"positive socialization of children in the environment of additional education." What is personality socialization

Socialization- this is an integrative process of a subject’s entry into the structure of society, through his mastery of social rules, values, orientations, traditions, the knowledge of which helps to become an effective individual of society. From its first days of existence small man surrounded by many people, he is already gradually included in collective interaction. During relationships, a person gains social experience, which becomes an integral component of the individual.

The process of personal socialization is two-way: a person assimilates the experience of society, and at the same time actively develops relationships and connections. A person perceives, masters and transforms personal social experience into personal attitudes and positions. He is also involved in diverse social connections, performing different role functions, thereby transforming the surrounding society and himself. The real conditions of collective life pose the most pressing problem, requiring everyone to be included in the social structure of the environment. In this process, the main concept is socialization, which allows an individual to become a member of social groups and collectives.

The process of socialization of an individual into social strata is difficult and lengthy, since it includes a person’s mastery of the values ​​and laws of social life, and the development of various social roles.

Personality socialization in psychology is a topic that is actively studied by many social psychologists. After all, a person has a social essence, and his life is a process of continuous adaptation, which requires stable changes and updates.

The process of socialization provides for a high level of internal activity of the individual himself, the need for self-realization. Much depends on a person’s vital activity and ability to effectively manage activities. But this process often occurs when objective life circumstances give rise to certain needs in an individual and create incentives for activity.

The concept of personality socialization

The described process is determined by the social activity of individuals.

The process of personal socialization represents entry into social structure, as a result of which changes are made in the structure of itself and society as a whole. As a result of socialization, an individual acquires group norms, values, behavioral patterns, and social orientations, which are transformed into human attitudes.

Socialization of the individual is extremely important for successful functioning in society. This process continues throughout an individual’s life, since the world moves and in order to move with it, it is necessary to change. A person undergoes constant changes, he changes, both physically and psychologically, it is impossible for him to be constant. It is this important concept, how the socialization of personality in psychology is dealt with by many specialists who study personality, society and their relationship.

In this process, no one is immune from problems arising.

Socialization problems are divided into the following three groups. The first consists of socio-psychological problems of socialization, which are associated with the formation of an individual’s self-awareness, his self-determination, self-affirmation, self-actualization and self-development. At any stage, problems have specific content, and various ways to resolve them appear. Only their importance for the individual remains unchanged. She may not be aware of the existence of these problems, since they are deeply “buried” and force her to think, acting in such a way as to eliminate the problem, to find an adequate solution.

The second group is the cultural problems that arise, including each stage. The content of these problems depends on achieving a certain level natural development. These problems are associated with regional differences that arise in different rates of physical maturation, so in the southern regions it is faster than in the northern ones.

Cultural problems of socialization concern the issue of the formation of stereotypes of femininity and masculinity in different ethnic groups, regions, and cultures.

The third group of problems are socio-cultural, which in their content involve the introduction of the individual to the level of culture. They concern personal value orientations, a person’s worldview, his spiritual make-up. They have a specific character - moral, cognitive, value, semantic.

Socialization is divided into primary and secondary.

Primary - implemented in the sphere of close relationships. Secondary socialization is carried out in formal business relations.

Primary socialization has the following agents: parents, close acquaintances, relatives, friends, teachers.

In the secondary, the agents are: the state, the media, representatives of public organizations, the church.

Primary socialization occurs very intensively in the first half of an individual’s life, when he is raised by his parents, attends preschool, school, and acquires new contacts. The secondary one, accordingly, takes place in the second half of life, when an adult has contact with formal organizations.

Socialization and education

Education, in contrast to socialization, takes place in conditions of spontaneous interaction between the individual and environment, are considered as a consciously controlled process, for example, religious, family or school education.

Socialization of personality is a process in pedagogy that is studied inseparably from the process of education. The main task education is the formation of a humanistic orientation in a growing individual, which means that in the motivational sphere of the individual, social motivations for socially useful activities prevail over personal motives. In everything an individual thinks about, whatever he does, the motives for his actions must include an idea of ​​another individual, of society.

Social groups have a great influence on the process of individual socialization. Their influence varies depending on different stages human ontogenesis. In early childhood, significant influence comes from the family, in adolescence - from peers, in adulthood - from the work team. The degree of influence of each group depends on cohesion as well as organization.

Education, in contrast to general socialization, is a purposeful process of influencing the individual, which means that with the help of education it is possible to regulate the impact of society on the individual and create favorable conditions for the socialization of the individual.

Socialization of the individual is also an important topic in pedagogy, since socialization is inseparable from education. Education is understood as a social phenomenon that influences the individual through the tools of society. From this emerges a connection between upbringing and the social and political structure of society, which acts as the “customer” for the reproduction of a specific type of personality. Education is a specially organized activity in the implementation of the intended goals of education, in the pedagogical process, where the subjects (teacher and student) express active actions in achieving pedagogical goals.

The famous psychologist S. Rubinstein argued that an important goal of education is the formation of a person’s personal moral position, and not the individual’s external adaptation to social rules. Education needs to be viewed as organized process social value orientations, that is, their transfer from the external to the internal plane.

The success of internalization is carried out with the participation of the emotional and intellectual spheres of the individual. This means that when organizing the educational process, the teacher needs to stimulate in his students their understanding of their behavior, external requirements, sensual living of their moral and civic position. Then education, as a process of internalization of value orientations, will be carried out in two ways:

- through the communication and interpretation of useful goals, moral rules, ideals and norms of behavior. This will save the student from a spontaneous search, in which it is possible to encounter errors. This method is based on the content-semantic processing of the motivational sphere and conscious volitional work in rethinking own attitude to the real world;

- through the creation of certain psychological and pedagogical conditions that would actualize interests and natural situational impulses, thereby stimulating useful social activities.

Both ways are effective only with their systematic application, integration and complementarity.

The success of the education and socialization of young people is feasible provided that positive factors embedded in social relations, lifestyle, and the neutralization of factors that interfere with the implementation of the tasks of training, education and socialization are used.

