The role of the family in the process of socialization of the individual

STATE EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

KRASNOYARSK STATE PEDAGOGICAL UNIVERSITY

them. V. P. Astafieva

INSTITUTE OF PSYCHOLOGY, PEDAGOGY AND EDUCATIONAL MANAGEMENT

Test

in anthropology

Topic: "The role of the family in the process of socialization of the individual"

The family, from whatever point of view it is considered, is such a multi-layered social formation. It combines the properties of social organization, social structure, institution and small group, is included in the subject of study of the sociology of education and more broadly - socialization, the sociology of education, politics and law, labor culture, etc., allows you to better understand the processes of social control and social disorganization, social mobility, migration and demographic changes; applied research in many areas of production and consumption is unthinkable without turning to the family, mass communications, it is easily described in terms of social behavior, decision making, construction of social realities, etc.

Speaking about the functions of the family, it should be remembered that we are talking about the social results of the life of millions of families, which are found at the level of society, have generally significant consequences and characterize the role of the family as a social institution among other institutions of society.

this institution, and the functions that accompany the action of the main. It is impossible to divide the functions of the family into main and secondary, all family functions are the main ones, however, the need to distinguish among them those special ones that make it possible to distinguish the family from other institutions has led to the allocation of specific and non-specific functions of the family.

The specific functions of the family stem from the essence of the family and reflect its features as a social phenomenon, while non-specific functions are those to which the family was forced or adapted in certain historical circumstances.

These include giving birth (reproductive function), supporting children (existential function), and raising children (socialization function) remain with all changes in society, although the nature of the relationship between family and society may change in the course of history. Insofar as human society always needs the reproduction of the population, insofar as there always remains a social need for the family as a social form of organizing the birth and socialization of children, and in such a peculiar form, when the implementation of these societal functions occurs with the personal motivation of individuals to a family lifestyle - without any external coercion and pressure. The presence of personal needs in the family and children, personal desires and inclinations for marriage and the family is a very important circumstance, showing that the existence of the family and society is possible only because millions of people feel the need for children, and only thanks to this is the reproduction of the population. If we imagine, imagine other forms of social organization of population reproduction, based not on personal motives of people, but on coercion, then these forms can no longer be considered a family in the usual sociocultural sense, relevant to all types of families known from history.

Non-specific functions of the family associated with the accumulation and transfer of property, status, organization of production and consumption, household, recreation and leisure, associated with caring for the health and well-being of family members, with the creation of a microclimate conducive to stress relief and self-preservation I of each and others - all these functions reflect the historical nature of the relationship between the family and society, reveal a historically transitional picture of how exactly the birth, maintenance and upbringing of children in the family takes place. Therefore, family changes are most noticeable when comparing nonspecific functions in different historical stages: under new conditions they are modified, narrowed or expanded, implemented completely or even disappear altogether.

In the words of Antonov A.I., the family is a community of people based on a single family-wide activity, connected by the bonds of matrimony - parenthood, and, thereby, carrying out the reproduction of the population and the continuity of family generations, as well as the socialization of children and the maintenance of the existence of family members.

As mentioned above, one of the main functions of the family is the socialization of the younger generation.

Socialization is the process by which a child learns the behaviors, skills, motives, values, beliefs, and norms of his culture that are considered necessary and desirable in his culture. The agents of socialization are the people and social institutions involved in this process - parents, siblings, peers, teachers, church representatives, television and other media. While all of them can have a great impact on a child, the family is usually the most important part of a child's world. For this reason, it is usually regarded as the primary and most powerful agent of socialization, playing a key role in the formation of personality traits and motives; in the direction of social behavior; in the transfer of values, beliefs and norms inherent in this culture.

families (demographic - family structure (large, including other relatives, or nuclear, including only parents; complete or incomplete; one-child, few or large); socio-cultural - the educational level of parents, their participation in society; socio-economic - property characteristics and employment of parents at work; technical and hygienic - living conditions, home equipment, lifestyle features).

Assimilation of social norms, skills, stereotypes;

Formation of social attitudes and beliefs;

Entry of the individual into the social environment;

Introduction of the individual to the system of social relations;

Self-actualization I personality;

Assimilation by the individual of social influences;

The goal of socialization is the personal qualities that the child must acquire, and the social behavior that he must learn.

Younis believes that socialization is a process of mutual or joint regulation throughout the rest of the lives of the parties involved in socialization, and not a process of transferring control from parents to the child as he becomes more independent and able to regulate his behavior on his own. Maccoby suggests that the duration of parental influence is determined by the strength and reasonableness of their relationship with the child, established during middle childhood. In some cases, the contribution of parents to the joint regulation of behavior suppresses the will of children, in others it helps to increase their autonomy within such relationships. In addition, interaction with parents allows children to exercise and improve social skills, which will then prove to be very useful when interacting with peers.

various social roles.

The leading social institution for the socialization of the child's personality is the family. The family is a “home” that unites people, where the foundation of human relations is laid, the first socialization of the individual.

The family is the most important institution for the socialization of the younger generations. This is a personal environment for the life and development of the child, the quality of which is determined by a number of parameters. The socio-cultural parameter depends on the educational level of the parents and their participation in society; socio-economic is determined by property characteristics and employment of parents at work; technical and hygienic depends on living conditions, home equipment, lifestyle features; demographic is determined by family structure. Whatever side of the development of the child we take, it will always turn out that the family plays a decisive role in its effectiveness at one stage or another. The family introduces the child into society, it is in the family that the child receives social education, becomes a person. In infancy, he is fed, cared for, younger age they study with him, and in preschool they open the world to him. They help the younger student in learning, and the teenager and the young man choose the right life path. In the family, they strengthen the health of children, develop their inclinations and abilities, take care of education, the development of the mind, the upbringing of a citizen, decide their fate and future. Humane traits of character, kindness and cordiality of the child are laid in the family, he learns to be responsible for his actions, learns to work and chooses a profession. Family life for a child is the same as social life for us.

