Child development factors and their role. Factors of mental development of the child

galina gracheva
Seminar for educators "Factors of the development of the child's personality"

GBOU School No. 1373 ODO 4

Seminar for educators

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Prepared and conducted:

Gracheva G. V., Chizh L. A

Moscow 2015

Factors in the development of the child's personality

In psychology, many theories have been created that explain the mental state in different ways. child development, its origins. Science is now talking about biological and social development factors.

Biological factor includes First of all, heredity. The influence of heredity is studied by geneticists. This is something that is passed from parents to children, it is embedded in the genes.

Legacy Programs development human include a deterministic (permanent) and variable parts, defining both the general thing that makes a person a person, and the special thing that makes people so different from each other.

The deterministic part of the program ensures, first of all, the continuation of the human race, as well as the specific inclinations of a person as a representative of the human race, including the inclinations of speech, bipedal locomotion, labor activity, and thinking. The deterministic properties also include features nervous system that determine the nature, features of the course of mental processes.

Passed on from parents to children external signs, in particular the features of the physique, the color of the hair, eyes and skin. Variable, or variable, part of the program provides systems development that help the human body adapt to changing conditions of existence.

The carrier of heredity in the body is the DNA molecule, which subtly reacts to harmful impact: (alcohol, smoking, drug addiction). These habits upset the gene structure, leading to physical and mental disorders of the fetus.

An analysis of the causes of death of 18,000 newborns showed that in 1,500 cases, mortality was due to smoking by mothers.

A regular increase in the risk of congenital malformations was established with an increase in the number of cigarettes smoked by a woman every day, especially during the 3rd month of pregnancy.

Scientists have identified a significant predominance of smokers in the group of women who gave birth to children with a cleft palate and cleft lip. It is appropriate to note at the same time that heavy paternal smoking also contributes to an increase in the frequency various developmental defects in children.

Children of smoking parents are born with a predisposition to early atherosclerosis.

In this regard, obstetricians and gynecologists around the world strongly recommend expectant mothers to stop smoking.

The 3rd month of pregnancy is especially important for the normal maturation of the fetus. At this time, the organs and systems of the organism of the future are formed. child. If a woman stops smoking in the first month of pregnancy, then child is born with normal body weight, the complications caused by smoking disappear.

The power of the damaging effects of alcohol at the time of conception unpredictable: there may be both mild disorders and severe organic lesions various organs and tissues of the future child.

The period from the moment of conception to 3 months of pregnancy doctors call critical fetal development, since at this time there is an intensive laying of organs and the formation of tissues. The use of alcohol can lead to a disfiguring effect on the fetus, and the damage will be the stronger, the earlier in the critical period alcohol was affected.

A special term has appeared in the medical literature, denoting a complex of defects in children caused by the damaging effects of alcohol during the prenatal period. development- fetal alcohol syndrome (ASP). ASP is characterized by congenital anomalies heart development, external genital organs, dysfunction of the central nervous system, low birth weight, lag child in growth and development. In such children character traits faces: small head, especially the face, narrow eyes, specific crease of the eyelids, thin upper lip.

Drinking alcohol is dangerous throughout pregnancy, as alcohol easily passes from the mother through the placenta through the blood vessels that nourish the fetus. The effect of alcohol on the fetus in the subsequent months of pregnancy leads to prematurity, weight loss, birth of children, stillbirth.

Long-term drug use causes a variety of changes in people's physical and mental health.

Drug addicts usually suffer from digestive disorders, and they have liver damage, impaired activity of cardio-vascular system and above all the heart. The production of sex hormones, the ability to conceive, is rapidly reduced.

And although the sex drive quickly fades with drug addiction, about 25% of drug addicts have children. And these children, as a rule, are burdened with serious illnesses.

If drug poisoning in the first 3 months of pregnancy leads to a variety of anomalies of the musculoskeletal system, kidneys, heart and other organs child, then at a later date there is a delay in fetal growth. 30-50% of addicted mothers have low birth weight babies. The fetus, when the mother uses drugs, may form a physical dependence on drugs.

Second factor - environment. Directly affects development social environment, in connection with which factor environments are often referred to as social.

concept "Wednesday" has many meanings. Consider the macro environment (natural, geographical, social, home environment as part of the social and macroenvironment, since in every unit of time a person is influenced by them.

Macroenvironment. This refers to the outer space around us. numerous observations, facts, experiments have confirmed the effect on intrauterine development, not to mention the born person, space, the special arrangement of stars, comets, the effects of magnetic storms on the sun, the changing phases of the moon, lunar and solar eclipses, magnetic and gravitational fields of the earth ...

Solar and geomagnetic activity affect intrauterine child development, experts of the Russian Institute of Biochemical Physics believe.

Space weather is an integral part of environmental factors capable of influencing developing organism. It affects the future child and during the mother's pregnancy.

Studies have shown that the number of hospitalizations and threats of miscarriage during pregnancy is much higher in women born during the period of maximum solar activity. An increase or decrease in solar activity must necessarily lead to development pathologies or abnormalities child.

The geographic environment is a specific territorial landscape with its geographic latitude and longitude, climate, diversity of relief, flora and fauna, natural resources, heat sources, healing waters, zones of geomagnetic and geopathological activity, etc., environmental conditions ...

