Factors in the development of preschool children are biological and social. Family Factors Affecting Child Development

The social factor is the driving force behind the development of society; a phenomenon or process that establishes certain social changes. The social factor is based on such a connection of social objects, in which one of them (causes) under certain conditions necessarily generate other social objects or their properties (consequences).

(Human ecology. Conceptual and terminological dictionary. - Rostov-on-Don. B.B. Prokhorov. 2005.)

Social factor - any variable in the social environment that has a significant impact on the behavior, well-being and health of the individual.

(Zhmurov V.A. Great Encyclopedia of Psychiatry, 2nd ed., 2012)

The social factor is a condition of socialization acting on a person, occurring in the interaction of children, adolescents, youths, more or less actively influencing their development.

(A.V. Mudrik)

Social factors and problems affecting a person are studied by such sciences as anthropology, psychology, sociology, socionomy (social work), economics, jurisprudence, cultural studies, regional studies. (http://ya-public.narod.ru/15.html)

child development society pedagogical

§3. Social Factors Affecting Child Development in Preschool Childhood

From birth, a child is influenced by many different factors. They shape his personality and worldview. This is the whole world around him. Megafactors - space, planet, world, which in one way or another through other groups of factors influence the socialization of all inhabitants of the Earth. Macrofactors-country, ethnicity, society, state, which affect the socialization of all living in certain countries (this influence is indirect by two other groups of factors). Mesofactors are the conditions for the socialization of large groups of people, distinguished: by the area and type of settlement in which they live (region, village, city, township); by belonging to the audience of certain networks of mass communication (radio, television, etc.); by belonging to certain subcultures. (Mudrik A.V. Social pedagogy. - M .: Academy, 2005. - 200 p.)

The transformation of a biological individual into a social subject occurs in the process of socialization.

Socialization is a continuous and multifaceted process that continues throughout a person's life. However, it proceeds most intensively in childhood and adolescence, when all the basic value orientations are laid down, the basic social norms and relations are assimilated, and the motivation for social behavior is formed. If you figuratively imagine this process as building a house, then it is in childhood that the foundation is laid and the entire building is erected; in the future, only finishing work is carried out, which can last a lifetime.

The process of socialization of the child, his formation and development, becoming as a person takes place in interaction with the environment, which has a decisive influence on this process through a variety of social factors mentioned above.

If we represent these factors in the form of concentric circles, then the picture will look like this.

The child is at the center of the spheres, and all the spheres influence him. As noted above, this influence on the process of the child's socialization can be purposeful, deliberate (as, for example, the influence of socialization institutions: family, education, religion, etc.); however, many factors have a spontaneous, spontaneous effect on the development of the child. In addition, both targeted influence and spontaneous impact can be both positive and negative, negative.

The most important for the socialization of the child is the society. The child masters this immediate social environment gradually. If at birth a child develops mainly in the family, then in the future he masters more and more new environments - a preschool institution, then school, out-of-school institutions, groups of friends, discos, etc. With age, the "territory" of the social environment is expanding more and more. If this is visualized in the form of another diagram presented below, then it is clear that, mastering more and more environments, the child seeks to occupy the entire “circle area” - to master the entire society potentially accessible to him.

At the same time, the child, as it were, constantly seeks and finds the environment that is most comfortable for him, where the child is better understood, treated with respect, etc. Therefore, he can “migrate” from one environment to another. For the process of socialization, it is important what attitudes are formed by this or that environment in which the child is located, what kind of social experience he can accumulate in this environment - positive or negative.

The environment is the object of research by representatives of various sciences - sociologists, psychologists, teachers who are trying to find out the creative potential of the environment and its influence on the formation and development of the child's personality.

The history of the study of the role and significance of the environment as an existing reality that has an impact on the child is rooted in pre-revolutionary pedagogy. Even K. D. Ushinsky believed that for education and development it is important to know a person “what he really is with all his weaknesses and in all his greatness”, you need to know “a person in a family, among the people, among humanity ... at all ages , in all classes ... ". Other prominent psychologists and educators (P.F. Lesgaft, A.F. Lazursky, and others) also showed the importance of the environment for the development of the child. A.F. Lazursky, for example, believed that poorly gifted individuals usually obey the influences of the environment, while richly gifted natures themselves tend to actively influence it.