Transformation of the education and upbringing system can be successful only when it really becomes a matter of society. Worth refocusing social life, cultural environment, system of training and education for the younger generation.

Socialization factors

There are many factors of socialization, all of them are collected in two large groups. The first group consists of social factors that reflect the socio-cultural side of socialization and problems relating to its historical, group, ethnic and cultural specificity. The second group contains individual personal factors, expressed through the specifics of the life path of each individual.

Social factors mainly include: macrofactors, mesofactors and microfactors, which reflect different sides personal development (social, political, historical, economic), also the quality of life of the individual, the environmental situation of the area in which he lives, the presence of frequent occurrences of extreme situations and other social circumstances.

Macrofactors consist of natural and social determinants of personality development, which are determined by its living as part of social communities. Macro factors include the following factors:

- state (country), as a concept that is adopted to highlight a community of individuals living within certain territorial boundaries, united by economic, political, historical, social and psychological reasons. The peculiarities of the development of a state (country) determine the characteristics of the socialization of people in a certain region;

— culture is a system of spiritual aspects of ensuring people’s livelihoods and their socialization. Culture covers all aspects of life - biological (food, natural needs, rest, sexual intercourse), production (creation of material things and objects), spiritual (worldview, language, speech activity), social ( social relations, communication).

Mesofactors are caused by a person living in medium-sized social groups. Mesofactors include:

- ethnicity - a stable set of individuals historically formed in a specific territory that has a common language, religion, common features culture, also by common self-awareness, that is, the awareness of each individual that they are one and different from other groups. An individual’s belonging to a nation determines the specifics of his socialization;

- type of settlement (city, region, town, village), which, for various reasons, imparts originality to the socialization of people living in it;

— regional conditions are features characteristic of the socialization of the population living in a certain region, state, part of the country, which has distinctive features (historical past, a unified economic and political system, social and cultural identity);

- mass media are technical means(radio, television, print), responsible for disseminating information to large audiences.

Microfactors are determinants of socialization related to education and training in small groups (work collective, educational institution, religious organization).

The most significant thing in the socialization of an individual is the historical development of a country, group, community, collective. At each stage of development of society, different requirements for the individual arise. Thus, we often find information that an individual could find himself and fully realize himself only within a certain group.

In stable times of the development of society, individuals in whom orientations towards group values ​​predominated were more adapted to society, whereas in turning points, crisis historical moments, various types of people became more active. Some were those whose individual and universal aspirations simultaneously prevailed, others were those who escaped from social crises using their usual stereotypes of orientation towards group norms inherent in the stable development of society.

Under circumstances of a social crisis, the predominance of the second type leads to the search for “external” enemies, the removal of all strangers who approach the group, preferring their own (national, age, territorial, professional) group. Individual personal factors are also essential. From the psychological point of view, the process of socialization cannot be a simple and mechanical reflection of the social experience experienced by a person. The process of assimilation of such experience is subjective. Some social situations can be experienced very differently by different individuals, so each person can take out completely different social experiences from the same situations. Much depends on the conditions in which individuals live and develop, where they undergo socialization. This process occurs quite differently at various stages of ontogenesis, during a period of social crisis.

A social crisis is characterized by a violation of the stable living conditions of society, a failure of its inherent value system, alienation of people, and increased selfishness. Particularly susceptible to the negative impact of the social crisis are: children adolescence, young people on the path to personality development, middle-aged people and older people.

The most developed people do not accept the views imposed on them; they form their own, independent and different from the socially accepted system of values. But this also does not mean that the vast majority of middle-aged people are immune to the global changes taking place in society. However, the process of their personal socialization proceeds through a strong experience of a personal crisis, or it passes relatively easily if in calm, stable times of the development of society they were among social outsiders, but in crisis circumstances their skills were in demand.

Forms of socialization

There are two forms of socialization – directed and undirected.

Directed (spontaneous) – is the spontaneous formation of social qualities as a result of a person’s presence in the immediate social environment (in the family, between colleagues, peers).

Directed socialization represents a system of methods of influence, specially developed by society, its institutions, organizations, with the goal of forming a personality in accordance with the prevailing values, interests, ideals, and goals in a given society.

Education is one of the ways of directed socialization. It is a consciously planned, organized, purposeful process of influencing a developing personality, its behavior and consciousness, with the aim of developing in it specific concepts, principles, value orientations and social attitudes and its preparation for active social, cultural and industrial activities.

Both forms (directed, undirected) in certain circumstances can be consistent with each other or, conversely, come into conflict. The contradictions that arise often lead to conflict situations, complicating and impeding the process of socialization of the individual.

The spontaneous form of socialization (undirected) is determined by the microsocial environment (close relatives, peers) and often contains many outdated and already outdated rules, stereotypes, patterns, patterns of behavior. Along with a positive influence on the individual, it can have a personal and negative impact, push it towards negative, deviating from the norms established by society, which can lead to such a phenomenon as social pathology.

Undirected socialization without the inclusion of directed means can be detrimental to the formation of a person, the social group of this individual and society as a whole. Therefore, it is very important to supplement it and transform it into targeted corrective influences of targeted socialization.

But directed socialization does not always lead to a positive educational result, which is especially evident when it is used for inhumane purposes, such as, for example, the activities of various destructive religious sects, the inculcation of fascist ideology, and the propaganda of racist sentiments. Therefore, a directed form of socialization can lead to a positive formation of personality only if it is carried out in accordance with moral rules, moral criteria, freedom of conscience, responsibility and the principles of a democratic society.

Stages of personality socialization

The process of personal socialization occurs in three main phases. In the first phase, social norms and value orientations are mastered, and the individual learns to conform to his society.

In the second phase, the individual strives for personalization, for active influence on members of society.

During the third phase, the individual is integrated into a social group, in which he reveals the peculiarities of his personal properties and capabilities.

Consistent flow of the socialization process, the correct transition to each phase leads to a successful completion and achievement of results. Each stage has its own characteristics, and if all the conditions of socialization are met, then the process will be successful.