The deterioration of the environmental situation in Russia creates conditions under which, against the background of an increase in the survival rate, the level of children's health is significantly reduced. Number with problems in development increases from year to year with growth risk factors. According to the Research Institute of Childhood, 5–8% of children are born annually with a hereditary pathology, 8–10% have a pronounced congenital or acquired pathology, a significant number of children have erased disorders. development. According to the Ministry of Education and Science of the Russian Federation, 85% of children of preschool and school age need medical, psychological or correctional-pedagogical assistance. About 25% of children need specialized (correctional) help. Of particular concern is the significant increase in the number of children with mental and intellectual disabilities. development.

Social environment - a set of social relations that are taking shape in society (way of life, traditions surrounding a person, social conditions, environment, as well as a set of people connected by the commonality of these conditions, dominant social ideas and values. A favorable social environment is one where dominant ideas and values ​​are aimed at development of creative, initiative personalities.

Research results development children of the first year of life left by their mothers in maternity hospitals and raised in children's homes showed that only 6 to 10% of children entering homes child, are practically healthy children without diseases. And even healthy children, without somatic, genetic and hereditary diseases, who grow up and brought up in modern rather prosperous houses child, already in the first year of life, they clearly experience the negative impact of the lack of human communication, the lack of such positive emotions how unconditional love to them. This, of course, is reflected in a slowdown in the rate of neuropsychic development.

It has been proven that children who do not hear the mother's heartbeat, even with sufficient high-calorie nutrition, have a weight deficit, fall asleep worse. Without receiving response speech reactions to the sounds made, children become silent, their speech activity decreases, vocabulary develops slowly. Ways to communicate with adults and emotional reactions become poorer. Children don't learn to be possessive if they have everything in common. (otherwise it is impossible, as there will be fights for toys). The formation of self-consciousness will be delayed. And the attachment system, which in children from a family is so pronounced at the age of 8-12 months in the form of fear that arises from the appearance of strangers, if they do not want to part with their mother, is almost never formed.

Home environment - the cradle of the beginning of life, the environment of loved ones, material conditions; it's a whole world... Child development provided by friendship and love in parental relationships, relationships with loved ones. Of particular importance in enriching knowledge and life experience is communication with parents and adults. At child the need to communicate with others is formed, which becomes the most important source of its versatile development.

The home and social environment can also have a negative impact: drinking and swearing in families, rudeness and ignorance, blatant humiliation of children, the negative influence of comrades and friends, especially older ones and adults, all the negative things that are happening around us.

Any example makes it possible to see the social phenomenon of different sides. The influence of the environment is spontaneous, which causes difficulties. However, isolate the child from the environment is impossible. There will be a delay development. The influence of the environment is constant, throughout life. The environment can hold back development, but can activate.

Science knows 15 cases of feeding human cubs by wolves, 5 - by bears, 1 - by baboons, other breeds of monkeys - at least 10 cases, 1 child was fed by a leopard, 1 by a sheep. In 1920, in India, Dr. Sing discovered two girls in a wolf den - 2 years old and 5-7 years: children taken out of the jungle walked and ran on all fours, and only at night, and during the day they slept, huddled in a corner; the youngest girl - Amala - soon died, having never learned anything, the eldest - Kamala - lived until the age of 17 (two years she had to be taught to stand, for 10 years of training the girl's vocabulary amounted to one hundred words - language progress did not go further, the girl learned to eat with her hands , drink from a glass, at 17 years old by level development Kamala fit a 4 year old to kid).

Man becomes personality only in the process of socialization, that is, interaction with other people. outside human society spiritual, social, mental development cannot happen.

The influence of heredity and environment is corrected upbringing.

Efficiency educational impact is focused, systematic and qualified leadership. However, weakness education is that it is based on the consciousness of a person and requires his participation, while heredity and environment act unconsciously and subconsciously.

Role Rating Range education is wide: from the assertion of complete impotence education(with unfavorable heredity and negative environmental influence) until it is recognized as the only means of changing human nature. The statement of the French educator D. Diderot seems to be fair that upbringing much can be achieved, however education develops that gave baby nature.

In this way, upbringing is the filling of gaps in the program of the human development. One of the most important tasks of a properly organized education- identification of inclinations and talents, development in accordance with the individual characteristics of a person, his abilities and capabilities. Special Studies showed that education can develop certain qualities, only relying on the inclinations laid down by nature.

Influencing human development, education itself depends on the development and constantly builds on the achieved level development, that is development is the goal, a education is a means. Efficiency education determined by the level of preparedness of a person for perception of educational impact due to the influence of heredity and environment. People succumb education unequal - from complete rejection educational requirements to absolute submission to the will educators.

Heredity, environment do not depend on the child, therefore, they cannot provide a full development without turning on the activity itself child. Activity child: motor, cognitive, emotional. Activity takes on social forms in various types activities: in a game that satisfies the need child to show activity where real actions are impossible, the need to obtain a real result, self-affirmation is satisfied in labor. Teaching satisfies the need for knowledge. Activity stimulates action. If the activity is not controlled, not organized, it can develop into aggression.