At the beginning of the 20th century (20-30s), a whole scientific direction was taking shape in Russia - the so-called "environmental pedagogy", whose representatives were such outstanding teachers and psychologists as A. B. Zalkind, L. S. Vygotsky, M. S. Iordansky, A.P. Pinkevich, V.N. Shulgin and many others. The main issue that was discussed by scientists was the impact of the environment on the child, the management of this influence. There were different points of view on the role of the environment in the development of the child: some scientists defended the need for the child to adapt to a particular environment, others believed that the child, to the best of his strength and abilities, could organize the environment and influence it, others suggested considering the personality and environment of the child in the unity of their characteristics, the fourth made an attempt to consider the environment as a single system of influence on the child. There were other points of view as well. But what is important is that deep and thorough studies of the environment and its influence on the formation and development of the child's personality were carried out.

It is interesting that in the professional vocabulary of teachers of that time, such concepts as “environment for the child”, “socially organized environment”, “proletarian environment”, “age environment”, “comradely environment”, “factory environment”, were widely used. "public environment", etc.

However, in the 1930s, scientific research in this area was practically banned, and the very concept of "environment" was discredited for many years and left the professional vocabulary of teachers. The school was recognized as the main institution for the upbringing and development of children, and the main pedagogical and psychological studies were devoted specifically to the school and its influence on the development of the child.

Scientific interest in environmental problems resumed in the 60-70s of our century (V. A. Sukhomlinsky, A. T. Kurakina, L. I. Novikova, V. A. Karakovsky, etc.) in connection with the study of the school community, having features of complexly organized systems functioning in different environments. The environment (natural, social, material) becomes the object of a holistic system analysis. Various types of environments are studied and researched: "learning environment", "out-of-school environment of the student team", "home environment", "environment of the microdistrict", "environment of the socio-pedagogical complex", etc. In the late 80s - early 90s years, research into the environment in which the child lives and develops was given a new impetus. This was largely facilitated by the separation of social pedagogy into an independent scientific field, for which this problem also became an object of attention and in the study of which it finds its facets, its own aspect of consideration.

In this article:

A child is born - his life begins. Every day something new happens, especially when the baby is very young. His constant growth, the complication of physical and mental activity are normal and correct phenomena.. It is important to remember that the development of a child is influenced by many factors. It depends on them how he will be, how his personality will be formed.

All factors influencing the development of a child can be divided into physical and psychological. First of all, it is a family. Communication, nutrition, daily routine - this is the first thing a child gets used to. Much depends on the desire of parents to create comfortable conditions for their baby. Next - his social life: school, kindergarten, communication with other kids. Sometimes all this is complicated by pathological problems that prevent the child from leading a normal life. In this case, it will be difficult, but today even for such children there is an opportunity to develop.

Development

There was a conception. From this moment begins the life of a new man. Of the two cells, 4 appear, and so on - the structure of the embryo becomes more complicated. At this stage, development is rapid - here the clock counts. 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 the periods of development 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 necessarily affect the physical and psychological development and personality of an adult. Of course, creating ideal conditions will not work, 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 further possibilities of the child, many facets of personality, character, attitude to life. An important role is played by the regime of the day and nutrition, because due to a lack of vitamins, the development of the child (both physical and mental) can slow down.

Heredity

Hereditary factors have a strong influence on development. From parents we get height, physique. Short parents - short child. Of course, there are exceptions to the rule, but usually everything is natural. Of course, hereditary factors are adjusted by social mechanisms.

Today, anyone can achieve whatever 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 managed to overcome birth defects by willpower.