The main stages of socialization in the work collective are identified: pre-labor, labor, post-labor.

The stages are:

- primary socialization, which occurs from the moment of birth to the formation of personality;

- secondary socialization, during which a restructuring of the personality occurs during the period of maturity and being in society.

The main stages of the socialization process are distributed depending on the person’s age.

In childhood, socialization begins from the birth of an individual and develops from an early stage. The most things happen in childhood active formation personality, during this period it is formed by 70%. If this process is delayed, irreversible consequences will occur. Until the age of seven, awareness of one’s own Self occurs at a natural age, unlike in older years.

At the teenage stage of socialization, the most physiological changes occur, the individual begins to mature, and personality formation occurs. After thirteen years of age, children take on more and more responsibilities, thus becoming more knowledgeable.

In youth (early adulthood), more active socialization occurs, since the individual actively changes his social institutions(school, college, institute). The age of sixteen is considered the most stressful and dangerous, because now the individual is more independent, he consciously decides what social society he should choose, and which society he should join, since he will have to stay in it for a long time.

Between the ages of approximately 18 and 30, socialization occurs in relation to work and personal relationships. Everyone gets a clearer picture of themselves young man or a girl through work experience, friendships and relationships. Incorrect perception of information can lead to negative consequences, then the person will close in on himself and lead an unconscious life until a midlife crisis.

It should be noted once again that only if all the conditions of socialization are met, then, accordingly, the socialization process will proceed as it should. It is especially worth paying attention to the teenage and young adult stages, since it is in the young years that the most active formation of personality and the choice of the social community with which a person needs to interact for many years take place.

Agents of socialization.

Institutions, groups and individuals that have a significant influence on socialization are called agents of socialization. Each stage of life has its own agents of socialization.

1. During infancy, the main agents of socialization are parents or people who constantly care for and communicate with the child.

2. In the period from three to eight years, the number of socialization agents grows rapidly. In addition to parents, they become friends, educators, and other people surrounding the child. In addition, the media are included in the socialization process. Television plays a special role among them.

A number of studies have shown that the role of television grows as the child grows, often displacing the influence of parents and peers by the age of 8-12. Television contributes to the formation of value orientations, aspirations, and role models of behavior.

3. The period from 13 to 19 years is extremely important in the process of socialization. During this period, attitudes towards the opposite sex begin to form, aggressiveness, the desire for risk, independence and independence increase. Important during this period is:

Changing role of socialization agents

Changes in value orientations, including the existence of parallel value systems

Increased sensitivity to negative assessments from others

Discrepancy between the level of social aspirations and low social status

The contradiction between increased orientation towards independence and increasing dependence on parents.

As studies conducted by Lennard have shown, the process of socialization is influenced by the form of communication adopted in the family: internal and external. External - aimed at developing contacts and interests in the outside world. Focusing on discussing one's own problems and feelings is an example of internal communication. Lennard argued that this method of communication was accompanied by an intrusion into parents' and children's privacy and interfered with the development of their self-awareness.

3. Socialization factors

The socialization of a person occurs in interaction with a huge number of different conditions that more or less influence his development. These conditions are usually called factors. Highlight 4 groups of socialization factors:

- megafactors, which include space, the planet, the world, and which to one degree or another influence a person through other groups of factors;

- macro factors– country, ethnic group, society that influence people through two other groups of factors;

- mesofactors, conditions for the socialization of large groups of people, identified: by place and type of settlement, by belonging to the audience of certain media, by belonging to certain subcultures. They influence socialization both directly and indirectly, through the fourth group of factors;

- microfactors– family, neighbors, microsociety, peer groups, educational, government, religious and public organizations.

Environmental factors- this is everything that directly and indirectly affects a person: family, kindergarten, school, school community, teacher’s personality, informal youth associations that the child belongs to, the media, books, etc.

I. Bronfenbrenner identifies four groups of such factors influencing human socialization. These include: microenvironment- this is what directly surrounds a person from birth and has the most significant impact on his development (it, in particular, includes: family, parents, living conditions, toys, books he reads, etc.); mesosystem - the emerging relationships between various areas of life that determine and significantly influence the effectiveness of education (these include, for example, school and family; associations that include family members; the family environment and the street where children spend their time, etc.); exosystem- these are public institutions, authorities, administrative institutions, etc. (they indirectly influence the social development and upbringing of the child); macrosystem - these are the norms of culture and subculture, worldview and ideological positions that dominate in society (it acts as a normative regulator of a person’s educational system in the environment of life).

A.V. Mudrik identifies three groups of factors influencing human socialization. These include: macro factors- space, planet, world; mesofactors- ethnocultural and regional conditions, type of settlement, means of mass communication; microfactors- institutions of socialization" (family, preschool institutions, school, university, work collective), religious organizations, peer group and subculture.

Desocialization- a prefix meaning destruction, removal of something and socialization) - loss by a person for any reason or under the influence of factors unfavorable for his life (for example, long-term illness, vacation, isolation from the natural environment, severe head injury, uncomfortable for this person conditions of self-manifestation, etc.) social experience, affecting its self-realization in the environment of life. The main reasons for desocialization are due to various factors. Special place belongs personal, environmental and educational factors.

Personal factors are characterized by the potentials and state of a person that restrain the manifestation of his activity in his natural environment, self-restraints or a change in the nature of his usual activity, which contributes to the acquisition of a different social experience. The state of the body creates the mood, desire and ability to express oneself in certain activities. A negative (unhealthy) state affects desires, interests and the ability to exhibit natural activity for a person.

Environmental factors characterize conditions that are atypical for a given person, affecting his ability to exhibit natural activity. These factors include mainly: the novelty of the situation; pressure from the team, group, individual.

Educational factors characterize the result or features of educational activities that negatively affect a person’s self-expression. Such educational activities can form a certain activity that does not correspond to the child’s capabilities and restrains its manifestation in any setting, in the presence of certain persons.