If the classification of the family is based on the socialization of the individual, then three main types of it can be distinguished: the traditional family, the state family, and the personalized family.

In a traditional family the entire organization of the upbringing of the younger generation is built on the traditions of patriarchy. Such a family prepares its children for life in some kind of community or tribal community under the head of the family. Life in the collective of a traditional family accustoms pupils to a collective public life, to complete subordination and dependence on older family members. In such a family, a consumer attitude to life is formed, the main condition for living in it is to rely not on oneself, but on family ties, on the family clan, clan, etc. The individuality of members of the family clan is suppressed, and their life is regulated.

No one has the right to condemn or approve relationships in a traditional family. It is only necessary that people of all nationalities and religions have the opportunity to choose: to live according to the traditions of the family, or to change something. As a rule, young generations in traditional families learn to live the way their fathers and great-grandfathers lived from time immemorial. The merits of the individual become the merit of the entire family group, and the collective is responsible for the misdeeds of the individual, that is, all family members are collectively responsible.

In the state type of family the younger generation does not rely on the family clan or community, but on the state. All life is arranged in such a way as to prepare young people for a career. The main thing is to engage in the activities that the state needs. In the state type of family, children are taught not what they will need in real life, but what there is a social order for. The task of training in this case is to "pass the exam", "get a diploma", "a warm place", but not to master professional knowledge, skills and abilities. As a result, cynics, ignoramuses, formalists, bureaucrats, superficial people with unstable views, not accustomed to obedience to authorities and independent, responsible behavior, emerge from the bosom of the family. The society where these people live is bureaucratic, with a widely developed apparatus of state power. Officials manage such a society.

The social system based on the state family type is extremely unstable. The members of such a family are subject to political passions, they are radical and revolutionary. Most of the countries of Western and Eastern Europe have this type of family, for example, Germany, Russia, France.

“next to”, that is, they recognize their rights, stand with them on an equal footing and require them to fulfill their duties. For parents, the childhood of their children is not a preparation for life, but life itself. In this case, pupils do not repeat the path of their parents, but choose their own. For such a life, health and life experience are necessary, therefore, in personalized families of children with early years they are accustomed to physical exercises and physical labor, and in children's games and amusements, pupils should rely only on themselves. This approach ensures not only the health and independence of the child, but also the mastery of a wide social experience. On the other hand, such an independent approach to the child provides him with sufficient freedom and at the same time requires a change in the entire content of education. Education should be rational, provide the younger generation with the amount of knowledge, skills and abilities that they will need in life. It follows from this that education is a social order not of the state, but of the whole society and can be realized only through a system of private schools, from lower to higher educational institutions.

So, freedom-loving, energetic, creative personalities come out of personified families. And the people, among which the specified type prevails, becomes self-governing, law-abiding. Here democracy triumphs, the rights and freedoms of the individual are not violated, and the state fulfills the will of the people: not the people for the state, but the state for the people! The personified family is the basis for the prosperity and well-being of the whole society and social order. There are such families in every civilized state. Western Europe, North America, Asia, Australia. Of course, one cannot categorically state that all three types of family exist. Here we can talk about the prevailing trends in the development of one type of family in individual countries. From what has been said, one thing is important: in dominant politics, we often do not take into account the enormous role of the family, because it develops gradually and influences life and the social environment indirectly, through other forms of social relations.

In cultures such as the Japanese, young children are given maximum freedom, and disciplinary control increases with age.

In modern psychology, there are various approaches to the classification of styles and types. family education. The American psychoanalyst and historian Lloyd Demoz created a classification of parenting styles and forms of relationships between parents and children, linking them with historical periods development of Western European culture: "infanticidal", "throwing", ambivalent, "obtrusive", socializing, "helping".

Sociocultural models of raising children and types of their social isolation (deprivation) are presented in the works of I. Langmeier and Z. Mateichik. They distinguish authoritarian, liberal, democratic styles education.

Sagotovskaya S. G. identifies six types of parental attitudes towards children: an extremely biased attitude towards children, an indifferent attitude, an egoistic attitude, an attitude towards a child as an object of education without taking into account personality traits, an attitude towards a child as an obstacle in career and personal affairs, a manifestation respect for the child.

increased moral responsibility.

Petrovsky A. V. distinguishes 5 types family relations: diktat, guardianship, confrontation, peaceful coexistence based on non-intervention, cooperation.

With a gradually increasing focus on peers, the emotional dependence of the child on the parent (mother) becomes less and less significant. A gradual psychological separation of the child from the adult and the acquisition of independence and self-sufficiency by him (“natural separation”) begins. This gradual separation provides an obvious condition for the social maturation of the child, his self-realization and, finally, mental health.

If a child successfully masters knowledge, new skills, he believes in his own strength, he is confident, calm, but failures at school lead to the appearance, and sometimes to the consolidation of feelings of inferiority, disbelief in his own strength, despair, loss of interest in learning.

In case of inferiority, the child, as it were, returns to the family again, it is a refuge for him, if the parents with understanding try to help the child overcome difficulties in learning. If parents only scold and punish for bad grades, the feeling of inferiority in the child is sometimes fixed for the rest of his life.

a full-fledged member of society, not to inflict severe psychological trauma on the child, which can leave an imprint on his entire future life.

Psychologists distinguish several types of improper upbringing:

Neglect, lack of control - occurs when parents are too busy with their own affairs and do not pay due attention to children. As a result, children

left to themselves and spend time looking for entertainment, fall under the influence of "street" companies.