Of course, when we say “heredity”, negative factors or diseases are not always meant. “Positive” heredity is also common. From good external and constitutional data to high intelligence, inclinations to different 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

The first 6 months the baby must eat mother's milk. Last but not least, mixtures. It is a source of all necessary substances, minerals, vitamins. For a baby, mother's milk is the elixir of life.. So far, 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, 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 properly. 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 in the first place in physical development. vitamin deficiencyDleads to a dangerous disease - rickets. Vitamin reacts with calcium, which is essential for bones. If there is a deficiency of this vitamin, then the bones are brittle, soft. Under the weight of the baby's body, flexible bones are bent and remain so 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, "building material" - proteins, then the development of the brain will go the wrong way. Perhaps a lag in the development of hearing, speech, thinking. After a long "starvation" the brain refuses to work as it should. Hence developmental delays, problems with the nervous system.

Psychological factors

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

Children learn by looking at what is happening around them. They adopt the habits of their parents, their words and expression. Society also leaves a strong imprint - the concept of morality, right and wrong, methods of achieving the desired. The environment where the baby grows will shape his view of the world.

Wednesday

The environment is favorable and unfavorable for the development of personality. The society that surrounds the child (this is not only parents) will form his concept of moral standards. If everyone around gets their fists, 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, friendly feelings. He knows how to find a way out of the situation with the help of reason and logic.

In order for the environment to be unfavorable for the development of the child's psyche, it is not at all necessary for him to grow up in a dysfunctional family. The most educated and wealthy parents can treat their children coldly, find fault with any mistakes, morally humiliate them. At the same time, from the outside, family life looks quite safe. The same applies to school.

The environment forms the psyche, creates barriers for the manifestation of emotions. Or, on the contrary, allows a person to be a person. Many people manage, thanks to innate data, to escape from an unfavorable environment, to change their lives. But it is not always possible to change one's 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, his games. What we see every day has a very strong influence on the psyche.

The family may not be very wealthy, live closely, use few opportunities. But if the family has a normal climate, warm relations, then everything else can be easily experienced together. This is the basis for further relations of a person with the opposite sex..

Communication

Communication affects the development of the psyche. A child of 3-10 years old should have enough opportunities to communicate with peers and adults. So kids and adults work out social mechanisms, remember the norms of behavior well. There is no development without communication. First of all, it concerns speech.

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

Today, children have many talking toys that help in learning. 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. And 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 at this subtle level, it will not work to make social contacts.

Social factors

Another factor in human development is social. The formation of the child's opinion about himself, self-esteem depends on it. Here the social component of our "I" is manifested. A person begins to see himself from the side only in society. So he can for the first time be critical of behavior, appearance, 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 all their lives, but parents definitely need to know how they live. It all starts at a young age. First, Kindergarten. What kind of children are there, who are their parents? What educators work with children, what do they teach them?

Kindergarten

From the age of 3, the baby enters a completely new environment for him. At this age, all the factors influencing the development of the child, act on his physiology and psyche especially sharply. Now he is studying, gaining experience, for the first time closely communicates with someone outside the family. Parents need to know everything about the kindergarten in which they enroll their child. It's easy to do: you can find reviews of parents on the Internet, see photos on the kindergarten website. Be sure to go to that garden, check what conditions are there.

School

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

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

friendship;
love;
a sense of belonging to a team.

This is a small "world" in which there are laws. Here the strong-willed component of character is brought up. This means that a person learns to control his desires, evaluate their significance, strives to achieve results..

After entering the first grade, the development of the child goes much faster. There is a motivating moment here: study, grades, praise. It is important that the school and teachers can interest the child, give him the material in a bright, interesting way.. Then interest is added to the motivating factors.

Labor activity

For the proper development of the child, labor activity is necessary. It forms the concept of responsibility, self-control. It has a positive effect on mental development.. A person must have responsibilities. It could be some housework, taking care of pets. Necessary
let the child understand the importance of the task. Everything should be done without reminders, threats, insults.

When giving a child or young person a task, parents should explain well the need for this activity.. As you get older, your responsibilities increase. Of course, it is necessary to measure the child's workload and the importance of the task. For example, if he studies at school, attends courses, attends sports clubs, etc., then the workload can be reduced. The baby must have time for rest, the opportunity to do what he likes, interesting.