Desocialization can play a positive or negative role in the life and social development of a child. Positive role is that it helps a person get rid of negative social experiences; contributes to the acquisition of new experience and expansion of his social capabilities. This factor is actively used in the upbringing of a person, in correctional and re-educational work with him.

Negative (negative) role desocialization is that a person loses the accumulated positive social experience necessary for natural self-realization. It negatively affects a person’s professional activity, his self-expression in natural conditions.

Resocialization(from Lat. ge... - a prefix denoting a repeated, renewable action; the opposite, reverse action or counteraction and socialization) - restoration of a person’s lost social values ​​and experience of communication, behavior, and life activities. Resocialization and its results are also significantly influenced by various factors, including personal, environmental and educational.

There is a close relationship and interdependence between socialization, desocialization and resocialization. This factor provides invaluable assistance in educational work in the process of correction and re-education of a person.

Human socialization begins at birth and continues throughout life. In the process, he assimilates the social experience accumulated by humanity in various spheres of life, which allows him to perform certain, vitally important social roles.

Role- this is a person’s life activity in a system of norms that determine his behavior, communication and relationships in a given social position . Social role - maintaining a certain social status by a person in accordance With the needs of everyday life, professional activities performed by the function of etc.

There are various types of socialization, in the process of which social roles are dotted. The main ones include: sex role , family-household, professional-labor, subcultural-group. Sex role socialization represents a person’s mastery of the experience of social behavior in accordance with his gender and its manifestation in everyday life, depending on age and his changing social status and role in society (boy or girl, bride or groom, husband or wife, father or mother etc.). Family and household role- a person’s fulfillment of a social role in accordance with social wearing in the family. It manifests itself in the assimilation and manifestation of experience family life, strengthening family relationships, housekeeping, raising children. Professional and labor role carried out on the basis of social experience of a person performing a certain professional activity. Subcultural-grouprole - this is a social role that he has learned and which manifests itself in a unique way, taking into account the culture of the environment where he lived, studied, communicated, worked, each region has sociocultural characteristics of behavior, communication, speech, which contributes to the formation of the uniqueness of society. The subcultural-group role distinguishes people of different regions, national and religious affiliation, social environment, age, professional activity, etc.

A person’s mastery of one or another social role occurs gradually, in accordance with his age and living environment. In the process of socialization, he goes through certain stages, stages and steps.

There are different approaches to identifying the stages of socialization, for example, according to the nature of the course: spontaneous, relatively guided, socially controlled and self-governing.

Basic stages of socialization person: identification, individualization, personalization.

Each person individually - individual - this is a special world with its own possibilities And features. The category “individual” (in relation to a person means that this particular person is a single natural being, a representative of a species. He is the bearer of individual uniqueness in a community of other people. The term “individual” is sometimes used as a synonym for individuality. Identification(from Latin to identify) means identifying a person with someone or something. 3. Freud (1856-1939) introduced this concept and types of identification to characterize the processes of a child’s assimilation of patterns of behavior that are significant to him:

A) primary identification in infancy - a primitive form of emotional attachment of a child to his mother;

b) secondary identification- manifestation of a defense mechanism. According to Freud, Small child tries to identify himself with the person who is most significant to him. He copies some of the behavioral features of such individuals. The child identifies himself with a loved one or with people whom he hates or envies;

V) identification as applied to an adult associated with neurotic symptoms. The subject, due to the desire to be in the position of the object, psychologically gets used to its state, painfully experiencing it.

In the process of socialization, the characteristics of a particular person develop and individuality is formed. This means that everything that is inherent in this person receives even greater originality, uniqueness, and acquires a unique identity.

Individuality means special, original, characteristic of a given in- to divide the natural and social uniqueness of a person’s manifestations in the world of his abilities and aspirations, personal relationships And life meanings. Along with individualization, there is also deindividuation - loss of self-awareness and fear of evaluation from the social environment. It occurs in group situations, in which anonymity is ensured and attention is not concentrated on an individual. This occurs under certain conditions in public associations, in boarding schools, sometimes in kindergartens and school groups. Similar phenomenon arises with strict regulation of life and activity, administration, with the active and constant use of authoritarian pedagogy.

In the process of socialization occurs personalization(from Lat. - personality) - a process as a result of which a subject receives ideal representation in the life activities of other people and can act in public life as a person (Petrovsky).

There is also depersonalization - as a consequence of the alienation of the product of labor from its creator or the appropriation of the fruits of someone else's labor (for example, the separation of an architect from the results of his activities). Depersonalization is possible not only as a consequence of attributing to oneself the merits of others, but also as a “translation” of one’s shortcomings and mistakes to someone else.

Personality - This is a specific person, endowed with consciousness, individuality, who has become established in the process of social development. In a broad traditional sense, it is understood as an individual as a subject of social relations and conscious activity. In a narrow sense, a person possessing a systemic quality is determined by his involvement in social relations formed in joint activities and communication.

Human socialization is significantly influenced by hereditary and congenital characteristics, environmental factors, personal role in self-development, self-improvement.

The person acts as object and subject socialization. As an object, it plays a significant role in the process of assimilating social experience for development and self-development. It has a conscious (a person himself decides what and how to do and what to do in the interests of self-improvement) and unconscious (a person, under the influence of various factors, is involved in activities that determine his social development) nature. At the initial level of human development (at early stages his age) the role of the individual in socialization is expressed in the natural activity of the child in self-display. Subsequently, with the development of consciousness, the importance of a person’s directed activity in activity, communication, and in working on oneself for self-improvement increases. Factors that determine self-expression of personality at various age stages - this is play, learning, communication, professional activity.

Smelser defines education as the formal process through which society imparts values, skills, and knowledge. Educational institutions are agents of socialization. In this aspect educational institution contribute to the development of conformity.

Education promotes social change by preparing people to adopt new technologies and by re-evaluating existing knowledge. A number of authors emphasize that education performs the functions of social control. Education contributes to the distribution of people in society according to social statuses according to learning ability. Thus, education is also part of the mechanism of social mobility.