Hyper-guardianship - the child's life is under vigilant and tireless supervision, he hears all the time strict orders, numerous prohibitions. The overprotective style initially deprives the child of independence in physical, mental and social development. Voluntary sacrifice neuroticizes parents, they begin to hope for the gratitude of their child in the future, not seeing gratitude in the present, they suffer, not realizing that they are raising an infantile, self-doubt, also neurotic person, completely devoid of independence.

Another kind of hyper-custody is upbringing like the “idol” of the family. The child gets used to being in the center of attention, his desires, requests are implicitly fulfilled, he is admired, and as a result, having matured, he is not able to correctly assess his capabilities, overcome his egocentrism. The team does not understand him. Deeply experiencing this, he blames everyone, but not himself. Education like Cinderella, i.e. in an atmosphere of emotional rejection, indifference, coldness. The child feels that his father or mother does not love him, is burdened by him, although it may seem to outsiders that his parents are sufficiently attentive to him. “There is nothing worse than pretense of kindness,” wrote L. Tolstoy, “the pretense of kindness repels more than outright malice.” The child experiences especially strongly if one of the other family members loves more. This situation contributes to the emergence of neuroses, excessive sensitivity to adversity and anger in children.

Upbringing in conditions of increased moral responsibility - from an early age, the child is instilled with the idea that he must necessarily justify the numerous ambitious hopes of his parents, or that unchildish overwhelming worries are assigned to him. As a result, such people develop obsessive fears, constant anxiety for their well-being and that of their loved ones.

Improper upbringing disfigures the character of the child, dooms him to neurotic breakdowns, to difficult relationships with others. .

Authoritarian style , a form expressing the power of an adult over a child. This does not exclude love for the child, which can be expressed quite expressively. In such families, either insecure, neurotic people grow up, or aggressive and authoritarian people - like their parents. At school, these personality traits are already manifested in relationships with peers.

, implies communication with the child on the principle of permissiveness. Such a child does not know other relationships, except for asserting himself through the demands “Give!”, “I!”, “I want!”, whims, demonstrated resentment, etc. Connivance leads to the fact that he cannot develop into a socially mature person . Here, the most important thing that is necessary for the correct social development of the child is missing - an understanding of the word "must". In such a family, an egoist is formed who is dissatisfied with the people around him, who does not know how to enter into normal relationships with other people - he is conflicted and difficult. At school, a child from such a family is doomed to failure in communication - after all, he is not accustomed to yield, to subordinate his desires common goals. His social egocentrism makes it impossible to master the social space of human relations normally.

One of the options for the liberal-permissive style in the family is overprotection.

All children brought up in conditions of overprotection have difficulties in communicating with other children. A typical situation is when a child is afraid to move away from his mother, slowly adapts to the new and hardly gets used to school.

factors related to the mother's own childhood play a role. Many of them grew up in families without warmth and love, so they are determined to give their children what they did not receive in childhood, but they "go too far". This highlights the need to analyze the parents' own childhood, which makes it clear why they behave the way they do towards their children.

When mothers unconsciously struggle against feelings of "antagonism" towards own child, they can react to this with overprotection and excessive caring, as if proving to themselves how much they really love him. This is especially likely when feelings of love and hate coexist with each other. Hyper-custody may arise as a result of some mental disorders in the mother. Such violations lead to an abnormal "need" of the mother in the dependent position of the child.

Improper upbringing disfigures the character of the child, which in the future negatively affects his relationship with others.

The experiments of M. I. Lisina showed that the source of distortions and deviations in the child’s idea of ​​himself lies in his relationships with close adults, A. I. Zakharov, as a result of his research, comes to the conclusion that unfavorable types of education can contribute to the development of tense and unstable internal position of the child, which, in turn, leads to the appearance of neurotic states in him. The most sensitive to intra-family relations are the core formations of the child's personality - his self-attitude and self-esteem.

image of "I".

Value attitude towards the child with high reflection and responsibility for him is the most effective style of education. Here the child expresses love and goodwill, they play with him and talk on topics of interest to him. At the same time, they do not put him on his head and do not force him to reckon with others. He knows what “necessary” is, and knows how to discipline himself. In such a family grows complete person with feeling dignity and responsibility for loved ones. At school, a child from such a family quickly gains independence, he knows how to build relationships with classmates, while maintaining self-esteem, and knows what discipline is.

Children with high self-esteem are brought up on the principle of the idol of the family, in an atmosphere of non-criticality and early realize their exclusivity. In families where children grow up with high, but not overestimated self-esteem, attention to the child's personality (interests, tastes, relationships with friends) is combined with sufficient demands. Here they do not resort to humiliating punishments and willingly praise when the child deserves it. Children with low (not necessarily very low) self-esteem enjoy more freedom at home, but this freedom, in fact, is lack of control, a consequence of the indifference of parents to children and to each other. The parents of such children are included in their lives when specific problems arise, in particular with academic performance, and usually they are little interested in their activities and experiences.

The listed styles of communication in the family, with all their differences, have one thing in common - parents are not indifferent to their children. They love their children, and the parenting style is often inherited, passed down in the family from generation to generation. Only a family that has the ability to reflect on the characteristics of the child consciously seeks the most effective style of his individual upbringing.

The socialization of the individual depends on the activity of the child, his participation in work, on what influence Environment to expand his horizons, how society and the state care about the future generation. Are the age and individual characteristics of the child taken into account in the learning process, can he independently solve his problems, how much is his independence encouraged, how does his self-confidence develop? These personality traits are brought up in the family, at school.

Summing up, it must be said that the future personality of a person, and therefore his future life, depends on the extent to which the family is socially prosperous, on the extent to which the family takes care of the child.

Bibliographic list.