Pathological factors

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

severely reduced intelligence;
psychological deviations;
a disease that does not allow normal movement;
the function of the sense organs is reduced or lost (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, narcotic substances and strong drugs (antibiotics, painkillers, toxic drugs) should not be allowed here. It is necessary to exclude stress, overexertion. Everyone understands this, because the result of improper behavior is serious health problems for the baby. Pathological developmental factors appear after birth, although some diseases and pathologies can be detected even during pregnancy.

It happens that a woman cares very much about the health of the baby, eats right, takes vitamins. And yet the child is born with pathologies. Here the second factor is structural changes in the fetus, developmental pathologies. From this, unfortunately, no one is immune. Something can be fixed, but something will have to learn to live.

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

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

special kindergartens;
special schools, defectological classes;
physiotherapy, massage;
the opportunity to get a profession (it all depends on the degree of damage, level of development);
opportunity to continue learning.

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

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.site/

GOU SPO Transbaikal Regional College of Culture (technical school)

Course work

in psychology

Topic: "Biological and social factors of child development"

Done: student

correspondence department

3 courses ATS

Zhuravleva O.V.

Head: Muzykina E.A.

Introduction

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

1.1 Biological basis of child development

1.2 The influence of social factors on the mental development of the 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 Findings of the study

Conclusion

Literature

Application

INTRODUCTION

Personal development of a person occurs throughout life. Personality is one of those phenomena that are 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), while 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 the individual is a product that is completely formed in the course of social experience (social factors in the development of the individual).

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

The formation of personality is, as a rule, the initial stage in the formation of a person's personal properties. Personal growth is due to many external and internal factors. External ones include: an individual's belonging to a particular culture, socioeconomic class, and unique family environment for each.

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 is usually a single fusion with the processes of its 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 aim of the work is to analyze the influence of these factors on the development of the child.

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

Determine the impact 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, psychological literature on the topic of work, try to find out what factors have a more significant impact on personality formation: 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 FOUNDATIONS OF THE INFLUENCE OF BIOLOGICAL AND SOCIAL FACTORS ON CHILD DEVELOPMENT

biological social development child

1.1 Biological basis of child development

The experience of the social isolation of the human individual proves that the 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 "personality of the newborn". In fact, each of them is already an individual. But not yet a person! A person becomes a person, and is not born as one. We do not seriously talk about the personality of even a two-year-old child, although he has acquired a lot from the social environment.

First of all, biological development, and development in general, determines the factor of heredity.

A newborn carries a complex of genes not only of his parents, but also of their distant ancestors, that is, he has his own rich hereditary fund inherent only to him 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 hand, the external environment provides the growing organism with everything necessary for the implementation of the hereditary principle.

Previously, about hereditary factors in the development of personality, it was only known that the anatomical and morphophysiological structure of the human body is inherited: metabolic features, blood pressure and blood group, the structure of the central nervous system and its receptor organs, external, individual features (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 from all over the world, developing the Human Genome Program, have deciphered 90% of the 100,000 genes that a person has. 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, a tendency to smoke, obesity, the other - for hearing, vision, memory, etc. There are, it turns out, genes for adventurism, cruelty, suicide, and even a gene for love. The traits programmed in the genes of the parents are inherited and in the process of life become the hereditary characteristics of the children. This has scientifically proven the ability to recognize and treat hereditary diseases, inhibit the predisposition to negative behavior of children, that is, to some extent control heredity.

The time is not far off 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 modern information about the patterns of physical and mental development of children.

Firstly, about sensitive periods, optimal terms for the development of certain aspects of the psyche - processes and properties, periods of ontogenetic development (ontogenesis - the development of the individual, in contrast to the development of the species), that is, the level of mental maturity and their neoplasms for performing certain types of activities . For ignorance of elementary questions about the characteristics of children leads to an involuntary violation of their physical and mental development. For example, starting too early in learning something can adversely affect the mental development of the child, just like 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 the organization of the educational process, the regime of work and rest, hardening of children and other types of their life.