Man reaches a higher level development there where the near and far environment provides him with the most favorable conditions. Everyone develops in its own way, and "share" The influence of heredity and environment is different for everyone.

All factors activates an adult. It is the adult who controls. An adult with his right influence helps child to become a person. On the one hand, he himself is a role model, on the other hand, he is the organizer of the process education and training.

Everyone knows that childhood is a special and unique period in everyone's life. In childhood, not only the foundations of health are laid, but also a personality is formed: its values, preferences, guidelines. The way a child's childhood passes directly affects the success of his future life. A valuable experience of this period is social development. The psychological readiness of a child for school largely depends on whether he knows how to build communication with other children and adults, and how to cooperate with them correctly. It is also important for a preschooler how quickly he acquires knowledge appropriate to his age. All these factors are the key to successful study in the future. Next, about what you need to pay attention to in the social development of a preschooler.

What is social development

What does the term “social development” (or “socialization”) mean? This is a process in which the child adopts the traditions, values, culture of the society in which he will live and develop. That is, the baby is the basic formation of the original culture. Social development is carried out with the help of adults. When communicating, the child begins to live by the rules, trying to take into account his interests and interlocutors, adopts specific behavioral norms. The environment surrounding the baby, which also directly affects its development, is not just the outside world with streets, houses, roads, objects. Environment - first of all, these are people who interact with each other according to certain rules that prevail in society. Any person who meets on the way of a child brings something new into his life, thus directly or indirectly shaping him. The adult demonstrates knowledge, skills and abilities regarding how to make contact with people and objects. The child, in turn, inherits what he sees, copies it. Using this experience, children learn to communicate in their own little world with each other.

It is known that individuals are not born, but become. And on the formation of a fully developed personality big influence provides communication with people. That is why parents should pay enough attention to the formation of the child's ability to find contact with other people.

In the video, the teacher shares the experience of socialization of preschoolers

“Do you know that the main (and first) source of a baby’s communicative experience is his family, which is a “guide” to the world of knowledge, values, traditions and experience of modern society. It is from parents that you can learn the rules of communication with peers, learn to communicate freely. A positive socio-psychological climate in the family, a warm homely atmosphere of love, trust and mutual understanding will help the baby adapt to life and feel confident.”

Stages of social development of the child

1. . Social development begins in a preschooler as early as infancy. With the help of a mother or another person who often spends time with a newborn, the baby learns the basics of communication, using communication tools such as facial expressions and movements, as well as sounds.
2. From six months to two years. The communication of the baby with adults becomes situational, which manifests itself in the form of practical interaction. A child often needs the help of parents, some joint actions for which he applies.
3. Three years. In this age period, the baby already requires society: he wants to communicate in a team of peers. The child enters the children's environment, adapts to it, accepts its norms and rules, and parents actively help in this. They tell the preschooler what to do and what not to do: is it worth taking other people's toys, is it good to be greedy, is it necessary to share, is it possible to offend children, how to be patient and polite, and so on.
4. Four to five years old. This age range is characterized by the fact that babies begin to ask an infinite number of questions about everything in the world (which are not always answered even by adults!). Communication of a preschooler becomes brightly emotionally colored, aimed at cognition. The speech of the baby becomes the main way of his communication: using it, he exchanges information and discusses with adults the phenomena of the world around him.
5. Six to seven years old. The child's communication takes on a personal form. At this age, children are already interested in questions about the essence of man. This period is considered the most important in the formation of the personality and citizenship of the child. A preschooler needs an explanation of many life moments, advice, support and understanding from adults, because they are a role model. Looking at adults, six-year-olds copy their style of communication, relationships with other people, and the peculiarities of their behavior. This is the beginning of the formation of your personality.

Social factors

What affects the socialization of the baby?

• a family
• Kindergarten
• child's environment
• children's institutions (, developing center, circles, sections, studios)
• child's activity
• television, children's press
• literature, music
• nature

All this makes up the social environment of the child.

When raising a child, do not forget about the harmonious combination of a variety of ways, means and methods.

Social education and its means

Social education of preschoolers- the most important aspect of the development of the child, because preschool age is the most best period development of the baby, the development of his communicative and moral qualities. At this age, there is an increase in the volume of communication with peers and adults, the complication of activities, organization joint activities with peers. social education is interpreted as the creation of pedagogical conditions for the purpose of positive development of a person's personality, his spiritual and value orientation.

Let's list main means of social education of preschoolers:

1. The game.
2. Communication with children.
3. Conversation.
4. Discussing the behavior of the child.
5. Exercises for the development of horizons.
6. Reading.

The main activity of preschool children and an effective means of social education is role-playing game. By teaching the kid such games, we offer him certain patterns of behavior, actions and interactions that he can play. The child begins to think about how relations between people take place, realize the meaning of their work. In their games, the baby most often imitates the behavior of adults. Together with his peers, he creates game-situations where he “tryes on” the roles of fathers and mothers, doctors, waiters, hairdressers, builders, drivers, businessmen, etc.

“It is interesting that by imitating different roles, the child learns to perform actions, coordinating them with the moral norms prevailing in society. So the baby unconsciously prepares himself for life in the world of adults.