1. Vasilkova Yu. V. Vasilkova T. A. Social pedagogy. - M., 2003

2. Kon I. S. Child and society. – M., 2003

3. Craig G. Psychology of development. - St. Petersburg, 2000

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5. Monson P. Modern Western sociology. - M., 1992

6. Mudrik A. V. Social pedagogy. - M., 2003

7. Newcomb N. Development of the child's personality. - St. Petersburg, 2003

8. Sociology of the family / ed. Antonova A.I. - M., 2005

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16. Lichko A. E. Adolescent psychiatry - M., 1985

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Most domestic researchers note that the family is a microenvironment that is a source of sensory experience for the child. The mental state of the child is determined by his own attitude towards his parents and whether he feels love from his relatives and friends, his significance for his parents.

The child reacts to what is happening depending on how he comprehends, realizes himself in the family, and this, in essence, is the foundation for relationships with people that he builds in this moment or which he has to build.

Guided by these peculiar scenarios, a teenager forms ideas about the actions of those around him in relation to him and the feelings that they have or will experience for him. Moreover, these scenarios are characterized by stability, often they go through a person's whole life. Psychologists and teachers working with "difficult" teenagers know firsthand how difficult it is to convince them that no one needs them, that adults only want harm for them.

Based on your life experience and generalizing it by the means available to the intellect at the moment, the teenager often forms various internal positions. They are a generalized reflection of how the child perceives the attitude of his parents towards him and what his own attitude towards himself is.

For example, the results of research aimed at studying relationships in families indicate that deviant adolescents voice the importance of understanding and harmony in the family twice as often as well-off students. At the same time, they are not completely sure of the key role of the family for personal development. Only a few adolescents with deviant behavior believe that happiness in the family is determined by the care and love of parents, as well as friendly relationships. Half of the respondents - adolescents with deviant behavior, are sure that parents are obliged to respect the rights of the child and take into account his opinion. Such adolescents have a somewhat distorted concept of ideal family- it lies in the fact that the family should live without scandals, conflicts and fights.

The results of the survey regarding the degree of intrusion of parents into the personal space of a teenager differ significantly. Only 12% of deviants noted parental intervention in their personal lives as undesirable, while half of adolescents from socially prosperous families completely deny such interference.

This is due to the fact that in relation to asocial adolescents, parents adhere to an educational strategy of a distant, aharmonious nature with the costs of formalism in relationships, lack of initiative in solving children's problems, and complete or partial loss of responsibility for the future of their child. This has been proven by studies, according to the results of which adolescents with adaptive behavior are three times more likely than deviant peers to note that families show care and love for them.

Adolescents with delinquent behavior are much less likely to feel a manifestation of warmth and openness in relations with their parents, being unsatisfied in communication. Most often, the attitude of parents is manifested in rudeness, hostility and detachment, constant interference in the privacy of the child. They are five times more likely than adaptive teenagers to report feelings of anxiety and danger.

Adolescents with deviant behavior perceive the family as an obstacle to meeting basic needs. Thus, in the system of family relationships, the adolescent cannot find his place, and in the process of communicating with his parents he feels dissatisfaction and tension. The forms of manifestation of these negative emotional experiences are aggression or avoidance of a traumatic situation, which manifests itself in vagrancy, alcoholism, drug addiction, etc.

For adolescents, parents are a kind of microgroup that suppresses their activity, limits their independence, strives for excessive control of their behavior, and infringes on their rights. The child perceives such a parental attitude as instruction, teaching, rejection.

Constantly feeling parental irritation, a teenager feels unnecessary. He loses a sense of significance, which causes the teenager to seek to isolate himself from the traumatic situation. The result is defiantly negative, illegal, and sometimes criminal behavior in order to alienate an adult from oneself.

The lack of full-fledged relationships with parents leads to the search for new forms and means for gaining attention, parental love, and a sense of one's importance in the family. The feeling of rejection forces the child to struggle with a situation that does not satisfy him. Moreover, for him, the family is the root cause of such a situation, therefore, in relation to her, the child is hostile and makes attempts to restore emotional contact with his parents. And for this, in the perception of a teenager, there is nothing better than inadequate forms of behavior in order to influence parents.

For example, a teenager attracts attention through actions that cause alertness and concern in parents. In the subconscious of the child, the conclusion is formed that deviant behavior is a sure way to win the love and care of parents in order to keep them near him. All this suggests that a certain internal position of a teenager is determined by interpersonal relationships in the family.

To be continued…

The family is the most important institution for the socialization of the individual. It is in the family that a person receives the first experience of social interaction. For some time, the family in general is the only place for the child to receive such an experience. Then such social institutions as a kindergarten, school, street are included in a person's life. However, even at this time, the family remains one of the most important, and sometimes the most important, factor in the socialization of the individual. The family can be considered as a model and form of the basic life training of the individual. In the process of close relationships with mother, father, brothers, sisters, grandfathers, grandmothers and other relatives, a personality structure begins to form in a child from the first days of life. In the family, the personality of not only the child, but also his parents is formed. The upbringing of children enriches the personality of an adult, enhances his social experience. Most often, this occurs unconsciously in parents, but recently young parents have begun to meet, consciously educating themselves as well. Unfortunately, this position of parents has not become popular, despite the fact that it deserves the closest attention. Parents play a big and responsible role in the life of every person. They give the child new patterns of behavior, with their help he learns the world He imitates them in all his actions. This trend is increasingly reinforced by the child's positive emotional bonds with his parents and his desire to be like his mother and father. When parents realize this pattern and understand that the formation of the child's personality largely depends on them, then they behave in such a way that all their actions and behavior in general contribute to the formation in the child of those qualities and such an understanding of human values ​​that they want to convey to him. Psychologist Kon I.S. pointed out that: “such a process of education can be considered quite conscious, because. constant control over one's behavior, attitude towards other people, attention to the organization family life allows you to bring up children in the most favorable conditions that contribute to their comprehensive and harmonious development.”1 Shcherbakov S.A. believed: “All stages of development require a person to adapt to new social conditions, helping the individual to be enriched with new experience, to become more socially mature. Many stages of family development can be foreseen and even prepared for them. However, in life there are situations that cannot be foreseen, because. arise instantly, as if spontaneously, for example, a serious illness of one of the family members, the birth of a sick child, death loved one, troubles at work, etc. . Such phenomena also require adaptation from family members, because. they have to find new methods of relationships. Overcoming a crisis situation most often strengthens the cohesion of people. However, it happens that such a situation becomes a turning point in the life of the family, leads to its disintegration, disorganizes its life. 2 The family is of great importance for the development of the individual. Children who are deprived of the opportunity to directly and constantly participate in the life of a small group consisting of people close to them, lose a lot. This is especially noticeable in young children living outside the family - in orphanages and other institutions of this type. The development of the personality of these children often proceeds in a different way than in children brought up in a family. The mental and social development of these children is sometimes delayed, and the emotional slows down.