Secondly, the ability to distinguish and take into account innate and acquired qualities will allow the educator, 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 in the development of technology for teaching, educating, and playing children's activities. The educator can determine what reaction the child will follow with certain advice, orders, orders and other influences on the personality. Here, the dependence of an innate reaction or acquired skills and abilities to carry out the orders of elders is possible.

Fourthly, the ability to distinguish between heredity and social continuity allows you to avoid mistakes and stereotypes in education, such as “An apple does not roll far from an apple tree”, “Apples are born from an apple tree, cones are born from spruce”. This refers to the transfer from parents of positive or negative habits, behavior, professional abilities, etc. Here, a 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 education, play and labor offered by the teacher. Preschool children 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 also not revealed any special giftedness genes, however, each 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 desires of the smallest person.

The traits of the biological heritage are complemented by the innate needs of the human being, which include the needs for air, food, water, activity, sleep, safety and the absence of pain. If social experience explains mostly similar, common features that a person possesses, then biological heredity largely explains individuality. personality, its initial difference from other members of society. However, 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 a person, 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 the child, the inability to stay under water for a long time, the presence of biological needs, etc.), and secondly, thanks to the biological factor, an infinite variety is created temperaments, characters, abilities that make individuality out of each human personality, i.e. unrepeatable, unique creation.

Heredity is manifested in the fact that the main biological characteristics of a person (the ability to talk, work with a hand) are transmitted to a person. With the help of heredity, an anatomical and physiological structure, the nature of metabolism, a number of reflexes, and a type of higher nervous activity are transmitted to a person from parents.

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

The mother is the first earthly universe of the child, so everything 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 wrong behavior, her excessive emotional reactions to stress that our hard and stressful life is full of, that cause a huge number of postpartum complications such as neurosis, anxiety, mental retardation and many other pathological conditions.

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

A very important role belongs to the father. The attitude towards the wife, her pregnancy and, of course, the expected child is one of the main factors that form the feeling of happiness and strength in the unborn child, which are 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. In the period of intrauterine development, experience and imitation are absent. As for the absorption of information, it is maximal and proceeds at the cellular level. At no time in his later life does a person develop so intensively as in the prenatal period, starting from a cell and turning in just a few months into a perfect being with amazing abilities and an unquenchable desire for knowledge.

The newborn has already lived for nine months, which to a large extent formed the basis for its further development.

Prenatal development is based on the idea of providing 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 incorporated in the egg.

There is the following pattern: everything that the mother goes through, the child also experiences. The mother is the first universe of the child, his "living resource base" both from the 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 world around the mother evokes. This being registers the first information, capable of coloring the future personality in a certain way, in cell tissues, in organic memory and at the level of the nascent psyche.

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

The concept of personality development characterizes the sequence and progress 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 about the world around him. Although education takes into account the influence of the external environment, it basically embodies the efforts that social institutions carry out.

Socialization is a process of becoming a person, the gradual assimilation of the requirements of society, the acquisition of socially significant characteristics of consciousness and behavior that regulate its relationship with society. The 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 obligations acquired by him do not mean that the process of socialization is completely completed: in some aspects it continues throughout life. It is in this sense that we are talking about the need to improve the pedagogical culture of parents, about the fulfillment of civic duties by a person, about observing the rules of interpersonal communication. Otherwise, socialization means a process of constant knowledge, consolidation and creative assimilation by a person of the rules and norms of behavior dictated to him by society.

A person receives the first elementary information in the family, which lays the foundations for 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 responsibility for the upbringing of the future citizen from the family, shifting it to the school, labor collective, and public organizations. The belittling of the role of the family brought great losses, mainly of a moral nature, which later turned into large costs in labor and socio-political life.

The school takes the baton of socialization of the individual. As they grow older and prepare to fulfill their 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. So, in childhood, the child receives the first ideas about the Motherland, in general terms, begins to form his own 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 mass media - print, radio, television. They carry out intensive processing of public opinion, its formation. At the same time, the implementation of both constructive and destructive tasks is equally possible.