Education has practical and symbolic meaning. The practical significance of education is reflected in specific knowledge, skills and abilities, the symbolic - in the social prestige of education, its influence on the processes of upward mobility.

An extremely important agent of socialization is the school. At school, they develop an understanding of social values. Smelser notes that American schoolchildren memorize the Pledge of Allegiance without yet understanding its content; ideas of patriotism are instilled in them even before they can question them. Thus, the education of future prudent citizens is carried out. At school, children learn for the first time to work in a team, to correlate their needs with the interests of other children, and develop the skills of subordination to elders in status, even if these “elders” are their comrades. Thus, as Parelius notes, the school is a society in miniature.

The following types of education are distinguished, which have different effects on the socialization of individuals: mass and elite, public and private, centralized and decentralized, technical and general. Moreover, within educational institutions, students' personalities, attitudes toward learning, and academic performance are influenced by peer groups.

When considering the problems of personality formation, it is necessary to emphasize that a person as an individual cannot live outside of society (society), the social environment. In the process of human interaction with the social environment, whole line socio-psychological phenomena that influence the formation of personality.

Thus, the formation of an individual as a personality occurs in specific historical and socio-economic conditions.

Socialization of personality- the process of its active inclusion in public life.

In this case, one should proceed from the fact that norms of behavior, morality, and beliefs are determined by the norms accepted in society.

There are five main stages of socialization. Each of them has its own characteristic features.

1. Primary socialization - stage to the social environment (from birth to). A feature of this stage is that children uncritically assimilate social experience through imitation and adaptation to the surrounding social reality. It is enough to pay attention to what and how children play at this age.
2. Stage of individualization - the desire to stand out. There is a critical attitude, sometimes even nihilistic, towards social norms, a desire to distinguish oneself from others, to show the uniqueness and originality of one’s “I”.

At this stage, intermediate socialization is distinguished (adolescence). It is characterized by a still insufficiently conscious desire for self-determination, clarification of the relationship between “I” and the surrounding social reality, instability, etc.

3. Stage of integration - the desire to find one’s place in society. The success of integration is determined by the compliance of the basic properties (qualities) of an individual with social expectations (i.e., its requirements). If they coincide, then the integration is relatively successful; if not, the following outcomes are possible:
- increasing the aggressiveness of the individual in relation to the social environment in order to preserve his uniqueness, his “I”;
- renunciation of one’s individuality and uniqueness, the desire to become like everyone else”;
- conformism, external agreement with the requirements of the social environment, but an internal desire to preserve one’s own. In fact, there is a split personality into an internal and external self,” leading to an aggravation of intrapersonal contradictions.

4. The labor stage of socialization is the longest stage, covering the entire period of a person, in fact, the period of a person’s ability to work.

A feature of this stage is that the individual not only continues to assimilate social experience, but also reproduces it and develops it through active and purposeful interaction with the surrounding social environment through various forms.

5. Stage of post-work activity - stage. The peculiarity lies in the predominance of the function of transferring social experience to the younger generation.

There is another approach. In accordance with it, eight periods are identified, associated with certain types of activities, which determine the main changes in the individual psychological characteristics of development at specific stages of socialization.

Each socioculture has its own special style. It is determined by what society expects from an individual as he or she is socialized.

At each stage of personality development, it either integrates with the social environment or is rejected by it.

E. Erikson developed a psychosocial concept of personality development, in which he showed a close relationship between the development of personality and the nature of the social environment in which it develops. He introduced the concept of “group identity,” which is formed from the first days of a person’s life. From the moment of birth, a child is focused on inclusion in a certain social group and begins to perceive the surrounding reality as the social group perceives it.

But gradually he begins to form an “ego-identity sense of a stable self.” This is a long process that includes a number of stages of personality development. Each stage is characterized by tasks of a certain age. The success of decisions and decisions depends on the already achieved level of psychomotor development of the individual and the spiritual atmosphere of society, in which the process of socialization takes place.

At the first stage of socialization (infancy), the main role is occupied by the mother. The dynamics of the formation of trust in the social environment depend on the quality of her relationship with the child (feeding, affection, courtship). The mother's uncertainty, her neuroticism, and the frequent leaving of the child alone, form in him distrust of the world around him. Emotional deficiency leads to a sharp slowdown in mental development. And vice versa - the mother’s calmness, confidence in herself and her abilities, emotional intimacy with the child, they form his basic trust in the surrounding social reality. The main thing at this stage is not the quantity, but the quality of care and the mother’s confidence in her actions.

At the second stage of socialization (early childhood age 1-2 years), the main point is to form a balance of “autonomy” and “shame.” The child begins to walk, the parents teach the child to be neat, control acts of natural bowel movements, and shame them. The child begins to understand approval and disapproval, and a feeling of shame is formed.

The success of this stage depends on the favorable, positive attitude of the parents towards the child, the satisfaction of his desires, and the non-suppression of his volitional qualities.

At the third stage of socialization ( before school age 3-5 years old) a desire to highlight one’s “I” is manifested, a sense of initiative is formed, the sphere of communication expands sharply, the child begins to go beyond the family, he actively masters the surrounding social reality. The main form of interaction with the outside world is play.

In order for this stage of socialization to be successful, in no case should his initiative and desire for independence be harshly suppressed. The child should be involved in active activities, gradually making them more difficult. The family still remains the main social environment of the child.

At the fourth stage (school age 6-11 years), the possibilities for socialization in the family are practically exhausted. School plays a significant role in socialization. The process of forming a system of basic theoretical skills is underway. If a child, with the help of parents and teachers, successfully masters it, he develops self-confidence and trust in the wider social environment. If he encounters significant difficulties and does not receive appropriate help in overcoming them, he develops a feeling of inferiority, self-doubt, and distrust of the external social environment. The child seeks refuge in the family. If he does not receive appropriate support in the family, then he develops a corresponding behavioral stereotype, which will be almost impossible to change at subsequent stages of socialization.