Such games are useful in that while playing, a preschooler learns to find solutions to various life situations, including resolving conflicts.

"Advice. Conduct exercises and activities for the child more often that develop the horizons of the baby. Introduce him to the masterpieces of children's literature and classical music. Study colorful encyclopedias and children's reference books. Do not forget to talk with the child: kids also need an explanation of their actions and advice from parents and teachers.

Social development in kindergarten

How does kindergarten affect the successful socialization of a child?

• created a special social-forming environment
• organized communication with children and adults
• organized gaming, labor and educational activities
• a civic-patriotic orientation is being implemented
• organized
• introduced the principles of social partnership.

The presence of these aspects predetermines positive influence for the socialization of the child.

There is an opinion that going to kindergarten is not necessary at all. However, in addition to general developmental activities and preparation for school, a child who goes to kindergarten also develops socially. In kindergarten, all conditions are created for this:

• zoning
• play and educational equipment
• didactic and teaching aids
• the presence of a children's team
• communication with adults.

All these conditions simultaneously include preschoolers in intensive cognitive and creative activity, which ensures their social development, forms communication skills and the formation of their socially significant personal characteristics.

It will not be easy for a child who does not attend kindergarten to organize a combination of all of the above developmental factors.

Development of social skills

Development of social skills in preschoolers has a positive effect on their activities in life. General upbringing, manifested in graceful manners, easy communication with people, the ability to be attentive to people, try to understand them, sympathize, help - key indicators development of social skills. Also important is the ability to talk about your own needs, set goals correctly and achieve them. In order to direct the upbringing of a preschooler in the right direction for successful socialization, we suggest following the aspects of developing social skills:

1. Show your child social skills. In the case of babies: smile at the baby - he will answer you the same. This will be the first social interaction.
2. Talk to the baby. Answer the sounds made by the baby with words, phrases. This way you will establish contact with the baby and soon teach him to speak.
3. Teach your child to be attentive. You should not bring up an egoist: more often let the child understand that other people also have their own needs, desires, worries.
4. When educating, be kind. In education, stand on your own, but without shouting, but with love.
5. Teach your child respect. Explain that items have value and should be treated with care. Especially if it's someone else's stuff.
6. Learn to share toys. This will help him make friends faster.
7. Create a social circle for the baby. Strive to organize the communication of the baby with peers in the yard, at home, in a children's institution.
8. Praise good behavior. The child is smiling, obedient, kind, gentle, not greedy: why not praise him? He will consolidate the understanding of how to behave better, and acquired the necessary social skills.
9. Chat with the child. communicate, share experiences, analyze actions.
10. Encourage mutual assistance, attention to children. Discuss more often situations from the life of a child: this is how he will learn the basics of morality.

Social adaptation of children

Social adaptation- a prerequisite and the result of successful socialization of a preschooler.

It occurs in three areas:

• activity
• consciousness
• communication.

Field of activity implies a variety and complexity of activities, a good command of each of its types, its understanding and possession of it, the ability to carry out activities in various forms.

Developed areas of communication characterized by the expansion of the child's circle of communication, the deepening of the quality of its content, the possession of generally accepted norms and rules of behavior, the ability to use its various forms and types suitable for the social environment of the child and in society.

Developed sphere of consciousness characterized by work on the formation of the image of one's own "I" as a subject of activity, understanding one's own social role, the formation of self-esteem.

During the socialization of a child, along with the desire to do everything as everyone does (mastering generally accepted rules and norms of behavior), a desire is manifested to stand out, to show individuality (development of independence, one's own opinion). Thus, the social development of a preschooler occurs in harmoniously existing directions:

Social maladaptation

If, when a child enters a certain group of peers, there is no conflict between generally accepted standards and individual qualities of the child, then it is considered that he has adapted to the environment. If such harmony is violated, then the child may show self-doubt, depressed mood, unwillingness to communicate, and even autism. Children rejected by a certain social group are aggressive, non-contact, inadequately evaluating themselves.

It happens that the socialization of the child is complicated or slowed down for reasons of a physical or mental nature, as well as as a result of negative impact the environment in which it grows. The result of such cases is the appearance of asocial children, when the child does not fit into social relations. These children need psychological help or social rehabilitation (depending on the degree of difficulty) for proper organization the process of their adaptation to society.

conclusions

If you try to take into account all aspects of the harmonious upbringing of the child, create favorable conditions for comprehensive development, maintain friendly relations and contribute to the disclosure of his creative potential, then the process of social development of the preschooler will be successful. Such a child will feel confident, which means he will be successful.

States, occupations small child are considered by supporters of the theory of recapitulation as echoes of bygone centuries. A child digs a hole in a heap of sand - he is attracted to the cave just like his distant ancestor. He wakes up in fear at night - it means he felt himself in a primeval forest, full of danger. The development of children's drawing is also seen as a reflection of the stages that the fine arts went through in the history of mankind.

An opposite approach to the development of the child's psyche is observed in the sociological direction, the origins of which lie in the ideas of the philosopher of the 17th century. John Locke (1632-1704), who believed that a child is born with a soul pure as a white board (tabula rasa). On this board, the educator can write anything, and the child, not burdened by heredity, will grow up the way others want to see him.