The same thing can happen with an adult, because. the lack of constant personal contacts is the essence of loneliness, becomes the source of many negative phenomena and causes serious personality disorders. It is known that the behavior of many people is influenced by the presence of other persons. Many individuals behave differently in the presence of other people than when they are alone. Moreover, if a person feels a benevolent, kind attitude of those present, then he most often has a certain incentive for such actions that will cause the approval of the people around him and help him appear in the best light. If a person feels an unfriendly attitude, then he has resistance, which manifests itself in a variety of ways. A well-bred person overcomes this protest with a conscious effort. In a small group where friendly relationships reign, the collective has a very strong influence on the individual. This is especially evident in the formation of spiritual values, norms and patterns of behavior, the style of relationships between people. Due to its characteristics, the family, as a small group, creates for its members such conditions for emotional needs, which, helping a person to feel his belonging to society, increase his sense of security and peace, cause a desire to help and support other people. The family has its own structure, defined by the social roles of its members: husband and wife, father and mother, son and daughter, sister and brother, grandfather and grandmother. Based on these roles, interpersonal relationships in the family are formed. The degree of participation of a person in family life can be very diverse, and depending on this, the family can have a greater or lesser influence on a person. Each person throughout his life, as a rule, is a member of two families: the parent, from which he comes, and the family that he creates himself. Life in the family of parents accounts for periods until about adolescence. During the period of maturity, a person gradually gains independence. The further, the more life, professional and social experience a person accumulates, and the family begins to play an increasingly important role for him. The roles of parents are comprehensive and multifaceted. Parents are responsible for the child's choice of life position. The birth of a child and the need to provide him with conditions for development entail a certain reorganization of home life. But in addition to caring for children, the roles of parents also extend to the formation of the child's personality, the world of his thoughts, feelings, aspirations, to the education of his own "I". The harmonious development of the child's personality is associated not only with the presence and vigorous activity in the family of each of the parents, but also by the consistency of their educational actions. Disagreements in parenting methods and interpersonal relationships do not allow the child to understand and comprehend what is good and what is bad. In addition, when the consent between the parents is violated, when the people closest to the child, the people who are his support, are in a quarrel, and besides, he hears that this is happening for reasons that concern him, then he cannot feel confident and safe. . And hence the children's anxiety, fears and even neurotic symptoms. Relationships between family members are very important for a child. And it is especially important for him to understand how adults treat him. The nature of the emotional attitude of parents to the child can be called the parental position. This is one of the most important factors that shape the personality of a child. There are several variations of this factor, from dominance to complete indifference. And the constant imposition of contacts, and their complete absence is harmful to the child. It is very important to establish contact with the child, so that later you can talk about the bestowal on the part of the child. First of all, the child must be approached without exaggerated concentration of attention, but also without excessive emotional distance, i.e. free contact is needed, not tight or too loose and random. It's about about such an approach, which can be described as balanced, free, directed to the mind and heart of the child, focused on his real needs. This should be an approach based on a certain independence, moderately categorical and persistent, which is a support and authority for the child, and not an overbearing, commanding order or a compliant, passive request. Disturbances in contact with the child manifest themselves in several characteristic forms, for example, excessive aggressiveness or the desire to correct the child's behavior. From the early age the correct development of the child is carried out primarily due to the care of the parents. Small child learns from his parents to think, speak, understand and control his reactions. Thanks to the personal models that his parents are for him, he learns how to relate to other family members, relatives, acquaintances: whom to love, whom to avoid, whom to more or less reckon with, whom to express his sympathy or antipathy, when to restrain his reactions. As pointed out by Tokareva T.N. : “The family prepares the child for a future independent life in society, transfers to him spiritual values, moral norms, patterns of behavior, traditions, culture of his society. The guiding, coordinated educational methods of the parents teach the child to be relaxed, at the same time he learns to control his actions and deeds in accordance with moral standards. The child develops a world of values. In this multifaceted development, parents, by their behavior and their own example, provide the child with great help. However, some parents can make it difficult, slow down, even disrupt the behavior of their children, contributing to the manifestation of pathological personality traits in him.

A child brought up in a family where parents are personal models for him receives training for subsequent social roles: woman or man, wife or husband, mother or father. Thus, it must be said that from the moment of birth, a person begins to assimilate the experience of the surrounding diverse world, i.e. socialize and this process takes place with the help of the institution of the family.

The family for a preschool child is the first and main factor of socialization. E. P. Arnautova, V. V. Boyko, I. V. Grebennikova, L. V. Zagik, V. M. Ivanova, V. K. Kotyrlo, Z. Mateychek, T. A. Repina, N. A. Starodubova, G. T. Khomentauskas and others.