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

The socialization of the individual is, in fact, 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 the development of the individual rely on the decisive influence of the environment and especially education. In their view, the child is a “blank slate” on which everything can be written. Centuries-old experience and modern practice show the possibility of the formation of both positive and negative qualities in a person despite heredity. The plasticity of the cerebral cortex indicates that people are susceptible to the external influence of the environment and upbringing. If you purposefully and for a long time act on 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 ways of forming the attitude prevails - impressing (impressions) - manipulation of the human psyche up to zombies. History knows examples of Spartan and Jesuit education, the ideology of pre-war Germany and militaristic Japan, which brought up murderers and suicides (samurai and kamikaze). And at present, nationalism and religious fanaticism use impressing to train terrorists and other perpetrators of unseemly deeds.

Thus, the biophone and the environment are objective factors, and mental development reflects subjective activity, which is based on 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 move.

At preschool age, personality development is subject to biological laws. By the senior school age, biological factors persist, social conditions gradually have an increasing influence and develop into the leading determinants of behavior. The human body, according to I.P. Pavlova, is a system that is highly self-regulating, self-supporting, restoring, guiding and even improving. This determines the role of synergy (personal unity) as a methodological basis for the functioning of the principles of a comprehensive, differentiated and personality-oriented approach to teaching and educating preschoolers, 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 the needs that are motivated and become the driving force behind development and self-development, upbringing and self-education. Needs, both biological and social, mobilize internal forces, move into the effective-volitional sphere and serve as a source of activity for the child, and the process of satisfying them acts as a motivated directed activity. Depending on this, the ways to satisfy their needs are also chosen. This is where the guiding and organizing role of the teacher is needed. Children and students in primary and secondary grades are not always able to determine for themselves how to meet their needs. Teachers, parents and social workers should come to their aid.

The inner motive 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 ponders 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, cases of unmotivated acts are not uncommon - hooliganism, cruelty, offenses and even suicide. The teacher's task is to combine two spheres of human activity - intellect and emotions - into one stream of satisfaction of material, intellectual and spiritual needs, but certainly reasonable and positive.

The development of any personality trait at any age is achieved exclusively in activity. Without activity, there is no development. Perception develops as a result of repeated reflection of the environment in the mind 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 reflex, analytical-synthetic activity. The "innate orienting reflex" is also developing, which manifests itself in curiosity, interests, inclinations, in a creative attitude to the surrounding reality - in study, play, work. Habits, norms and rules of behavior are also brought up in activity.

Individual differences in children are manifested in the typological features of the nervous system. Choleric, phlegmatic, melancholic and sanguine react differently to the environment, information from educators, parents and people close to them, move, play, eat, dress, etc. in different ways. 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 signal systems. These innate features are the functional basis for the development of abilities, manifested in the speed and strength of the formation of associative links, conditioned reflexes, that is, in memorizing information, in mental activity, in mastering the norms and rules of behavior and other mental and practical operations.

A far from complete set of qualitative characteristics of the child's features and his potentialities shows the complexity of the work on the development and upbringing of each of them.

Thus, the uniqueness of the personality lies in the unity of its biological and social properties, in the interaction of the intellectual and emotional spheres as a set of potentialities that allow the formation of the adaptive functions of each individual and prepare the entire younger generation for active labor and social activities in the conditions of market relations and accelerated scientific research. -technical and social progress.

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

2.1 Research methods

An empirical study was conducted by me on the basis of the Urulga correctional boarding school.

The aim 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, such a research method 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 Findings of the study

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

There are 6 children in the class with special needs. All members need daily help 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.

Children's diagnoses: mild mental retardation, epilepsy, atypical autism. That is, all children with mental disabilities.

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

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

Perhaps there is a desire, but very weak, because. it is difficult enough to catch the eyes of children, to attract their attention. And in the future, it can be difficult to establish eye contact, children seem to look through, past people, their eyes are floating, detached, at the same time they can give the impression of being very smart, meaningful. Often, objects are more interesting than people: pupils can be fascinated for hours to follow the movement of dust particles in a beam of light or examine their fingers, twisting them in front of their eyes and not respond to the calls of the class teacher.