Ideas about the unlimited possibilities of shaping the personality of a child have become quite widespread. These ideas were in tune with the ideology that prevailed in our country until the mid-1980s, so they can be found in many pedagogical and psychological works of those years.

What is meant by development factors at the present time (Figure 1)?

Figure 1. Factors in the formation of a child's personality

biological factor primarily includes heredity. There is no consensus on what exactly in the human psyche is genetically determined. Hereditary factors include features of the physiology of higher nervous activity, which determine the temperament of a person and anatomical and physiological features - inclinations that facilitate the development of abilities. The central nervous system functions differently in different people. A strong and mobile nervous system, with a predominance of excitation processes, gives a choleric, “explosive” temperament, with a balance in the processes of excitation and inhibition - sanguine. A person with a strong, inactive nervous system, with a predominance of inhibition, is a phlegmatic person, characterized by slowness and a less vivid expression of emotions. The melancholic, who has a weak nervous system, is especially vulnerable and sensitive. Trying to extinguish the affective outbursts of the choleric or encouraging the phlegmatic to complete educational tasks a little faster, adults must at the same time constantly take into account their characteristics, not demand excessive and appreciate the best that each temperament brings.

Hereditary inclinations give originality to the process of development of abilities, facilitating or hindering it. The development of abilities depends not only on the inclinations. If a child with perfect pitch does not regularly play musical instrument, he will not achieve success in the performing arts, and his special abilities will not develop. If a student who “grabs everything on the fly” during a lesson does not study conscientiously at home, he will not become an excellent student, despite his data, and his general ability to assimilate knowledge will not be developed. Skills develop through activity. In general, the child's own activity is so important that some psychologists consider activity the third factor in mental development.

The biological factor, in addition to heredity, includes the features of the course of the prenatal period of a child's life. The illness of the mother, the medications she was taking at this time, can cause a delay in the mental development of the child or other abnormalities. The birth process itself also affects the subsequent development, so it is necessary that the child avoid birth injury and took his first breath.

social factor is a broad concept. This is the society in which the child grows up, his cultural traditions, the prevailing ideology, the level of development of science and art, the main religious movements - the macro environment. The system of upbringing and education of children adopted in it depends on the characteristics of the social and cultural development of society, starting with public and private educational institutions(children's schools, houses of creativity, etc.) and ending with the specifics of family education. The social factor is also the immediate social environment that directly affects the development of the child's psyche: parents and other family members, later educators kindergarten and school teachers (sometimes friends or a priest) are a microenvironment. It should be noted that with age, the social environment expands: from the end of preschool childhood, peers begin to influence the development of the child, and in adolescence and senior school age, some social groups(media, sermons in religious communities etc.).

Natural geographic environment affects mental development indirectly - through the traditional in this natural area types of work and culture that determine the system of raising children. In the Far North, wandering with reindeer herders, a child will develop somewhat differently than a resident of an industrial city in the center of Europe.

The American psychologist Uri Bronfenbrenner proposed a model of ecological systems, according to which a growing individual actively restructures his multi-level living environment and at the same time himself is affected by the elements of this environment and the relationships between them, as well as by the wider environment. According to W. Bronfenbrenner, the ecological environment of a child's development consists of four nested systems, which are usually depicted as concentric rings. He calls these systems microsystem, mesosystem, exosystem and macrosystem (Figure 2).

microsystem, or the first level of the model, has to do with the occupations, roles and interactions of the individual and his immediate environment, such as family, kindergarten or school. For example, the development of a child in a family can be supported by the mother's sensitivity to her daughter's first steps towards independence. In turn, the child's display of independence may encourage the mother to look for new ways to support the development of such behavior.

microsystem is the level living environment, most frequently studied by psychologists.

Mesosystem, or the second level, is formed by the interconnections of two or more microsystems. Thus, formal and informal ties between the family and the school or the family, the school and the peer group have a significant impact on development. For example, constant communication between parents and teachers can have a positive impact on a child's success in school. Similarly, the attentive attitude of teachers to this child is likely to have a beneficial effect on his interactions with family members.

Exosystem, or third level, refers to those levels social environment or public structures which, being outside the sphere of direct experience of the individual, nevertheless influence him. A number of examples can be cited, ranging from formal social settings such as the parent's place of work, local health departments or home improvement, to informal settings such as the child's extended family or friends of the parent. For example, a mother's firm may allow her to work from home several days a week. This will allow the mother to spend more time with the child, which will indirectly affect his development. At the same time, the opportunity to pay more attention to the child will relieve stress from the mother and thereby increase her productivity.

Figure 2. Four environmental levels included in the model
ecological systems proposed by W. Bronfenbrenner
as a model for child development

macrosystem, or external level, is not related to a specific environment, but includes the life values, laws and traditions of the culture in which the individual lives. For example, the rules that allow children with developmental delays to attend mainstream classes in a regular school are likely to have a significant impact on the educational level and social development of both children with developmental disabilities and healthy children. In turn, the success or failure of this pedagogical experiment may help or, conversely, hinder further attempts by the administration to unite these two groups of children.