In the 20s. 20th century in Western sociology, and later in Russia, the understanding of socialization as an integral part of the process of personality formation was established. In the course of socialization, its most common, stable features are formed, which are manifested in socially organized activities regulated by the role structure of society.

The concept of "personality" contains socially significant in a person who is, on the one hand, a part of nature, and on the other, a social individual, a member of a particular society. This is its social essence, developing only together with society or only on its basis. A successfully socialized personality is characterized by the ability to change their value orientations, the ability to find a balance between their values ​​and the requirements of the role with a selective attitude towards social roles; orientation towards the understanding of universal moral human values.

Socialization- the process of assimilation and active reproduction by a person of social experience, mastering the skills of practical and theoretical activities, transforming real-life relationships as a person. The content of the socialization process is determined by the interest of society in its members to successfully master the roles of a man or a woman (sex-role socialization), become subjects of economic life (professional socialization), create a family (family socialization), be law-abiding citizens (political socialization), etc. .

A person becomes a full-fledged member of society, being a subject of socialization, assimilating social norms and cultural values ​​in unity with the realization of his activity, self-development and self-realization. D. I. Feldstein considers the main criterion for the socialization of a personality not the degree of its adaptability, conformism, but the degree of its independence, confidence, independence, emancipation, initiative, manifested in the implementation of the social into the individual, which ensures the real socio-cultural reproduction of man and society. The studies emphasize that the child in the process of socialization acts not only as an object of various environmental influences, but also as a subject of his own development in certain circumstances as a result of internalization, mastering these influences.

Thus, the process of socialization is a unity and at the same time a constantly reproducible contradiction of the two sides. Researchers believe that it is more correct to speak not just about the process of socialization, but about the process of socialization-individualization (B. Z. Vulfov, D. I. Feldshtein, etc.). They see this process not as passive acts of appropriation, but as a complex dynamic process. Socialization acts as the child's appropriation of the norms of human society, and individualization - as a constant discovery, affirmation (understanding, separation) and the formation of oneself as a subject.

The result of the process of socialization-individualization is social adaptation - the ability of the individual to maintain and actively develop his individuality in any existing or emerging (expected) conditions of life (B. 3. Vulfov).

Researchers identify agents of socialization - people and institutions responsible for teaching cultural norms and the assimilation of social roles, and socialization factors that affect the process of socialization of the individual.

Socialization factors are conditionally divided into four groups (A. V. Mudrik):

• megafactors - global planetary processes (environmental, demographic, economic, military-political) that affect the lives of all people, therefore, the goals and content of education;
• macrofactors - the conditions for the socialization of all or very many people: space, planet, the world as a whole, country, society, state;
• mesofactors - ethnic group, type of population, city or village in which a person lives;
• microfactors - institutions of socialization with which a person directly interacts: family, school, peer society, labor or military collective.

Institutions of socialization are considered as social formations that contribute to the process of interaction between the individual and society. They are understood as a system of specially created or naturally formed institutions and bodies, the functioning of which is aimed at the social development of a person, the formation of his essence.

The most important institution of socialization early childhood- family. The general task of socialization in the family is to familiarize the child with the norms and values ​​of social communities and groups, in the formation of a socially competent, mature personality (R. F. Valieva). In addition, family socialization also means preparation for the future family roles of husband, wife, mother and father (A.I. Antonov,

A. V. Mudrik and others).

The family lays the foundations of a person's character, his attitude to work, moral, ideological, political and cultural property. In it, the formation of the main features of the future social behavior of the child takes place: the elders convey to him certain views, patterns of behavior; from his parents he receives an example of participation or avoidance of participation in public life, the first rational and emotional assessments. All this is direct socialization in the family. Indirect socialization lies in the fact that the authority of parents forms the attitude towards other (great) authorities.

Researchers A. V. Petrovsky, A. S. Spivakovskaya characterize the family as the first mirror of human communication, a condition and source for the development of a future personality, as a powerful factor in the formation of the social side of a child’s personality, which forms life position child, influencing the establishment of relationships with others, the formation of motives for behavior and value attitudes.

Intra-family relationships for a child - the first experience public relations. In the family, the child gets an idea about family roles, marital, parental functions, learns the skills of social behavior, imitating the behavior of parents. The core of the personality is the moral position of a person, in the formation of which the decisive role belongs to the family.

The process of socialization of the child in the family begins from the first months of his life. The family is the microenvironment that influences the infant; with age, this influence largely weakens, but is never completely lost. Mistakes and miscalculations of upbringing at a very early age may be irreparable and manifest themselves later in antisocial behavior. Therefore, there is no such institution in society that could replace the family and its functions of the initial socialization of children.

The process of socialization is multifaceted and constant, it occurs gradually, but rigorously, and in the family most naturally and painlessly. Here the child receives not only lessons in abstract sociality, but also finds himself included in social relations that determine the content of the future personality (I. V. Dubrovina).

In the broad sense of the word, socialization can last a lifetime, in the narrow sense it is limited to the period of a person growing up to adulthood. Socialization is understood in two ways: on the one hand, as preparation for future family roles, on the other hand, as the influence exerted by the family on the formation of a competent mature personality.

The influence of the family on the formation of a child's personality far exceeds the educational influence of other factors. Only in the family is the formation of certain qualities and mental neoplasms of the individual.

Family education combines the purposeful actions of parents with the objective spontaneous influence of family life. The group of special educational influences includes purposeful actions and actions of adults, the meaning of which is to teach the child, give him a model, encourage him to imitate, explain, etc. But education is not limited to specially organized forms pedagogical impact. It is carried out throughout the life of the family. Often parents do not pay due attention to spontaneous factors of upbringing.