Every student is different. For example, pupils with mild mental retardation is desire. They want to go to school, they are waiting for the school year to start, they remember both the school and the teachers. What can not be said about autists. Although, one of them, at the mention of the school, becomes alive, starts talking, etc.

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

The educators of the institution were asked to tell how developed the children's physical, social, motivational and intellectual readiness for school is.

Weak, because children perceive people as carriers of certain 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 something for themselves. If social contact is not established, then difficulties will be observed in other areas of life.

Since all pupils with mental disabilities, the intellectual school readiness is low. All pupils, except for autistic children, are in good physical shape. Their physical readiness is normal. Socially, I think it's a heavy barrier for them.

The intellectual readiness of the pupils is quite low, which cannot be said about the physical one, except for an autistic child. In the social sphere, average readiness. In our institution, caregivers take care of children so that they can cope with the simple things of daily life, such as how to eat properly, fasten buttons, dress, etc.

From the above answers, it can be seen that children with special needs have low intellectual readiness for school; accordingly, children need additional education, i.e. in a boarding school need more help. 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, can examine them, touch them, like an inanimate object. Sometimes he likes to play next to other children, to watch what they do, what they draw, what they play, while not the children, but what they are doing is more interesting. The child does not participate in a joint game, he cannot learn the rules of the game. Sometimes there is a desire to communicate with children, even delight at their sight with violent manifestations of feelings that children do not understand and are even afraid of, because. hugs can be suffocating and the child, loving, can be hurt. The child draws attention to himself often 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 in everything inferior to others; if they take it by the hand, it does not resist, but when they drive it away from themselves - pays no attention to it. Also, the staff faces various problems in the course of communication with children. These may be feeding difficulties, when the child refuses to eat, or, on the contrary, eats very greedily and cannot get enough. The task of the leader is to teach the child to behave at the table. It happens that an attempt to feed a child may cause violent protest or, conversely, he willingly accepts food. Summarizing the above, it can be noted that it is very difficult for children to play the role of a student, 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 also they can perform well as a student.

Based on the answers of the respondents, it can be concluded that the ability to play 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 a moderate degree of mental retardation already have the ability to communicate with peers, and children with autism cannot take on the role of a student. Thus, from the results of the answers it turned out that the 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 the lack of motivation or the pronounced limitation of contact with external reality. Children seem to be fenced off from the world, they live 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 into their world, to engage in contact lead to an outbreak of anxiety, aggressive manifestations. It often happens that when strangers approach pupils of the school, they do not respond to the voice, do not smile in response, and if they smile, then into space, their smile is not addressed to anyone.

Difficulties occur in socialization. However, all pupils - sick children.

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

The above answers show how important it is for children to have a full-fledged family. Family as a social factor. At present, 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, the environment and upbringing are leading among the main factors. No matter how much the educators of this institution would 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 educator, they cannot individually deal with one child a lot.

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 for the development of self-awareness and self-esteem of a child is in a boarding school. The educators answered the question someone briefly, and some gave a full answer.

Child - the being is very subtle. Every event that happens to him leaves a trace in his psyche. And for all its subtlety, it is still a dependent being. He is not able to decide for himself, to make strong-willed efforts and protect himself. This shows how responsibly you need to approach actions in relation to them. Social workers follow the close connection of physiological and mental processes, which are especially pronounced in children. The environment at the school is favorable, the pupils are surrounded by warmth and care. 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 as in domestic children. Although all educators try to create a favorable environment in the institution on their own, with responsiveness, goodwill, so that there are no conflicts between children.

Educators and teachers themselves are trying to create a good self-esteem for pupils. For good deeds, we encourage with praise and, of course, for inadequate actions, we explain that this is not right. Conditions in the institution are favorable.

Based on the answers of the respondents, it can be concluded that, in general, the environment in the boarding school is favorable for children. Of course, children who are brought up in a family have a better sense of security and home warmth, but educators are doing everything possible to create a favorable environment for the pupils in the institution, they themselves are engaged in increasing the self-esteem of children, 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 programs of education and upbringing are compiled 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 pupils of the boarding school have an individual plan. Also added:

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

The 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 correctional work is carried out in accordance with the development plan.