Although interventions that support and stimulate the course of development can be carried out at all four levels of the model, U. Bronfenbrenner believes that they play the most significant role at the level of the macrosystem. This is because the macrosystem has the ability to influence all other levels. For example, the government program for the development of a network of preschool institutions, launched in the mid-1960s. (Head Start) has had a huge impact on the growth of the educational level and social development of many generations of American children.

Outside the influence of the social environment, the child cannot become a full-fledged personality. There are cases when children were found in the forests, lost very young and raised among animals.

So, at the beginning of the 20th century, the Indian psychologist Reed Singh received the news that two mysterious creatures were seen near one village, similar to people, but moving on all fours. One day, Singh and a group of hunters hid at a wolf hole and saw a she-wolf leading her cubs for a walk, among which were two girls - one about eight, the other one and a half years old. Singh took the girls with him and tried to raise them. They ran on all fours, got scared and tried to hide from people, snarled, howled like wolves at night. The youngest, Amala, died a year later. The eldest - Kamala - lived until the age of seventeen. For nine years, they managed, basically, to wean her from wolf habits, but still, when she was in a hurry, she fell on all fours. Kamala, in fact, never mastered her speech (with great difficulty she learned to use only 40 words correctly). It turns out that the human psyche does not arise even without human conditions of life.

According to numerous studies by ethnologists and psychologists, the biological and social in human development are so firmly reunited that it is only theoretically possible to separate these two lines. The specificity of child development lies in the fact that it is subject to the action of socio-historical, and not biological, as in animals, laws. Baby pass natural process development on the basis of certain premises created by the previous development of his ancestors over many generations. A person does not have innate forms of behavior in the environment. Its development occurs through the appropriation of historically developed forms and methods of activity. The biological type of development occurs in the process of adaptation to nature through the inheritance of the properties of the species and through individual experience.

Modern ideas about the relationship between the biological and the social, adopted in domestic psychology, are mainly based on the provisions of L.S. Vygotsky (1896-1934).

L.S. Vygotsky in his work "The Development of Higher Mental Functions" emphasized the unity of hereditary and social factors in the process of development. Heredity is present in the development of all the child's mental functions, but it seems to have a different proportion. Elementary functions (beginning with sensations and perception) are more hereditarily conditioned than higher ones (arbitrary memory, logical thinking, speech). Higher functions are a product of the cultural and historical development of man, and hereditary inclinations here play the role of prerequisites. The more complex the function, the longer the path of its ontogenetic development, the less the influence of heredity affects it. At the same time, the environment always “participates” in development. Never any sign of child development, including basic mental functions, is purely hereditary.

Each characteristic, developing, acquires something that was not in the hereditary inclinations, and thanks to this, the specific weight of hereditary influences is either strengthened or weakened and relegated to the background. The role of each factor in the development of the same trait is different at different age stages. For example, in the development of speech, the significance of hereditary prerequisites decreases early and sharply, and the child's speech develops under the direct influence of the social environment, while in the development of psychosexuality the role of hereditary factors increases in adolescence. At each stage of development, in relation to each sign of development, it is necessary to establish a specific combination of biological and social moments, to study its dynamics.

Both types of mental development, which are isolated in phylogenesis, are undoubtedly represented in human ontogenesis: biological and historical (cultural) development; both of these processes have their counterparts.

“The growth of a normal child into civilization usually represents a single fusion with the processes of its organic maturation. Both plans of development - natural and cultural - coincide and merge with one another. Both series of changes interpenetrate one another and form, in essence, a single series of socio-biological formation of the child's personality. Because the organic development takes place in a cultural environment, insofar as it turns into a historically conditioned biological process. On the other hand, cultural development acquires a completely original and incomparable character, since it takes place simultaneously and merged with organic maturation, since its carrier is the growing, changing, maturing organism of the child, ”wrote L.S. Vygotsky.

Maturation- the process of development, which consists in pre-programmed changes in growth in accordance with the genetic plan. The idea of ​​maturation underlies the allocation in the ontogenetic development of the child of special periods of increased response - sensitive periods- periods of greatest sensitivity to certain kinds of influences. So, for example, the sensitive period of speech development is from one to three years, and if this stage is missed, it is practically impossible to compensate for losses in the future, as shown above. Adults should take into account what is easiest for a child to learn at a particular age: ethical ideas and norms - in preschool, the beginning of science - in primary school, etc.

Article "Biological factors of child development"