Spontaneous influences are unconscious, uncontrolled, repeated daily impacts on the child, for example, the behavior of adults, ingrained habits, their daily routine, etc. The child receives initial ideas about the relationship of people by observing the relationships of the adults around him. Their behavior, as well as their attitude towards him, his actions becomes a program of behavior for the baby. According to the model given by adults, he builds his relationships with people. Young children are imitative. They believe that their parents always do the right thing, so they copy their behavior. teachers preschool institutions they admit that they involuntarily learn a lot about the family of pupils from their games. They give numerous examples of how children play “drunk”, “surrender” bottles, swear, disrespect elders, or, conversely, a child playing the role of a father takes care of the baby, is affectionate with his “wife”, performs labor assignments, and is polite.

According to scientists, in addition to conscious, purposeful upbringing, the whole family atmosphere affects the child, and the effect of this influence accumulates with age, being refracted in the personality structure (I.S. Kon). There is practically no social or psychological aspect of the behavior of a teenager or youth that would not depend on their family conditions in the present or past. Family conditions, including the social status of parents, the type of their employment, the material level and the level of education, to a large extent predetermine the life path of the child.

Some parents understand the educational impact on the child only as direct teaching of something (drawing, counting, computer literacy, etc.).

For example, one mother says: “The husband finally took up the upbringing of his daughter. Every Saturday, and sometimes in the evenings on weekdays, problems are solved. The error of parents in the field of education can be supported by such an example. One father yelled at the child. To the remark of the teacher, he replied: "Quietly, I am educating." Parents are often unable to appreciate the impact of a person on another person.

Along with the willingness to fulfill the role of educator, some parents consciously seek to shift their educational functions to other people, such as a kindergarten teacher or a non-working family member. They are convinced that upbringing requires special time and effort that a busy person does not have. Many parents take care to provide the child financially, but shy away from participation in his classes, refuse to manage activities. The indifference of parents who do not satisfy the child's desire for communication, joint emotionally colored and meaningful activities, leads to a delay in the socialization of the individual and even the formation of antisocial behavior.

According to scientists, the more united the family, the more effective its impact on the child. Family cohesion implies value unity, family priorities, subordination of the individual's interest to family norms. However, if this priority is absolutized, conformist behavior is formed, when a person does nothing without constantly looking back at the dominant family members. The lack of cohesion, the disorganization of the family, according to A. I. Antonov, opens the door for extra-family influences.

A number of mechanisms of socialization operate in the family: education, imitation, identification, understanding (I. S. Kon).

The main mechanism of socialization of the child in the family is upbringing.

Value orientations in families differ. T. A. Kulikova calls the different goals of education the subjectivism of education. So, in some families, adults try to instill in the child such qualities as accuracy, discipline, frugality, sensitivity, etc., in other families this is not paid attention to. In some families, the child is punished for lying, dishonesty, in others they will say: “Now you can’t live without deception.” In some families, the emphasis is on intellectual development, in others - physical, in the third - education takes its own course. Some parents underestimate the importance preschool period development of the child, they believe that education will be carried out when he goes to school.

Imitation- arbitrary or involuntary following the examples and patterns of behavior. Behind good deeds the child is praised, encouraged, and for negative - punished. A system of norms and rules is introduced into his consciousness, ideas are formed. Naturally, all adult family members should be united in their impact on children. Without unity of demands, it is impossible to achieve respect for elders, faith in their authority. When a child feels the constancy and unity of the requirements of all family members, he develops a stable habit of obedience. Otherwise, children begin to cunning and adapt.

Identification. The child in the family establishes his gender early. During preschool childhood, he appropriates many behavioral forms, interests and values ​​of his gender. Stereotypes of female and male behavior enter self-consciousness through the experience of communication and identification with representatives of the same sex.

In psychology, there are three theories that explain how gender identity is formed.

The first theory developed within the framework of psychoanalysis. The adoption of a gender role is an internal deep process that is carried out through identification with parents. At first, children of both sexes identify themselves with their mother, since the mother is the figure most endowed with strength and love from the entire environment of the child. In girls, this identification is retained even further. For a boy, the father is perceived as having great status and power, and this serves as a counterbalance to attractive female traits.

The second theory, social learning theory, is a combination of traditional learning theory (gender-appropriate behavior is rewarded, inappropriate behavior is punished) and observational learning theory. By observing, children can imitate, ignore, and counter-imitate the model. Children do not develop exclusively female or male version behavior, but the balance usually leans to one side and in a huge number of cases corresponds to the biological sex of the child.

The third theory explaining the mechanism of sex-role socialization is cognitive-genetic. The child first determines his gender identity and then tries to adjust his behavior to the ideas about his own gender role. These theories consider the process of sexual socialization from different angles and describe different mechanisms of this process.

According to T. I. Dymnova, girls who did not know their father, brought up by their mothers in resentment and distrust of men, are afraid to start a family. They experience certain difficulties in meeting young people, the appearance of masculine qualities is not distinguished from the essence, they often become victims of deception, further strengthening their negative attitude towards men. In marriage, it is more difficult for them to build relationships in the family, since in childhood they did not receive such experience. Finally, they join the ranks of feminists - fighters for special women's rights, which are allegedly infringed upon by men who have seized key positions in society.

Understanding presupposes that parents know their children, their inner peace, interests, needs.

Understanding implies that parents know the individual characteristics of their child, are attentive to his experiences, emotional manifestations, and are able to "read" emotions from his face. Parents take the position of the child, they know how to interpret it based on his personal experience they try to understand the motives of the child's actions and are not in a hurry with punishments. Understanding also implies that parents know the strengths and weaknesses of their child, anticipate his reaction to certain educational influences, and flexibly use methods of education. Understanding the child helps parents to establish contact with him, to solve problems in a “democratic way”.