From the results of the answers it turned out that the individual development plan (IDP) drawing up the curriculum of a certain children's institution is considered as a team work - specialists participate in the preparation of the program. To improve the socialization of the pupils of this institution. But the author of the work did not receive an exact answer to the question about the rehabilitation plan.

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

The environment in the correctional boarding school is generally favorable, educators and teachers make every effort to create the necessary environment for development, if necessary, specialists work with children according to an individual plan, but children lack the security that exists in children brought up at home with their parents. Children with intellectual disabilities are generally not ready for a school with a general education curriculum, but are ready for special education, 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 features of the course 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 features of the structure and activity of various organs and systems, its ability to become a person. Although at birth people have biologically determined differences, however, every normal child can learn everything that involves his social program. The natural features of a person do not in themselves predetermine the development of the child's psyche. Biological features form the natural basis of man. Its essence is socially significant qualities.

The second factor is the environment. The natural environment affects mental development indirectly - through the traditional types of labor activity and culture in a given natural zone, which determine the system of raising children. The social environment directly affects the development, in connection with which 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, the main religious movements. The system of upbringing and education of children adopted in it depends on the characteristics of the social and cultural development of society, starting with public and private educational institutions (kindergartens, schools, art houses, etc.) and ending with the specifics of family education. The social environment is also the immediate social environment that directly affects 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 development of the child, and in adolescence and senior school age, some social groups can significantly influence - through the media, organizing rallies, etc. Outside the social environment, the child cannot develop - 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 in it need additional work to develop the social skills of pupils.

LITERATURE

1. Andreenkova N.V. Problems of personality socialization // Social research. - Issue 3. - M., 2008.

2. Asmolov, A.G. Psychology of Personality. Principles of general psychological analysis.: Proc. allowance / A.G. Asmolov. - M.: Meaning, 2010. - 197 p.

3. Bobneva M.I. Psychological problems of social development of personality // Social psychology of personality / Ed. M.I. Bobneva, E.V. Shorokhova. - M.: Nauka, 2009.

4. Vygotsky L.S. Pedagogical psychology. - M., 2006.

5. Vyatkin A.P. Psychological methods of studying the socialization of personality in the learning process. - Irkutsk: Publishing House of BGUEP, 2005. - 228 p.

6. Golovanova N.F., Socialization of a junior schoolchild as a pedagogical problem. - St. Petersburg: Special Literature, 2007.

7. Dubrovina I.V. Workbook of a school psychologist: textbook. allowance. / I.V. Dubrovin. - M.: Academy, 2010. - 186 p.

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

9. Kondratiev M.Yu. Typological features of the psychosocial development of adolescents // Questions of Psychology. - 2007. - No. 3. - S.69-78.

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

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

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

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

14. Rubinstein S.L. Fundamentals of general psychology: textbook. allowance. - S.-Pb.: Peter, 2007. - 237 p.

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

16. Shinina T.V. Influence of psychodynamics on the formation of an individual style of socialization of children of primary school age // Materials of the First Intern. scientific and practical. conference "Psychology of education: problems and prospects" (Moscow, December 16-18, 2004). - M.: Meaning, 2005. - S.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 // Actual problems of preschool education: All-Russian interuniversity scientific and practical conference. - Chelyabinsk: Publishing House of ChGPU, 2011. - P.171-174.

18. Shinina T.V. The study of the individual characteristics of the socialization of children of senior preschool and primary school age. Nauchnye trudy MPGU. Series: Psychological and pedagogical sciences. Sat. articles. - M.: Prometheus, 2008. - S.593-595.

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

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

21. Yartsev D.V. Features of the socialization of the 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 deviations do the children in your class have?

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

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

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

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

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

8. Is there a favorable environment in your institution for the development of self-awareness and self-esteem of the child (for social development)?

9. Are there individual or special training and education programs 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 with teachers, parents, specialists, psychologists?

12. How important do you think it is to work together (important, very important)?

Posted to site

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

Posted on http://www.allbest.ru/