Guryanova Ekaterina Petrovna, educator Municipal budgetary preschool educational organization "Kindergarten of the combined type No. 11" Shatlyk "Menzelinsky municipal district of the Republic of Tatarstan
Purpose of material: This material is intended for kindergarten teachers. The presented material will be useful for kindergarten teachers
Target: distribute pedagogical experience among kindergarten teachers.
A task: reveal the importance of the biological factor in the development of preschool children.
Various factors influence the development of a child. The very first and significant factor before the birth of a child is the biological factor. The biological factor finds its development in the prenatal state.
The fundamental indicator is biological heredity. Biological heredity includes general indicators in its content.
Heredity is individual for each representative of mankind. It allows you to distinguish and distinguish in each representative of humanity not only internal, but also external characteristics.
Parents by inheritance pass on certain features and qualities of personality to their child. The transfer of hereditary qualities form the genetic program.
The great significance of heredity lies in the fact that it serves as a source of obtaining the human body, nervous system, brain,
organs of hearing.
External factors make it possible to distinguish one person from another. The specificity of the nervous system, inherited, develops certain type nervous activity.
The influence of heredity is so great that it is able to form certain abilities in various activities. This ability is formed on the basis of natural inclinations.
Based on the data of physiology and psychology, we can conclude that at birth, a child does not acquire abilities, but only the inclinations for any activity.
However, for the development and disclosure of certain inclinations, it is necessary to create favorable atmosphere for proper development.
Heredity includes not only favorable, positive aspects for the development of the child, it is not uncommon for a number of diseases to be inherited by the child.
The cause of these diseases: violation of the hereditary apparatus (genes, chromosomes).

In the modern world, the proper development of a child is influenced not only by heredity, but also by the environment itself.
Polluted atmosphere negatively affects the development of the child, already in the prenatal state. Pollution of air masses in the atmosphere, a sharp deterioration in water and forest resources contribute to the fact that the percentage of children born with certain disorders is increasing. For example, the birth of deaf-mute, blind children.
The development of deaf-mute and blind children is significantly different from the development of healthy children, it is slow.
Despite this fact, special methods have been developed and created in pedagogy that contribute to the development of special children. New specialized institutions and centers for special children are built and opened every year. It is also important to point out that active work and retraining of workers in this area is being carried out. Numerous specialists are working on this problem, such as teachers, psychologists, etc.
Serious and sometimes super-achievable tasks are assigned to these specialists. However, the main task in the work of qualified specialists is to help each special child get at least a little closer to the real world, to provide support in adapting the child to the world around him.

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GOU SPO Transbaikal Regional College of Culture (technical school)

Course work

in psychology

Topic: "Biological and social factors of child development"

Done: student

correspondence department

3 courses ATS

Zhuravleva O.V.

Head: Muzykina E.A.

Introduction

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

1.1 Biological basis of child development

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

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

2.1 Research methods

2.2 Findings of the study

Conclusion

Literature

Application

INTRODUCTION

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

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

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

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

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

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

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

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

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

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

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

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

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

biological social development child

1.1 Biological basis of child development

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

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

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

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

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

Modern biological science has dramatically changed our understanding of the role of heredity in the development of a child's personality. Over the past decade, US scientists, with the participation of scientists from all over the world, developing the Human Genome Program, have deciphered 90% of the 100,000 genes that a person has. Each gene coordinates one of the body's functions. So, for example, one group of genes is "responsible" for arthritis, the amount of cholesterol in the blood, a tendency to smoke, obesity, the other - for hearing, vision, memory, etc. There are, it turns out, genes for adventurism, cruelty, suicide, and even a gene for love. The traits programmed in the genes of the parents are inherited and in the process of life become the hereditary characteristics of the children. This has scientifically proven the ability to recognize and treat hereditary diseases, inhibit the predisposition to negative behavior of children, that is, to some extent control heredity.

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

Firstly, about sensitive periods, optimal terms for the development of certain aspects of the psyche - processes and properties, periods of ontogenetic development (ontogeny - the development of the individual, in contrast to the development of the species), that is, the level of mental maturity and their neoplasms for performing certain types of activities . For ignorance of elementary questions about the characteristics of children leads to an involuntary violation of their physical and mental development. For example, starting too early in learning something can adversely affect the mental development of the child, just like later. It is necessary to distinguish between the growth and development of children. Height characterizes the physical increase in body weight. Development includes growth, but the main thing in it is the progress of the child's psyche: perception, memory, thinking, will, emotions, etc. Knowledge of innate and acquired qualities allows teachers and parents to avoid mistakes in the organization of the educational process, the regime of work and rest, hardening of children and other types of their life.

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

Thirdly, it is necessary to rely on the physiological foundations of mental activity in the development of technology for teaching, educating, and playing children's activities. The educator can determine what reaction the child will follow with certain advice, orders, orders and other influences on the personality. There is a possible dependency here. innate reaction or acquired skills and abilities to carry out the orders of elders.

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

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

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

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

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

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

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

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

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

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

After the birth of a child, the process of its development is characterized by three successive stages: absorption of information, imitation and personal experience. In the period of intrauterine development, experience and imitation are absent. As for the absorption of information, it is maximal and proceeds on cellular level. At no time in his later life does a person develop as intensively as in the prenatal period, starting from a cell and turning in just a few months into a perfect being with amazing abilities and an unquenchable desire for knowledge.

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

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

There is the following pattern: everything that the mother goes through, the child also experiences. The mother is the first universe of the child, his "living resource base" both from the material and mental points of view. The mother is also the mediator between outside world and a child.

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

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

The concept of personality development characterizes the sequence and progress of changes occurring in the consciousness and behavior of the individual. Education is associated with subjective activity, with the development in a person of a certain idea about the world around him. Although education takes into account the influence of the external environment, it basically embodies the efforts that social institutions carry out.