At the fifth stage of socialization (adolescence 12-20 years old), significant physiological changes occur in the body, causing the need for a new understanding of one’s social role in society, a central form of self-identity is formed, self-determination occurs, and the search for one’s place in this life occurs.

If the previous stages are completed successfully, then, as a rule, this one also passes painlessly. The teenager forms an optimal, holistic system of ego-identity, preserves the uniqueness of his “I”, and receives appropriate recognition from the social environment. Otherwise, a diffusion of identity occurs, leading either to infantilism, children's dependent reactions, or to an increase in aggressiveness and opposition to the social environment.

The sixth stage of socialization (youth 20-25 years old) is characterized by the search for a life partner, strengthening cooperation with the social environment, connections with one’s social group, and starting a family. There is a mixture of one’s identity with the identity of the social environment without fear of losing one’s “I”, which leads to the formation of a sense of unity with others.

But if the previous stage is not successfully completed and diffusion moves into the sixth stage, the person withdraws, isolation is reinforced, and disbelief intensifies. own strength and opportunities, a feeling of loneliness arises and perpetuates.

Prosocial behavior is the behavior of a person among other people, selflessly aimed at the common good. Antisocial behavior (deviant), in turn, can be illegal, which entails administrative or criminal liability, or immoral (systematic drunkenness, drug addiction, money-grubbing, sexual promiscuity, etc.; sometimes suicidal behavior is included). The connection between these types of behavior is that the commission of Offenses is often preceded by habitual immoral behavior.

People whose socialization took place in conditions of encouraging or ignoring certain elements of such behavior as violence and immorality are prone to illegal behavior. The emergence of these deviations is facilitated by defects in legal and moral consciousness, the content of the needs of the individual, character, and emotional-volitional sphere.

Not illegal deviant behavior also to a large extent determined by shortcomings, leading to the formation of relatively stable psychological properties that contribute to the commission of immoral acts. The first manifestations of these deviations are observed in childhood and adolescence and are explained relatively low level intellectual development, incompleteness of personality formation, negative influence of family and immediate environment, dependence on the requirements of the group and the value orientations accepted in It. In children and adolescents, such behavior often serves as a means of self-affirmation and expresses protest against the actual or perceived injustice of adults.

Sometimes deviant behavior can be combined with fairly good knowledge moral standards; this indicates the need to form moral habits at a relatively early age.

Socialization is the process of transferring knowledge about the world from one person to another. Socialization begins from birth and continues throughout life - as a person grows up, he tries on new things. social roles and engages in various social interactions. Sometimes socialization proceeds easily and with pleasure, but sometimes it is a harsh clash with reality. In fact, socialization is a neutral term, however, there is a division into positive and negative socialization.

Positive socialization is based on gaining new experiences with joy and pleasure thanks to positive reinforcements, rewards, and pleasant emotions. On the contrary, negative socialization is associated with gaining new experience through punishment, harsh criticism, excessive severity - that is, negative reactions from others.

Of course, in life, black and white rarely exist separately, so in practice socialization turns out to be mixed. However, it is not surprising that the higher the percentage of positive socialization, the happier we feel, the better we relate to the people around us who teach us socialization lessons, the higher our stress resistance becomes - the ability to better cope with difficulties and safely experience even episodes of negative socialization. A preponderance towards negative socialization makes the child feel unhappy and also leads to him becoming pessimistic about life.

The type of socialization accepted in a particular culture depends on its goals. There are cultures that live in harsh conditions, and accordingly, the goal of socialization is to raise hardy, cruel, ruthless warriors - of course, in this case, the socialization of children from early childhood includes a larger percentage of negative socialization (threats, intimidation, punishment, etc.)

Positive socialization is the basis for the development of a child, whose potential can be maximized only in favorable conditions, with the help of positive socialization mechanisms - namely, first of all, a strong and secure attachment between the child and parents, which serves as a reliable basis for harmonious development and timely mastery of various skills, including social ones.

Negative socialization is also socialization, this is exactly the case when relatives hope that in difficult conditions the child will “face the real world”, that his character will be “strengthened”, he will learn to “fight back”, adapt to various unfavorable situations, etc. .P. After all, it is for this reason that many parents send their children to kindergarten, hoping that this will help them grow a strong personality.

Unfortunately, negative socialization cannot help build character. Long-term studies show a direct connection between secure attachment to parents and positive socialization in early childhood with the child’s subsequent success in overcoming difficulties, willingness to cooperate, adequate behavior and successful social interaction in various situations.

(Grazyna Kochanska, Jarilyn Woodard, Sanghag Kim, Jamie L. Koenig, Jeung Eun Yoon, Robin A. Barry, Positive socialization mechanisms in secure and insecure parent–child dyads: two longitudinal studies).

The negative socialization of a child in the family is due to a number of factors. The most significant of them are the following.

• 1. Negative sociocultural background, family microclimate. Personality cannot be formed normally in a negative environment. This is especially true for the formation of a child’s personality in a family that perceives everything that surrounds it and represents an example of self-manifestation. Such an environment creates tension, discomfort, excitability, makes the child especially vulnerable, and negatively affects his development and upbringing. The environment of a family at risk, a conflict-ridden or aggressive family has a particularly negative impact on the upbringing and socialization of a child.
• 2. Disadvantages (extremes) in caring for a child by parents (parental care). The latter is manifested in direct and indirect activities aimed at satisfying all the vital interests and needs of the child by parents, ensuring respect for his human dignity. Concern is full support and provision of all types of assistance to the child: provision of food, clothing, educational supplies and books, treatment in case of illness, etc.

Parental care is an important factor that significantly affects the upbringing of a child. The level of care, or protection, determines how much time and effort parents devote to raising a child. There are two extreme degrees of protection, negatively affecting the child’s socialization: excessive (hyperprotection) and insufficient (hypoprotection).

3. The degree to which parents satisfy the child’s needs, which negatively affects his socialization. A parent can spend a lot of time raising children, but not adequately satisfy the needs of the child. This finds its manifestation in pandering child, his whims and/or ignoring his needs.