Lack of family influence in some direction, in itself often develops into a negative factor of influence. The role of the family in the socialization of the child is especially important when compared with education outside the family, in institutions of a closed type. There, mental deprivation of children manifests itself in various deviations of mental development, among which defects in the emotional sphere occupy a special place, which negatively affects the culture of feelings, behavior, interpersonal relations of pupils and in the future can become the cause of unfavorably developing family, marital relations.

AT orphanage the child is an object of care, upbringing and education, but the frequent turnover of adults breaks the continuity of the relationship and experience of the child, "crushes" his life into pieces. The predominantly group approach, the lack of individual contacts makes it difficult for the child to realize his "I". In an orphanage, even the best educators are only carriers of knowledge, patterns of behavior, encouragement and punishment, but they do not become a source of life meaning for the child himself, do not give rise to his own aspirations and conscious experiences. In the family, all influences on the child are carried out individually, addressed specifically to him.

Young children brought up in a family are active, enterprising, friendly, trusting of people around them, show a high level of curiosity, and are cheerful, which indicates their positive self-perception (S. Yu. Meshcheryakova).

Similar conclusions were drawn by the Czech teacher Z. Mateychek. He gives examples of studying the behavior of children from the Baby House and from the family in a "danger situation". A huge toy bear was placed in front of the child. The kid, sitting on his mother's lap, for one minute lost his sense of confidence, then he began to study the toy and play with it. The child from the Baby House did not find balance, fell into a panic. The author concludes: the initial uncertainty of some and the confidence of others, obviously, will manifest itself in the future in relation to people.

Children brought up in the Orphanage, although they show positive emotions towards adults, show reduced initiative, curiosity, cheerfulness, they have very poor positive emotions. These children have uniformity in behavior and communication. As V. S. Mukhina notes, children make many so-called dead-end movements: the child sways, sucks his fingers, reproduces the same action without any apparent meaning. This difference in the behavior of children growing up in the family and outside it is explained by the lack of maternal love, caresses. The following regularity has been established: the faster the mother responds in the first months of the baby's life to his signals of discomfort, the more varied and longer he plays with toys in the second half of life. The Children's Home organizes a unified regimen for feeding, sleeping, and waking children. The staff does not have enough physical strength and time to carry out an individual approach to each of the children, educators are guided by instructions, and not by the initiative of the child.

Children outside the family have insufficiently developed play, as they have limited social experience. We had to observe how a 3-year-old child picks up a toy phone (traditional, with a handset and a cord) and, holding on to the handset, carries it along the floor. He doesn't use it as a replacement item, he just doesn't know what to do with it. The games of older preschoolers are primitive and are reduced to monotonous actions without a detailed plot. They reflect what they often see in their lives: they pour tea from the teapot for the dolls, scold them, “sort things out” with them. The girl wants to play with the doll, but does not know how. She somehow swaddled the doll, clumsily presses it to her.

Considering the features of the development of the child's personality outside the family through structure of consciousness V. S. Mukhina highlights some of them in children in closed institutions:

• the development of a special sense of "we" due to the lack of free space in which the child could be alone;
• dependent attitude, lack of thrift and responsibility.

Often in an orphanage, children are addressed by their last name, the first name is almost never used to express love and affection. This is a specific group normativity. The “we” of a closed institution sometimes does not meet social standards. According to V. S. Mukhina, here lies a colossal problem - the specificity of claims for recognition of children from orphanages.

In institutions of a closed type, gender identification is violated: boys are deprived of identification by sex, because there are few men here, there is no one to take an example from. Sometimes they refer to themselves as feminine. If there is a male employee in the orphanage, then the boys adore him, observe his actions, imitate him, feel the need to communicate with him. By virtue of the group “we”, girls borrow aggressive forms of behavior in order to survive and assert themselves.

Another link in self-consciousness is the link in the psychological time of the individual, that is, the ability to correlate the present self with itself in the past and future. This is the most important positive education of a developing personality, which ensures its full existence. A person, according to psychologists, cannot exist normally, develop if he does not have a personal past, present and future. Children from orphanages develop extremely poorly in this respect. The past years remain in the memory of the child only as knowledge, but not as the events of his personal life. The reason for this phenomenon is in the relationship of the child with the adult.

Orphanage children very often do not have an individual past, because the past is usually given by the family. In the family, the child is told: “When you were little, you did this and that”, they look at children's photographs, toys, household items, etc. And he, as it were, includes in his individual memory the stories that he was given by those who love him. his people. Children deprived of a family often do not remember anything or remember their horror at having lost their footing in life.

The last link of self-consciousness is the social space of the individual, his rights and obligations. Children in orphanages and boarding schools, as a special community, live according to a group moral standard, bypassing laws, focusing on group conscience, bail, etc. Under these conditions, it is difficult for children to form ideas about “masculinity” and “femininity”, and to develop the necessary family life skills associated with housekeeping, cooking, the ability to dress with taste, etc.

Comparative studies of the mental and personal development of children growing up outside the family show that, despite age and individual differences, they have a number of common features: lack of excessive attachment to people, initiatives in various types activities, insufficient cognitive activity, situational behavior and thinking. In such children, the transformation of the objective into the subjective is disrupted, the cognizable is not emotionally experienced by the child, and the socially significant does not turn into a personally significant one. This leads to the fact that children have an undeveloped or deformed bias towards the world, surrounding people and themselves. As a result, they have no attachments, there is a lack of love and affection, cognitive processes are reduced, etc. As a result, the experience of their own life is not assimilated and not realized, and therefore does not accumulate and does not lead to the development of personality and consciousness.

Questions and tasks

• 1. What is socialization?
• 2. Open the mechanisms of socialization of the child in the family.
• 3. What is the role of the family in the socialization of a preschool child?
• 4. Name the social institutions you know. How do they influence the development of personality?
• 5. In the periodical press, pick up material about children outside the family, about social orphanhood. Provide statistics. Emphasize the pedagogical aspect of the problem.