bezrukikh, V.D. Sonkin, D.A. Farber. - 4th ed., erased. - M.: AcademiA, 2009. – 416 p.

2. Kulagina I.Yu., Kolyutsky V.N. Developmental psychology: The complete life cycle of human development. Textbook for students of higher educational institutions. – M.: TC Sfera, 2005. – 464 p.

3. Pedagogy. Textbook for students of pedagogical universities of pedagogical colleges / Edited by P.I. Faggot. –M.: Pedagogical Society of Russia, 2004. – 608 p.

4. Lysova N. F. Age anatomy, physiologyand school hygiene: textbook. aid for students universities / N. F. Lysova [and others]. - Novosibirsk; M.: Arta, 2011. - 334 p.

5. Gippenreiter Yu.B. Communicate with the child. How? / Yu.B. Gippenreiter. – Moscow: AST, 2013. – 238 p.

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