The first represents the parents’ desire for the maximum and uncritical satisfaction of any needs of the child. They spoil him. In this case, any desire of the child becomes law for the parents. The second, on the contrary, represents the parent’s insufficient desire to satisfy the child’s urgent needs. From such an attitude towards the child, the parents’ emotional contact with him most often suffers, which negatively affects the developing personality.

4. Parental control– direct and indirect actions on the part of the parent, aimed at checking and (or) supervising the behavior, actions and deeds of the child in order to bring them into conformity with generally accepted norms and rules in the socio-cultural environment of life.

Alexander Ivanovich Zakharov(1940–2008) identifies the following types of parental control: permissive; moderate; excessive (dominant hyperprotection).

Permissive control – the absence of prohibitions and regulations, ranging from a small degree of connivance and up to the complete inability of parents to cope with the feelings of their children. The child is allowed to be fully active and independent, and there is no reprimand or punishment. Parents meet halfway in everything and often indulge inappropriate behavior, including from the position common sense, desires and requirements (whims) of the child.

This control manifests itself in the following forms:

• – hypoprotection– lack of care and control, sometimes leading to complete neglect. This form of control is often combined with rejection of the child and represents an extremely unfavorable type of parental relationship for the child;
• – pandering hyperprotection, or raising a child according to the “family idol” type, which is expressed in indulging all desires, excessive patronage and adoration of the child. With such a parental attitude, the child develops an internal position: “I am needed and loved, and you exist for my sake.”

Moderate control combines both the firmness of the parents, which does not develop into excessive adherence to principles and perseverance, and a certain situational compliance in relation to the desires and demands of the child. Such control is more flexible and can provide the most appropriate interaction with the child.

Excessive control (dominant hyperprotection)– the parent’s desire to monitor every step of the child. It covers the child’s preparation of homework, spending free time (with whom and what), regulation of life activities (to go or not to go, when to come), which leads him to complete dependence on the mood and desires of the parents. Often such control takes the form authoritarian, in which there is an unconditional affirmation by adults of the truth of any of their points of view, categorical judgments, an orderly and commanding tone, the imposition of opinions and ready-made solutions, the desire for strict discipline and restriction of independence, the use of coercion and even physical violence.

Parental control is accompanied by certain requirements-responsibilities and requirements-prohibitions.

Requirements-Responsibilities determine the place and role of the child in the family, the range of his immediate responsibilities. Researchers identify the following types:

• – rational– the most appropriate for the child, corresponding to his age, capabilities and aimed at education. They become a significant factor labor education, mastering many housekeeping skills necessary for a future family man, developing a responsible attitude towards oneself, one’s appearance, the ability to serve oneself, help others, and solve simple life problems;
• – pandering– indicate their virtual absence, which negatively affects the child. As a result, the latter for a long time cannot even learn to feed himself, tie his shoes, or take care of his things and toys. Everyone is obliged to do something for him. In future family life, this is a burden and problems for the family;
• – excessive– determine the nature of upbringing according to the “Cinderella” type. In this case, a significant part of the household load falls on the child’s shoulders, leaving him no time for himself, spiritual and cultural growth. Parents try to keep him close to them for a long time as a servant, who is called upon to provide solutions to all pressing household problems. Such a child is sufficiently adapted to family life, independent in homework, but his interests, spiritual and cultural development, as a rule, are extremely poor. He is used to serving, and not creating and creating, which can negatively affect his self-realization.

Requirements-prohibitions determine the degree of independence of the child, the ability to choose his own behavior. Extreme forms of manifestation of demands-prohibitions include:

• – excessiveness– requirements that do not correspond to the child’s capabilities, which increases the risk of mental trauma. He is “not allowed to do anything”; he is presented with a huge number of demands that limit freedom and independence;
• – deficiency – lack of necessary requirements for the child, including with regard to fulfilling at least the minimum number of responsibilities in the family. “Everything is possible” for him. Even if there are any prohibitions, he easily breaks them, knowing that no one will hold him accountable for this.

Extremely important rational demands-prohibitions, forming in the child an understanding of “possible” and “impossible”, as well as “want” and “need”. Such requirements are formed as the child’s meaningful behavior develops and are persuasive in nature.

There are numerous problems in raising a child in a family. Their reasons are very diverse. Most of them are due to the pedagogical unpreparedness of parents for education, their individual uniqueness and the uniqueness of the pupil.

Systematization of such problems allows us to highlight the following typical, causing the negative educational impact of parents on the child in the family.