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

A person receives the first elementary information in the family, which lays the foundations for both consciousness and behavior. Sociology draws attention to the fact that the value of the family as social institution has been underestimated for a long time. Moreover, the responsibility for educating the future citizen in certain periods Soviet history they tried to take it from the family, shifting it to the school, the labor collective, and public organizations. The belittling of the role of the family brought great losses, mainly of a moral nature, which later turned into large costs in labor and socio-political life.

The school takes the baton of socialization of the personality. As they grow older and prepare to fulfill their civic duty, the body of knowledge acquired by a young person becomes more complex. However, not all of them acquire the character of consistency and completeness. So, in childhood, the child receives the first ideas about the Motherland, in general terms, begins to form his own idea of ​​​​the society in which he lives, about the principles of building life.

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

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

The socialization of the individual is, in fact, specific form appropriation by a person of those civil relations that exist in all spheres of public life.

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

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

AT preschool age personality development is subject to biological laws. By the senior school age, biological factors persist, social conditions gradually have an increasing influence and develop into the leading determinants of behavior. The human body, according to I.P. Pavlova, - the system in the highest degree self-regulating, self-supporting, restoring, guiding and even improving. This determines the role of synergy (unity of personality) as a methodological basis for the functioning of the principles of a comprehensive, differentiated and personality-oriented approach to teaching and educating preschoolers, pupils and students.

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

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

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

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

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

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

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

2.1 Research methods

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

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

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

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

The list of questions is presented in the appendix to this term paper(see Attachment).

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

2.2 Findings of the study

The results of the interview are analyzed below.

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

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

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

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

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

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

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

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

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

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

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

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

From the above answers, it can be seen that children with special needs have low intellectual readiness for school; accordingly, children need additional education, i.e. in a boarding school need more help. Physically, children are generally well prepared, and socially educators do everything possible to improve their social skills and behavior.

These children have an attitude towards their classmates unusual. Often the child simply does not notice them, treats them like furniture, can examine them, touch them, like an inanimate object. Sometimes he likes to play next to other children, to watch what they do, what they draw, what they play, while not the children, but what they are doing is more interesting. AT joint game the child does not participate, he cannot learn the rules of the game. Sometimes there is a desire to communicate with children, even delight at their sight with violent manifestations of feelings that children do not understand and are even afraid of, because. hugs can be suffocating and the child, loving, can be hurt. The child draws attention to himself often in unusual ways, for example, by pushing or hitting another child. Sometimes he is afraid of children and runs away screaming when they approach. It happens that in everything inferior to others; if they take it by the hand, it does not resist, but when they drive it away from themselves - pays no attention to it. Also, the staff faces various problems in the course of communication with children. These may be feeding difficulties, when the child refuses to eat, or, on the contrary, eats very greedily and cannot get enough. The task of the leader is to teach the child to behave at the table. It happens that an attempt to feed a child may cause violent protest or, conversely, he willingly accepts food. Summarizing the above, it can be noted that it is very difficult for children to play the role of a student, and sometimes this process is impossible.

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

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

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

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

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

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

The above answers show how important it is for children to have a full-fledged family. Family as a social factor. At present, the family is considered both as the main unit of society and as a natural environment for the optimal development and well-being of children, i.e. their socialization. Also, the environment and upbringing are leading among the main factors. No matter how much the educators of this institution would try to adapt the pupils, due to their characteristics it is difficult for them to socialize, and also due to the large number of children per educator, they cannot individually deal with one child a lot.

The author of the study was interested in how educators develop self-awareness, self-esteem and communication skills in schoolchildren and how favorable the environment for the development of self-awareness and self-esteem of a child is in a boarding school. The educators answered the question someone briefly, and some gave a full answer.

Child - the being is very subtle. Every event that happens to him leaves a trace in his psyche. And for all its subtlety, it is still a dependent being. He is not able to decide for himself, to make strong-willed efforts and protect himself. This shows how responsibly you need to approach actions in relation to them. Social workers follow the close connection of physiological and mental processes, which are especially pronounced in children. The environment at the school is favorable, the pupils are surrounded by warmth and care. Creative credo of the teaching staff:« Children should live in a world of beauty, games, fairy tales, music, drawing, creativity» .

Not enough, there is no sense of security as in domestic children. Although all educators try to create a favorable environment in the institution on their own, with responsiveness, goodwill, so that there are no conflicts between children.

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

Based on the answers of the respondents, it can be concluded that, in general, the environment in the boarding school is favorable for children. Of course, children who are brought up in a family have a better sense of security and home warmth, but educators do everything possible to create a favorable environment for the pupils in the institution, they themselves are engaged in increasing the self-esteem of children, creating all the conditions they need so that the pupils do not feel lonely.

The author of the study was interested in whether individual or special programs of education and upbringing are compiled for the socialization of children with special needs and whether the children of the interviewed teachers have an individual rehabilitation plan. All respondents answered that all pupils of the boarding school have an individual plan. Also added:

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

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

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

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

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

CONCLUSION

In conclusion, the following conclusions can be drawn.

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

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

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

LITERATURE

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APPENDIX

A list of questions

1. How many children are in your class?

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

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

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

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

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

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

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

9. Are there individual or special education and upbringing programs for the socialization of children with special needs?

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

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

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

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