• 1. "Myopia" of educational ideas(lack of knowledge, ideas about education, educational situations at various stages age development child). As a consequence, the inability to create and use the opportunities of an educational situation; the emergence of demands based on the expectations of parents and not taking into account the individuality of the child, the failure to realize significant educational goals. This is responsible for the phenomenon called the “self-reinforcement effect of resistance.” It occurs most often in new social environment and when educational requirements change, when the goals of education differ or contradict the previous ones. The child does not understand what his parents want from him and stubbornly resists their educational influence.
• 2. “False start in education” or lack of patience and endurance before the start of the active stage of the educational process. The activity of many parents who took care of the child after his birth (keeping a diary, measuring physiological data, trends in speech development) often declines sharply by the age of 1.5–2 years. By the age of 2.5–3 years, the parents experience a kind of consequences of a “false start” - loss of strength, fatigue, turning into carelessness and withdrawal from education. The epiphany that occurs by the age of 4–5 years of age confirms that time has been lost.
• 3. Raising children “in the image and likeness” of one’s childhood – This is the most common form of educational activity of parents. Such experience is far from the best, but it is used by parents with great persistence, without noticing the negative consequences in raising a child.
• 4. Contrasting parental relationships with children which occurs: in the long-term absence of one of the parents from the family due to any reason; self-removal of one of the parents from raising children; ambition of the parents (one of the parents). Often the mother is involved in all the upbringing of the children, which helps her form a special attachment to them. Over time, her need for mutual exclusive affection weakens. The inclusion of a spouse in the upbringing process is often accompanied by increased demands on children. “Jealousy” arises in relation to children and their relationships with parents. All this contributes to the formation of contrasting attitudes towards children among parents, which negatively affects their upbringing.
• 5. Pandering Overprotection as a reflection of chronic "small child syndrome" or preferences to see childish qualities in a teenager. Parents seem to ignore the growing up of their children and overprotect them in various life situations. Considering a teenager as “still small and defenseless,” they show excessive pity and guardianship towards him, reduce the level of requirements, restraining his development and stimulating infantelism (preservation in the psyche and behavior of a maturing person of the characteristics inherent childhood). The longer the child’s attention is forcibly held in this image, the further the process of turning his attention to himself, the identification of his gender, age and civic qualities in the process of socialization, is postponed.
• 6. Condescending hyperprotection. It manifests itself as a reduced level of demands on the child. In this case, there is a redistribution of power in the family between the parents and the teenager in favor of the latter. The parent “follows the teenager’s lead”, giving in even on issues in which, in his own opinion, this cannot be done. The reasons for this may be: educational uncertainty of parents; the ability of a teenager to find an approach to his parent (his parents) that creates a situation - “minimum requirements - maximum rights.” A typical situation in such a family is a lively, self-confident teenager who boldly makes demands, and an insecure, indecisive parent who blames himself for all failures with the child.
• 7. Attributive projection anything on another person. It is a consequence of the effect developed by the parent “projections of one’s own undesirable qualities onto a teenager.” The result is emotional rejection or abuse. The reason for such upbringing is often that the parent sees character traits in the teenager that he feels, but does not recognize in himself. This can be aggressiveness, stubbornness, lack of composure, protest reactions, incontinence. By fighting the same true or imaginary qualities in a teenager, the parent (most often the father) derives emotional benefit from this for himself. She helps him believe that he himself does not have this quality. At the same time, the confidence that the child has precisely these qualities is persistently asserted. At the same time, the status of “incorrigible”, “crazy”, “klutz” is often imposed on him.
• 8. Selective overprotection takes place when raising two or more children and manifests itself in the form of patronage, a favorable attitude towards one (usually the youngest) child. This problem is a consequence of the inadequacy of parental feelings for children and, in particular, the aggravation of sympathy for one of them. It is obvious that over time, parents begin to have a simpler attitude towards organizing the upbringing of each subsequent child, unlike the first. The reason for this may be that when raising their first child, parents use mainly the experience of others, while the younger one uses their own. Everything in him is perceived with sympathy, even deviations in behavior that are unforgivable for others. At the same time, the eldest son (daughter) strives to independently “put the favorite in his place,” which leads to conflicts. Parents, supporting the youngest, stimulate the development of conflict, reducing the effectiveness of education.
• 9. Dominant hyperprotection. It manifests itself as overprotectiveness and microcontrolling. Most often this is caused by the phobia of losing a child due to a serious illness, especially if it was long-term. Fear makes parents anxiously listen to any wish of the child and rush to satisfy him, while micromanaging him.
• 10. Overprotection and harsh treatment– underdevelopment of parental feelings developed into emotional rejection and harsh treatment. They may occur in parents who themselves experienced a lack of parental warmth and love in childhood; have an exaggerated need for self-affirmation (this may weaken with age); They don’t see any other way to raise a child.
• 11. Emotional rejection by a parent of a son or daughter. It manifests itself in the form of rejection by one of the parents of one of the children for various reasons. Most often this occurs in connection with the gender of the child. This happens based on the parent’s preference for masculine or feminine qualities. In this case, there is pandering hyperprotection. The parent's attitude towards a teenager is determined not by his characteristics, but by those traits that are attributed to his gender, i.e. "men in general" or "women in general." So, for example, if there is a preference for feminine qualities, there is an unconscious rejection of a male teenager. In this case, stereotypical negative statements about men in general are most typical.
• 12. Hypoprotection- leaving the child to his own devices. His parents are not interested in him and do not control him. Lack of guardianship and control over behavior, reaching the point of complete neglect, is manifested in a lack of care for the physical and spiritual well-being of the child, attention to his affairs, interests, and concerns.
• 13. Hidden hypoprotection – formal control and real non-inclusion in the child’s life. Such upbringing is especially unfavorable for accentuations of the hyperthymic and unstable types. This type of education provokes antisocial behavior: running away from home, vagrancy, idle lifestyle, hostility, intransigence, maximum aggression. This type of response may be based on the teenager’s emotional rejection and failure to include him in the family community.

Negative consequences of upbringing often cause typical mistakes family education - These are those actions (inactions) that parents carry out unconsciously or pretend not to consciously when raising a child.

A. S. Spivakovskaya identified more than 50 different errors in raising a child and grouped them depending on the conditions of their occurrence.

The first group includes errors caused by the individual and personal uniqueness of parents.

• – parents incorrectly compensate for feelings and experiences: anxiety, fear of loneliness, nervous breakdown in the form of shouting and physical punishment, the desire to be an authority, endless comments and edifications;
• – an adult transfers his shortcomings onto the personality of his child, blaming him for everything;
• – the gap between word and deed in the behavior of parents.

The second group includes errors caused by the degree of formation of parental qualities necessary for raising children. These include the following:

• – rejection of children, due to unformed maternal feelings;
• – misunderstanding of the child, especially during adolescence;
• – too high demands on the child;
• – inconsistency of requirements for a child at different stages of his development;
• – inflexibility in relationships with children: focusing on trifles, inability to take into account the changed situation, stereotyped requirements, obsessiveness of opinions.

Typical mistakes in family education are manifested in the following:

Thus, there are quite a lot of negative family factors that significantly affect the upbringing and socialization of the child. They all have different effects and require constant consideration.

• Spivakovskaya A. S. Prevention of childhood neuroses. M., 2002.
• Tolstoy L.P. Thoughts on education (from letters and diaries of 1895-1902) // Tolstoy L. N. Pedagogical essays / comp. N.V. Curly. M.: GEOTAR, 2010. P. 486.